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Is overt repetition critical to expressive word learning? The role of overt repetition in word learning with and without semantics

Published online by Cambridge University Press:  01 October 2008

BRANDON ABBS ,
PRAHLAD GUPTA  and
NAVEEN KHETARPAL
BRANDON ABBS
Affiliation:
University of Iowa
PRAHLAD GUPTA*
Affiliation:
University of Iowa
NAVEEN KHETARPAL
Affiliation:
University of Iowa
*
ADDRESS FOR CORRESPONDENCE Prahlad Gupta, Department of Psychology, University of Iowa, E11 Seashore Hall, Iowa City, IA 52242. E-mail: [email protected]
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Abstract

Five experiments examined whether overt repetition (i.e., saying a word aloud) during exposure is critical to the expressive learning of new words. When participants did not engage in overt repetition during exposure, they nevertheless exhibited clear expressive learning, both with and without an accompanying semantics, indicating that overt repetition is not critical to expressive word learning. In addition, learning without overt repetition did not differ from learning with overt repetition, suggesting that overt repetition confers no benefit for learning in this situation. These results are discussed in relation to previous studies, and it is suggested that benefits of repetition may accrue primarily in second language rather than in first language word learning.

Type
Articles
Information
Applied Psycholinguistics , Volume 29 , Issue 4 , October 2008 , pp. 627 - 667
Copyright
Copyright © Cambridge University Press 2008

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