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Language-switching and retrieval-based learning: an unfavorable combination

Language-switching costs arise when learners encode information in one language and subsequently recall that information in a different language. The assumed cognitive mechanism behind these costs is the principle of encoding specificity that implies language-dependent representations of information...

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Autores principales: Wußing, Moritz, Grabner, Roland H., Sommer, Hannah, Saalbach, Henrik
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10411513/
https://www.ncbi.nlm.nih.gov/pubmed/37564306
http://dx.doi.org/10.3389/fpsyg.2023.1198117
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author Wußing, Moritz
Grabner, Roland H.
Sommer, Hannah
Saalbach, Henrik
author_facet Wußing, Moritz
Grabner, Roland H.
Sommer, Hannah
Saalbach, Henrik
author_sort Wußing, Moritz
collection PubMed
description Language-switching costs arise when learners encode information in one language and subsequently recall that information in a different language. The assumed cognitive mechanism behind these costs is the principle of encoding specificity that implies language-dependent representations of information. The aim of our study was to test this mechanism and to gain insights into the impact of language-switching on subsequent learning. To this end, we used retrieval-based learning as a carrier-paradigm. In a 2×3-design, 117 participants learned mathematical concepts with a practice-test or a restudy opportunity (within-subjects factor). In addition, the sample was divided into three groups regarding language-switching (between-subjects factor): one group without switching, one switched for the final tests, and one switched between initial learning and subsequent learning. Results show the expected main effects: participants performed better for the items learned via retrieval-based learning (testing-effect) and worse in conditions with language-switching (language-switching-costs). Most importantly, we were able to find an interaction between learning condition and language-switching: retrieval-based learning suffers particularly from language-switching. Additionally, our results indicate that language switching before subsequent learning seems to be particularly detrimental. These results provide both validation for encoding specificity as mechanism underlying language-switching costs and new information on the impact of the time of language-switching that can be considered in educational designs such as “Content and Language Integrated Learning.”
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spelling pubmed-104115132023-08-10 Language-switching and retrieval-based learning: an unfavorable combination Wußing, Moritz Grabner, Roland H. Sommer, Hannah Saalbach, Henrik Front Psychol Psychology Language-switching costs arise when learners encode information in one language and subsequently recall that information in a different language. The assumed cognitive mechanism behind these costs is the principle of encoding specificity that implies language-dependent representations of information. The aim of our study was to test this mechanism and to gain insights into the impact of language-switching on subsequent learning. To this end, we used retrieval-based learning as a carrier-paradigm. In a 2×3-design, 117 participants learned mathematical concepts with a practice-test or a restudy opportunity (within-subjects factor). In addition, the sample was divided into three groups regarding language-switching (between-subjects factor): one group without switching, one switched for the final tests, and one switched between initial learning and subsequent learning. Results show the expected main effects: participants performed better for the items learned via retrieval-based learning (testing-effect) and worse in conditions with language-switching (language-switching-costs). Most importantly, we were able to find an interaction between learning condition and language-switching: retrieval-based learning suffers particularly from language-switching. Additionally, our results indicate that language switching before subsequent learning seems to be particularly detrimental. These results provide both validation for encoding specificity as mechanism underlying language-switching costs and new information on the impact of the time of language-switching that can be considered in educational designs such as “Content and Language Integrated Learning.” Frontiers Media S.A. 2023-07-26 /pmc/articles/PMC10411513/ /pubmed/37564306 http://dx.doi.org/10.3389/fpsyg.2023.1198117 Text en Copyright © 2023 Wußing, Grabner, Sommer and Saalbach. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Wußing, Moritz
Grabner, Roland H.
Sommer, Hannah
Saalbach, Henrik
Language-switching and retrieval-based learning: an unfavorable combination
title Language-switching and retrieval-based learning: an unfavorable combination
title_full Language-switching and retrieval-based learning: an unfavorable combination
title_fullStr Language-switching and retrieval-based learning: an unfavorable combination
title_full_unstemmed Language-switching and retrieval-based learning: an unfavorable combination
title_short Language-switching and retrieval-based learning: an unfavorable combination
title_sort language-switching and retrieval-based learning: an unfavorable combination
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10411513/
https://www.ncbi.nlm.nih.gov/pubmed/37564306
http://dx.doi.org/10.3389/fpsyg.2023.1198117
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