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Learning Spelling From Meaning: The Role of Incomplete Contexts in Orthographic Learning
Abstract. According to the instance-based approach, each novel word encounter is encoded as an episodic trace, including different aspects of word knowledge (orthography, semantics, phonology) and context. Experiencing the novel word again leads to reactivating the previous instances to support word...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Hogrefe Publishing
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10658638/ https://www.ncbi.nlm.nih.gov/pubmed/37830768 http://dx.doi.org/10.1027/1618-3169/a000587 |
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author | Smejkalova, Anezka Chetail, Fabienne |
author_facet | Smejkalova, Anezka Chetail, Fabienne |
author_sort | Smejkalova, Anezka |
collection | PubMed |
description | Abstract. According to the instance-based approach, each novel word encounter is encoded as an episodic trace, including different aspects of word knowledge (orthography, semantics, phonology) and context. Experiencing the novel word again leads to reactivating the previous instances to support word identification. Accordingly, once a link between orthography and meaning is established through several instances of co-occurrence, presenting the novel word form enhances semantic learning even if the contexts are uninformative about the meaning (Eskenazi et al., 2018). Here, we investigated whether informative contexts enhance orthographic learning in the absence of the novel word form. Participants read pseudowords in three definition-like sentences, followed by three unrelated filler sentences (baseline condition), three uninformative sentences (orthographic condition), or three informative sentences with synonyms replacing the pseudoword (semantic condition). After reading, participants were better at spelling pseudowords exposed in the semantic than in the baseline condition and recalled more definitions of the pseudowords exposed in the orthographic than in the baseline condition. Such results indicate that both semantic and orthographic learning benefit from the contexts where the target information is absent. Overall, this supports the instance-based approach and contributes to the understanding of the interplay between orthography and semantics in contextual word learning. |
format | Online Article Text |
id | pubmed-10658638 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Hogrefe Publishing |
record_format | MEDLINE/PubMed |
spelling | pubmed-106586382023-11-20 Learning Spelling From Meaning: The Role of Incomplete Contexts in Orthographic Learning Smejkalova, Anezka Chetail, Fabienne Exp Psychol Research Article Abstract. According to the instance-based approach, each novel word encounter is encoded as an episodic trace, including different aspects of word knowledge (orthography, semantics, phonology) and context. Experiencing the novel word again leads to reactivating the previous instances to support word identification. Accordingly, once a link between orthography and meaning is established through several instances of co-occurrence, presenting the novel word form enhances semantic learning even if the contexts are uninformative about the meaning (Eskenazi et al., 2018). Here, we investigated whether informative contexts enhance orthographic learning in the absence of the novel word form. Participants read pseudowords in three definition-like sentences, followed by three unrelated filler sentences (baseline condition), three uninformative sentences (orthographic condition), or three informative sentences with synonyms replacing the pseudoword (semantic condition). After reading, participants were better at spelling pseudowords exposed in the semantic than in the baseline condition and recalled more definitions of the pseudowords exposed in the orthographic than in the baseline condition. Such results indicate that both semantic and orthographic learning benefit from the contexts where the target information is absent. Overall, this supports the instance-based approach and contributes to the understanding of the interplay between orthography and semantics in contextual word learning. Hogrefe Publishing 2023-09-29 2023-05 /pmc/articles/PMC10658638/ /pubmed/37830768 http://dx.doi.org/10.1027/1618-3169/a000587 Text en © 2023 The Author(s) https://creativecommons.org/licenses/by/4.0/Distributed as a Hogrefe OpenMind article under the license CC BY 4.0 (https://creativecommons.org/licenses/by/4.0 (https://creativecommons.org/licenses/by/4.0/) ) |
spellingShingle | Research Article Smejkalova, Anezka Chetail, Fabienne Learning Spelling From Meaning: The Role of Incomplete Contexts in Orthographic Learning |
title | Learning Spelling From Meaning: The Role of Incomplete Contexts in Orthographic Learning |
title_full | Learning Spelling From Meaning: The Role of Incomplete Contexts in Orthographic Learning |
title_fullStr | Learning Spelling From Meaning: The Role of Incomplete Contexts in Orthographic Learning |
title_full_unstemmed | Learning Spelling From Meaning: The Role of Incomplete Contexts in Orthographic Learning |
title_short | Learning Spelling From Meaning: The Role of Incomplete Contexts in Orthographic Learning |
title_sort | learning spelling from meaning: the role of incomplete contexts in orthographic learning |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10658638/ https://www.ncbi.nlm.nih.gov/pubmed/37830768 http://dx.doi.org/10.1027/1618-3169/a000587 |
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