Per-exposure learning gains decrease as the number of exposures increases: a small but significant negative linear trend in the normalized incidental learning effect¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Normalized incidental learning effects (effect divided by number of exposures) showed a significant negative linear trend, with additional encounters contributing less learning as exposure count rose (ηp2 = .06). → 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 · i2 · causal · r2

ANOVAs on difference scores divided by exposure number (two through eight) in the translation recognition data revealed "a small but significant negative linear trend", ηp2 = .06 and ηp2 = .05; Pages and Jonckheere trend tests confirmed it (r = .25 and r = .20).

"The normalized incidental learning effects were then investigated using ANOV As, which revealed a small but significant negative linear trend, F1 (1, 65) = 3.98, p = .05, ηp2 = .06, F2 (1, 76) = 4.62, p < .05, ηp2 = .05"

Discussion¶

Related Claims¶

• Participants respond increasingly faster to stimuli presented more often during the incidental letter-search task — 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 — related
• Incidental multimodal exposure produces better explicit translation-recognition performance on previously exposed words than on new words in beginner FL learners — related
• Reading times on unfamiliar words decrease non-linearly, following an S-shaped curve, as exposures accumulate during natural reading — related