TY - JOUR
T1 - Online learning from input versus offline memory evolution in adult word learning
T2 - Effects of neighborhood density and phonologically related practice
AU - Storkel, Holly L.
AU - Bontempo, Daniel E.
AU - Pak, Natalie S.
N1 - Publisher Copyright:
© American Speech-Language-Hearing Association.
PY - 2014/10/1
Y1 - 2014/10/1
N2 - Purpose: In this study, the authors investigated adult word learning to determine how neighborhood density and practice across phonologically related training sets influence online learning from input during training versus offline memory evolution during no-training gaps.Method: Sixty-one adults were randomly assigned to learn low-or high-density nonwords. Within each density condition, participants were trained on one set of words and then were trained on a second set of words, consisting of phonological neighbors of the first set. Learning was measured in a picture-naming test. Data were analyzed using multilevel modeling and spline regression.Results: Steep learning during input was observed, with new words from dense neighborhoods and new words that were neighbors of recently learned words (i.e., second-set words) being learned better than other words. In terms of memory evolution, large and significant forgetting was observed during 1-week gaps in training. Effects of density and practice during memory evolution were opposite of those during input. Specifically, forgetting was greater for high-density and second-set words than for low-density and first-set words.Conclusion: High phonological similarity, regardless of source (i.e., known words or recent training), appears to facilitate online learning from input but seems to impede offline memory evolution.
AB - Purpose: In this study, the authors investigated adult word learning to determine how neighborhood density and practice across phonologically related training sets influence online learning from input during training versus offline memory evolution during no-training gaps.Method: Sixty-one adults were randomly assigned to learn low-or high-density nonwords. Within each density condition, participants were trained on one set of words and then were trained on a second set of words, consisting of phonological neighbors of the first set. Learning was measured in a picture-naming test. Data were analyzed using multilevel modeling and spline regression.Results: Steep learning during input was observed, with new words from dense neighborhoods and new words that were neighbors of recently learned words (i.e., second-set words) being learned better than other words. In terms of memory evolution, large and significant forgetting was observed during 1-week gaps in training. Effects of density and practice during memory evolution were opposite of those during input. Specifically, forgetting was greater for high-density and second-set words than for low-density and first-set words.Conclusion: High phonological similarity, regardless of source (i.e., known words or recent training), appears to facilitate online learning from input but seems to impede offline memory evolution.
KW - Adults
KW - Input
KW - Memory evolution
KW - Neighborhood density
KW - Vocabulary
KW - Word learning
UR - http://www.scopus.com/inward/record.url?scp=84907785901&partnerID=8YFLogxK
U2 - 10.1044/2014_JSLHR-L-13-0150
DO - 10.1044/2014_JSLHR-L-13-0150
M3 - Article
C2 - 24686841
AN - SCOPUS:84907785901
SN - 1092-4388
VL - 57
SP - 1708
EP - 1721
JO - Journal of Speech, Language, and Hearing Research
JF - Journal of Speech, Language, and Hearing Research
IS - 5
ER -