Efficacy of the keyword mnemonic method in adults

Two experiments were used to assess the efficacy of the keyword mnemonic method in adults. In Experiment 1, immediate and delayed recall (at a one-day interval) were assessed by comparing the results obtained by a group of adults using the keyword mnemonic method in contrast to a group using the repetition method. The mean age of the sample under study was 59.35 years. Subjects were required to learn a list of 16 words translated from Latin into Spanish. Participants who used keyword mnemonics that had been devised by other experimental participants of the same characteristics, obtained significantly higher immediate and delayed recall scores than participants in the repetition method. In Experiment 2, other participants had to learn a list of 24 Latin words translated into Spanish by using the keyword mnemonic method reinforced with pictures. Immediate and delayed recall were significantly greater in the keyword mnemonic method group than in the repetition method group.     

Comparing and combining retrieval practice and the keyword mnemonic for foreign vocabulary learning

Experiment 1 compared the effectiveness of retrieval practice, the keyword mnemonic and rote rehearsal for learning foreign language vocabulary. Both mnemonic methods produced similar recall and were superior to rote rehearsal. In Experiment 2, participants learned German vocabulary using keywords, retrieval practice or their own method. Retrieval practice and keyword‐based recall were similar and superior to self‐directed study. In Experiment 3, participants studied using keywords, retrieval practice, a combination or an elaboration strategy. Criterion testing occurred immediately and after a week. For receptive learning, retrieval practice and keywords were equally beneficial but for productive learning, retrieval practice was more effective. Combining strategies produced mixed results with significant benefits only for receptive learning in the delayed test. Copyright © 2006 John Wiley & Sons, Ltd.     

Role of grammatical gender and semantics in German word production

Semantic substitution errors (e.g., saying "arm" when "leg" is intended) are among the most common types of errors occurring during spontaneous speech. It has been shown that grammatical gender of German target nouns is preserved in the errors (E. Mane, 1999). In 3 experiments, the authors explored different accounts of the grammatical gender preservation effect in German. In all experiments, semantic substitution errors were induced using a continuous naming paradigm. In Experiment 1, it was found that gender preservation disappeared when speakers produced bare nouns. Gender preservation was found when speakers produced phrases with determiners marked for gender (Experiment 2) but not when the produced determiners were not marked for gender (Experiment 3). These results are discussed in the context of models of lexical retrieval during production.     

Native language effects in learning second-language grammatical gender: A training study

We investigated cross-language influences in the representation and acquisition of Dutch word gender by native speakers of German. Participants named pictures in Dutch, using gender-marked noun phrases, and were trained on this task using feedback. Nouns differed in gender compatibility and cognate status with respect to German. The results show clear effects of cross-language gender compatibility and cognate status on response accuracy, certainty, and consistency. Feedback during training reduced gender errors approximately by half, and affected the different item conditions similarly. Furthermore, relative to the initial error rates, incorrect gender responses given with great certainty were not harder to modify than those with lower certainty. The results provide insights into the nature and stability of correct and incorrect gender representations in L2, and demonstrate the pervasiveness of transfer from the first to the second language even after intensive training.     

Young children learning Spanish make rapid use of grammatical gender in spoken word recognition

All nouns in Spanish have grammatical gender, with obligatory gender marking on preceding articles (e.g., la and el, the feminine and masculine forms of "the," respectively). Adult native speakers of languages with grammatical gender exploit this cue in on-line sentence interpretation. In a study investigating the early development of this ability, Spanish-learning children (34-42 months) were tested in an eye-tracking procedure. Presented with pairs of pictures with names of either the same grammatical gender (la pelota, "ball [feminine]"; la galleta, "cookie [feminine]") or different grammatical gender (la pelota; el zapato, "shoe [masculine]"), they heard sentences referring to one picture (Encuentra la pelota, "Find the ball"). The children were faster to orient to the referent on different-gender trials, when the article was potentially informative, than on same-gender trials, when it was not, and this ability was correlated with productive measures of lexical and grammatical competence. Spanish-learning children who can speak only 500 words already use gender-marked articles in establishing reference, a processing advantage characteristic of native Spanish-speaking adults.     

