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Lexical and semantic training to acquire words in a foreign language: An electrophysiological study
dc.contributor.author | García Gámez, Ana Belén | |
dc.contributor.author | Macizo Soria, Pedro | |
dc.date.accessioned | 2022-05-04T06:40:45Z | |
dc.date.available | 2022-05-04T06:40:45Z | |
dc.date.issued | 2022-04-05 | |
dc.identifier.citation | García-Gámez AB, Macizo P (2022). Lexical and semantic training to acquire words in a foreign language: An electrophysiological study. Bilingualism: Language and Cognition 1–18. [https://doi.org/10.1017/S1366728921000456] | es_ES |
dc.identifier.uri | http://hdl.handle.net/10481/74672 | |
dc.description | This research was funded by the Spanish Ministry of Economy and Competitiveness (grant number PSI2016-75250-P) and the Spanish Ministry of Science and Innovation: Reference of the project: PID2019-111359GB-I00/SRA (State Research Agency/10.13039/501100011033) awarded to Pedro Macizo. All procedures performed in this study involving human participants were in accordance with the ethical standards of the research ethical committee at the University of Granada (number issued by the Ethical Committee: 86/CEIH/2015). We thank Borja Molina Zea for computer support and software programming for the processing of EEG data reported in the current work. | es_ES |
dc.description.abstract | An event-related potential (ERP) study was conducted to evaluate the efficacy of two learning methods for the acquisition of vocabulary in a foreign language (FL). In the semantic method, FL words were presented with pictures denoting their meaning and the learners practiced with a semantic categorization task (to indicate whether FL words were exemplars of a semantic category). In the lexical method, FL words were paired with their translation in the first language (L1) and the learners practiced with a letter-monitoring task (to indicate whether L1-FL words contained a grapheme). A translation task and a picture-naming task were used to evaluate FL acquisition. ERP modulations associated with semantic processing were more evident and broadly distributed in the semantic versus lexical learning group. The pattern of results suggests that a single session of semantic learning favors the establishment of connections between semantics and the words learned in a new language. | es_ES |
dc.description.sponsorship | Spanish Government PSI2016-75250-P PID2019-111359GB-I00/SRA | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Cambridge University Press | es_ES |
dc.rights | Atribución 3.0 España | * |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/es/ | * |
dc.subject | L2 vocabulary learning | es_ES |
dc.subject | ERPs | es_ES |
dc.subject | N400 | es_ES |
dc.subject | LPC | es_ES |
dc.title | Lexical and semantic training to acquire words in a foreign language: An electrophysiological study | es_ES |
dc.type | journal article | es_ES |
dc.rights.accessRights | open access | es_ES |
dc.identifier.doi | 10.1017/S1366728921000456 | |
dc.type.hasVersion | VoR | es_ES |