Photograph method fosters direct access to second‐language word meaning: Direct evidence from a word‐picture matching task.
This experiment was designed to investigate conceptual links directly through a word–picture matching task in children. Participants were asked to indicate between two pictures the one depicting the same concept as the newly learned L2 word (target). One of the two pictures was the target, while the...
| Publicado en: | British Journal of Developmental Psychology Vol. 39; no. 3; pp. 407 - 424 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Sep2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=151798853&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 151798853 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0261510X 99E jtl: British Journal of Developmental Psychology issn: 0261510X maglogo: Y pubinfo: dt: Sep2021 vid: 39 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 151798853 150122103 151798853 151798853 10.1111/bjdp.12375 151798853 ppf: 407 ppct: 17 formats: tig: atl: Photograph method fosters direct access to second‐language word meaning: Direct evidence from a word‐picture matching task. aug: au: Boddaert, Gary Casalis, Séverine Mahé, Gwendoline affil: UMR 9193 ‐ SCALab – Sciences Cognitives et Sciences Affectives, Univ. Lille,, France sug: subj: Language Development In Infancy and Childhood Photography Methods Task Performance and Analysis Human Child Experimental Studies Child: 6-12 years ab: This experiment was designed to investigate conceptual links directly through a word–picture matching task in children. Participants were asked to indicate between two pictures the one depicting the same concept as the newly learned L2 word (target). One of the two pictures was the target, while the other was either semantically related to it or was unrelated. To investigate whether learning methods modulate L2 word processing, two learning methods were compared: an L2‐photograph method and an L1‐L2 method. Results showed a semantic interference effect only with the L2‐photograph method: Children responded more slowly in the related condition than in the unrelated one. The learning method modulated L2 word processing and L2 word meaning was not necessarily accessed through L1 mediation in the first steps of learning. The method used paves the way for the direct investigation of conceptual links. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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