The selection of grammatical features in word production: the case of plural nouns in German

Two experiments investigate the effect of number congruency using picture-word interference. Native German participants were required to name pictures of single objects (Nase 'nose') or two instances of the same object (Nasen 'noses') while ignoring simultaneously presented distractor words. Distractor words either had the same number or were different in number. In addition, the type of plural formation (same or different inflectional plural suffix) and the semantic relationship (same or different semantic category) between target and distractor were varied in Experiments 1 and 2. Results showed no effect of number congruency in either experiment. Furthermore, the type of inflectional suffix did not exert an influence on naming latencies in Experiment 1, but semantic relationship led to a significant interference effect in Experiment 2. The results indicate that selection of the number feature diacritic in noun production is not a competitive process. The implications of the results for models of lexical access are discussed.     

Differential effects of grammatical gender and gender inflection in bare noun production

In a new series of experiments with the picture-word interference paradigm, we replicated the grammatical gender interference effect in bare noun production in Italian: naming times are slower to picture-word noun pairs sharing the same gender. This effect is independent from the morphological transparency for gender, but responses are significantly slower when the distracters are transparent for gender. Overall, the pattern of results supports the assumption that in bare noun production grammatical gender is always selected, at least in languages like Italian. We assume that the differential effects of the nominal endings are due to the mechanisms involved in the recognition of grammatical gender of the distracter nouns which are sensitive to the morphological transparency for gender: lexical representation of transparent written words leads to a higher level of activation, thus resulting in stronger gender interference.     

Grammatical gender effects on cognition: implications for language learning and language use

In 4 experiments, the authors addressed the mechanisms by which grammatical gender (in Italian and German) may come to affect meaning. In Experiments 1 (similarity judgments) and 2 (semantic substitution errors), the authors found Italian gender effects for animals but not for artifacts; Experiment 3 revealed no comparable effects in German. These results suggest that gender effects arise as a generalization from an established association between gender of nouns and sex of human referents, extending to nouns referring to sexuated entities. Across languages, such effects are found when the language allows for easy mapping between gender of nouns and sex of human referents (Italian) but not when the mapping is less transparent (German). A final experiment provided further constraints: These effects during processing arise at a lexical-semantic level rather than at a conceptual level.     

Developmental constraints associated with children's use of the keyword method of foreign language vocabulary learning

Second- and sixth-grade (ages 7 and 11 years, respectively) subjects were instructed to learn simple Spanish vocabulary nouns using the keyword method. To remember a foreign word translation the keyword method user must: (1) associate the foreign word to an English word (the keyword) that sounds like part of the foreign word; and (2) remember an image of the keyword and translation referents interacting. Second-grade keyword users who were provided with interactive pictures remembered more vocabulary items than those who generated their own imagery links when given separate pictures of the keyword and translation referents. Second graders who generated their own linking images when given only the keywords and translation words recalled fewer items than both picture groups, and were not significantly different from control subjects. Sixth graders in the three imagery-link variations performed at comparable levels and better than control subjects. The results are in complete accord with previous speculations about the development of imagery strategies in children.     

Crossing grammar and biology for gender categorisations: investigating the gender congruency effect in generic nouns for animates

In formal gender languages, all nouns have grammatical gender, regardless of whether their referents have a biological sex. The question of whether the grammatical gender affects how the denoted entities are conceptualised is subject to ongoing debate. Here, we investigate the extent to which a gender congruency effect emerges for three categories of nouns, with a particular focus on generic nouns (or epicenes). In two experiments and two replications with native speakers of German, we used an implicit measure to test possible associations of nouns with biological sex. These experiments revealed a stable gender congruency effect for congruent animates, and a weaker effect for generic animates and non-animates. In a fifth experiment, we combined the implicit measure with an explicit measure and contrasted items that have strong versus weak associations with biological sex. The results indicate that the congruency effect is driven by item-specific associations rather than by grammatical gender.     

