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Applying Learning Theory to the Acquisition of Academic Vocabulary |
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Ashley Bourgoyne - Speech, Language and Hearing Sciences, University of Arizona
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Mary Alt - Speech, Language and Hearing Sciences, University of Arizona
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| SRCLD Year: |
2016 |
| Presentation Type: |
Poster Presentation |
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(na) |
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This study was designed to determine if high-variability visual input would facilitate the development of conceptual representations of academic vocabulary for college-aged students. Students were trained on vocabulary in high- and low-variability conditions. Their learning was assessed via a posttest which required them to identify, out of a field of four, both trained and novel images. Participants also rated novel images, both accurate and inaccurate, on a scale of 1 to 9 (“accurate” –“inaccurate”) in order to assess their conceptual representations of the new vocabulary. Results showed that participants were equally accurate on trained and novel items in the high-variability condition, but were less accurate on novel items only in the low-variability condition. Participants were more successful at rating accurate items in the high-variability condition than the low-variability condition, but were equivalently bad at successfully rating the inaccurate images. High-variability learning conditions may facilitate learner generalization to novel representations and recognition of accurate examples of academic concepts in college students. Funding was provided by University of Arizona’s Graduate and Professional Student Council’s ReaP award. |
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