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  Enrichment effects of gestures and pictures on abstract words in a second language

Repetto, C., Pedroli, E., & Macedonia, M. (2017). Enrichment effects of gestures and pictures on abstract words in a second language. Frontiers in Psychology, 8: 2136. doi:10.3389/fpsyg.2017.02136.

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Item Permalink: http://hdl.handle.net/11858/00-001M-0000-002E-9BAF-E Version Permalink: http://hdl.handle.net/21.11116/0000-0005-5321-8
Genre: Journal Article

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 Creators:
Repetto, Claudia1, Author
Pedroli, Elisa2, Author
Macedonia, Manuela3, 4, Author              
Affiliations:
1Department of Psychology, Catholic University of the Sacred Heart, Milan, Italy, ou_persistent22              
2Istituto Auxologico Italiano, Milan, Italy, ou_persistent22              
3Department of Information Engineering, Johannes Kepler University, Linz, Austria, ou_persistent22              
4Department Neuropsychology, MPI for Human Cognitive and Brain Sciences, Max Planck Society, ou_634551              

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Free keywords: Gestures; Abstract words; Second language learning; Enactment effect; Embodied cognition
 Abstract: Laboratory research has demonstrated that multisensory enrichment promotes verbal learning in a foreign language (L2). Enrichment can be done in various ways, e.g., by adding a picture that illustrates the L2 word’s meaning or by the learner performing a gesture to the word (enactment). Most studies have tested enrichment on concrete but not on abstract words. Unlike concrete words, the representation of abstract words is deprived of sensory-motor features. This has been addressed as one of the reasons why abstract words are difficult to remember. Here, we ask whether a brief enrichment training by means of pictures and by self-performed gestures also enhances the memorability of abstract words in L2. Further, we explore which of these two enrichment strategies is more effective. Twenty young adults learned 30 novel abstract words in L2 according to three encoding conditions: (1) reading, (2) reading and pairing the novel word to a picture, and (3) reading and enacting the word by means of a gesture. We measured memory performance in free and cued recall tests, as well as in a visual recognition task. Words encoded with gestures were better remembered in the free recall in the native language (L1). When recognizing the novel words, participants made less errors for words encoded with gestures compared to words encoded with pictures. The reaction times in the recognition task did not differ across conditions. The present findings support, even if only partially, the idea that enactment promotes learning of abstract words and that it is superior to enrichment by means of pictures even after short training.

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Language(s): eng - English
 Dates: 2017-06-122017-11-222017-12-15
 Publication Status: Published online
 Pages: -
 Publishing info: -
 Table of Contents: -
 Rev. Method: Peer
 Identifiers: DOI: 10.3389/fpsyg.2017.02136
PMID: 29326617
PMC: PMC5736538
Other: eCollection 2017
 Degree: -

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Title: Frontiers in Psychology
  Abbreviation : Front Psychol
Source Genre: Journal
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Publ. Info: Pully, Switzerland : Frontiers Research Foundation
Pages: - Volume / Issue: 8 Sequence Number: 2136 Start / End Page: - Identifier: ISSN: 1664-1078
CoNE: https://pure.mpg.de/cone/journals/resource/1664-1078