English
 
User Manual Privacy Policy Disclaimer Contact us
  Advanced SearchBrowse

Item

ITEM ACTIONSEXPORT
  Brief multisensory training enhances second language vocabulary acquisition in both high and low performers

Macedonia, M., & Repetto, C. (2016). Brief multisensory training enhances second language vocabulary acquisition in both high and low performers. International Journal of Learning, Teaching and Educational Research, 15(3), 42-53.

Item is

Basic

show hide
Item Permalink: http://hdl.handle.net/11858/00-001M-0000-002B-5624-7 Version Permalink: http://hdl.handle.net/11858/00-001M-0000-002B-D2F8-F
Genre: Journal Article

Files

show Files
hide Files
:
Macedonia,Repetto2016_BriefMultisensoryTraining_578-2039-3-PB.pdf (Publisher version), 341KB
Name:
Macedonia,Repetto2016_BriefMultisensoryTraining_578-2039-3-PB.pdf
Description:
-
Visibility:
Public
MIME-Type / Checksum:
application/pdf / [MD5]
Technical Metadata:
Copyright Date:
-
Copyright Info:
-
License:
-

Locators

show

Creators

show
hide
 Creators:
Macedonia, Manuela1, 2, Author              
Repetto , Claudia3, Author
Affiliations:
1Johannes Kepler University, Linz, Austria, ou_persistent22              
2Max Planck Research Group Neural Mechanisms of Human Communication, MPI for Human Cognitive and Brain Sciences, Max Planck Society, ou_634556              
3Catholic University of the Sacred Heart, Milan, Italy, ou_persistent22              

Content

show
hide
Free keywords: Second language education; Multilingualisms; Second language learning; High and low performance; Embodiment; Sensorimotor enrichment; Enactment
 Abstract: Research in the field of vocabulary acquisition has demonstrated that enriching novel words with sensorimotor information enhances memory outcome compared to reading. However, it has been asserted that enrichment might exceed the cognitive load of low performers and therefore be detrimental to them. Here, in a brief training, thirty-two subjects learned thirty novel items of a foreign language according to three conditions: (1) reading, (2) reading and listening, (3) reading and listening and watching an actress performing a gesture semantically related to the words. Conditions (2) and (3) enriched the baseline (1) with multisensory information. Memory performance was assessed through written tests immediately after learning. Results indicate that both high and low performers benefit from enrichment. The significant interaction between group and method in one of the tests shows that low performers learn better through enrichment than by only reading the words. Implications for education are discussed.

Details

show
hide
Language(s): eng - English
 Dates: 2016-04-032016-01-252016-03-312016-03
 Publication Status: Published in print
 Pages: -
 Publishing info: -
 Table of Contents: -
 Rev. Method: -
 Identifiers: -
 Degree: -

Event

show

Legal Case

show

Project information

show

Source 1

show
hide
Title: International Journal of Learning, Teaching and Educational Research
Source Genre: Journal
 Creator(s):
Affiliations:
Publ. Info: -
Pages: - Volume / Issue: 15 (3) Sequence Number: - Start / End Page: 42 - 53 Identifier: ISSN: 1694-2493
CoNE: https://pure.mpg.de/cone/journals/resource/1694-2493