A commentary on criticism of the keyword method of learning foreign languages

Thomas and Wang in a series of recent papers (Thomas and Wang, 1996; Wang and Thomas, 1992; Wang, Thomas and Ouellette, 1992) demonstrate one condition under which the Keyword Method fails to enhance the longer-term retention of foreign language vocabulary, namely when immediate testing of learned material is prevented. However, they then go on to use this demonstration to argue that the Keyword Method in general is inferior to rote learning in the longer-term retention of vocabulary. They discount the considerable evidence, some of which they produce themselves, that where immediate retrieval is required of learned vocabulary, the longer-term retention of vocabulary is considerably superior to any rote-learning condition. In practical terms, where interaction with testing is allowed, therefore, Keyword learning is the manipulation which most enhances later retention. Again, at a practical level, in real-life situations, interactions determine actual performance, not just one variable acting on its own. © 1998 John Wiley & Sons, Ltd.     

Priming nouns and verbs: differential influences of semantic and grammatical cues in the two cerebral hemispheres

The current experiment investigated how sentential form-class expectancies influenced lexical-semantic priming within each hemisphere. Sentences were presented that led readers to expect a noun or a verb and the sentence-final target word was presented to one visual field/hemisphere for a lexical decision response. Noun and verb targets in the semantically related condition were compared to an unrelated prime condition, which also predicted part of speech but did not contain any lexical-semantic associates of the target word. The semantic priming effect was strongly modulated by form-class expectancy for RVF/LH targets, for both nouns and verbs. In the LVF/RH, semantic priming was obtained in all conditions, regardless of whether the form-class expectancy was violated. However, the nouns that were preceded by a noun-predicting sentence showed an extremely high priming value in the LVF/RH, suggesting that the RH may have some sensitivity to grammatical predictions for nouns. Comparisons of LVF/RH priming to calculations derived from the LSA model of language representation, which does not utilize word order, suggested that the RH might derive message-level meaning primarily from lexical-semantic relatedness.     

Norms on the gender perception of role nouns in Czech,English, French,German, Italian,Norwegian, and Slovak

We collected norms on the gender stereotypicality of an extensive list of role nouns in Czech, English, French, German, Italian, Norwegian, and Slovak, to be used as a basis for the selection of stimulus materials in future studies. We present a Web-based tool (available at https://www.unifr.ch/lcg/) that we developed to collect these norms and that we expect to be useful for other researchers, as well. In essence, we provide (a) gender stereotypicality norms across a number of languages and (b) a tool to facilitate cross-language as well as cross-cultural comparisons when researchers are interested in the investigation of the impact of stereotypicality on the processing of role nouns.     

German capitalization of nouns and the detection of letters in continuous text.

The missing-letter effect refers to the phenomenon that letters are more difficult to detect in common function words (such as the) than in content words. Assuming that the missing-letter effect is diagnostic of the extraction of text structure, we exploited a special feature of German--the convention to capitalize the initial letter of nouns. Given the great flexibility of word order in German, it was proposed that this convention might help readers specify the structure of the sentence. Therefore orthographic variations that violate the capitalization rules should disrupt structure extraction and should result in a reduced missing-letter effect. The results indicated that: 1) capitalization of function words eliminated the missing-letter effect, but not at the beginning of a sentence; 2) A missing-letter effect occurred when the capitalization of the first letter was correct, but was followed by typecase alternation, and also when the size of the initial letters was relatively large for function words, but relatively small for content words. The results were discussed with respect to the possible contributions of visual familiarity, structural role, and processing time to the missing-letter effect, taking into account that a capitalized initial letter conveys significant information about the word class for German readers. Thus, the present results indicate that readers take advantage not only of function words but of any other information (here the capitalization of nouns) that helps to extract the structure of a sentence.     

