Participants respond increasingly faster to stimuli presented more often during the incidental letter-search task¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Average response times in the incidental learning phase decreased significantly with more exposures (linear contrast ηp2 = .41 in the participant analysis). → Marie-Josée Bisson 2014

Evidence¶

Marie-Josée Bisson 2014¶

Marie-Josée Bisson, Walter J. B. van Heuven, Kathy Conklin, and Richard J. Tunney. (2014). The Role of Repeated Exposure to Multimodal Input in Incidental Acquisition of Foreign Language Vocabulary. Language Learning 64:4. https://doi.org/10.1111/lang.12085

q3 · i3 · causal · r2

Response-time analysis of the incidental letter-search phase (from the article's Note 3) found mean RTs of 883 to 827 milliseconds across two to eight exposures, with a significant linear contrast, ηp2 = .41 and ηp2 = .07.

"Participants responded increasingly faster to stimuli that were presented more often, as revealed by a significant linear contrast in a repeated-measures ANOV A, F1(1, 65) = 44.54, p < .001, ηp2 = .41, F2(1, 76) = 5.46, p < .05, ηp2 = .07."

Discussion¶

Related Claims¶

• Reading times for unknown words decrease significantly after three to four encounters, and by eight encounters unknown words are read like known words — related
• Reading times on unfamiliar words decrease non-linearly, following an S-shaped curve, as exposures accumulate during natural reading — related
• Per-exposure learning gains decrease as the number of exposures increases: a small but significant negative linear trend in the normalized incidental learning effect — related
• The incidental learning advantage occurs from as little as two exposures to multimodal stimuli in complete beginners — related
• No significant overall linear trend of exposure number on the incidental learning effect, though two exposures yield a significantly smaller effect than eight in block 1 — related
• The more often learners meet a word while reading, the more likely they are to learn it incidentally; a meta-analysis of correlational studies finds a moderate correlation — a broader claim this one bears on
• Incidental multimodal exposure produces better explicit translation-recognition performance on previously exposed words than on new words in beginner FL learners — related
• Learners shift from letter-by-letter reading to word and phrase units and gain keyboard familiarity, and the shift to larger units is temporarily accompanied by more errors — related