Pronoun resolution in Italian: The role of grammatical gender and context

The aim of this self-paced reading study was to investigate the role of grammatical and context-based gender in assigning an antecedent to a pronoun where the antecedent is an epicene or a bigender noun. In Italian, epicene nouns (e.g., vittima, victim) have grammatical gender, whereas bigender nouns (e.g., assistente, assistant) do not have grammatical gender but instead acquire it from the context in which they occur. We devised three different types of context: incongruent contexts (i.e., contexts containing a gender bias that differed from the grammatical gender of the epicene), congruent contexts (i.e., contexts where the gender bias and grammatical gender coincided), and neutral contexts. In the case of epicenes, pronoun resolution was driven by grammatical gender; in the case of bigenders it was driven by the gender assigned by context. The results are discussed in the light of current models of anaphor resolution.     

Facilitation of receptive and productive foreign vocabulary learning using the keyword method: the role of image quality

Ellis and Beaton (1993a) reported that the keyword method of learning enhanced memory of foreign vocabulary items when receptive learning was measured. However, for productive learning, rote repetition was superior to the keyword method. The first two experiments reported here show that, in comparison with rote repetition, both receptive and productive learning can be enhanced by the keyword method, provided that the quality of the keyword images is adequate. In a third experiment using a subset of words from Ellis and Beaton (1993a), the finding they reported, that for productive learning rote repetition was superior to the keyword method, was reversed. The quality of keyword images will vary from study to study and any generalisation regarding the efficacy of the keyword method must take this into account.     

Noradrenergic receptor blockade of the NTS attenuates the mnemonic effects of epinephrine in an appetitive light-dark discrimination learning task

These experiments examined the contribution of noradrenergic neurons in the nucleus of the solitary tract (NTS) in mediating the memory-facilitating effects of epinephrine. In Experiment 1, saline or 0.05 or 0.1 mg/kg of epinephrine was given intraperitoneally (ip) to rats after the second day of training in a light-dark Y-maze discrimination task. On a 20-trial retention test given 2 and 7 days later, the 0.1 mg/kg epinephrine group made significantly more correct responses than controls and required fewer trials to reach criterion. In Experiment 2, phosphate-buffered saline or the noradrenergic antagonist dl-propranolol (0.3 or 1.0 microg/0.5 microl) was infused into the NTS prior to an ip injection of saline or 0.1 mg/kg of epinephrine. The memory-enhancing effects of epinephrine were attenuated by the infusion of 0.3 microg/0.5 microl of dl-propranolol into the NTS. These findings indicate an involvement of NTS noradrenergic neurons in mediating the effects of peripheral epinephrine on memory storage processes.     

Domain-specific learning of grammatical structure in musical and phonological sequences

Artificial grammar learning depends on acquisition of abstract structural representations rather than domain-specific representational constraints, or so many studies tell us. Using an artificial grammar task, we compared learning performance in two stimulus domains in which respondents have differing tacit prior knowledge. We found that despite grammatically identical sequence structures, learning was better for harmonically related chord sequences than for letter name sequences or harmonically unrelated chord sequences. We also found transfer effects within the musical and letter name tasks, but not across the domains. We conclude that knowledge acquired in implicit learning depends not only on abstract features of structured stimuli, but that the learning of regularities is in some respects domain-specific and strongly linked to particular features of the stimulus domain.     

The effects of feature-label-order and their implications for symbolic learning

Symbols enable people to organize and communicate about the world. However, the ways in which symbolic knowledge is learned and then represented in the mind are poorly understood. We present a formal analysis of symbolic learning-in particular, word learning-in terms of prediction and cue competition, and we consider two possible ways in which symbols might be learned: by learning to predict a label from the features of objects and events in the world, and by learning to predict features from a label. This analysis predicts significant differences in symbolic learning depending on the sequencing of objects and labels. We report a computational simulation and two human experiments that confirm these differences, revealing the existence of Feature-Label-Ordering effects in learning. Discrimination learning is facilitated when objects predict labels, but not when labels predict objects. Our results and analysis suggest that the semantic categories people use to understand and communicate about the world can only be learned if labels are predicted from objects. We discuss the implications of this for our understanding of the nature of language and symbolic thought, and in particular, for theories of reference.