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Data from: The influence of evaluative right/wrong feedback on phonological and semantic processes in word learning ...
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Abstract:
Feedback is typically incorporated in word learning paradigms, in both research studies and commercial language learning apps. While the common-sense view is that feedback is helpful during learning, relatively little empirical evidence about the role of feedback in spoken vocabulary learning exists. Some work has suggested that long-term word learning is not enhanced by the presence of feedback, and that words are best learned implicitly. It is also plausible that feedback might have differential effects when learners focus on learning semantic facts, or when they focus on learning a new phonological sequence of sounds. In this study, we assess how providing evaluative (right/wrong) feedback on a spoken response influences two different components of vocabulary learning, the learning of a new phonological form, and the learning of a semantic property of the phonological form. We find that receiving evaluative feedback improves retention of phonological forms, but not of semantic facts. ... : TrainingData_LastBlock_ErrorThis is the data file to conduct the error analysis reported in the paper.FinalTestThis is the data from testing conducted a week after training.TrainingDataThis is the data from the training phase of the experiment. ...
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Keyword:
Feedback; foreign language learning; phonological; semantic; vocabulary; word learning
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URL: https://dx.doi.org/10.5061/dryad.h7t4dq0
http://datadryad.org/stash/dataset/doi:10.5061/dryad.h7t4dq0
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Assessing understanding of relative clauses: a comparison of multiple-choice comprehension versus sentence repetition
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Growth in syntactic complexity between 4 years and adulthood: evidence from a narrative task
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CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children
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Risk factor model, in which environmental risk for language impairment is indexed by auditory deficit, and genetic risk is indexed by a deficit in phonological STM ...
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Risk factor model, in which environmental risk for language impairment is indexed by auditory deficit, and genetic risk is indexed by a deficit in phonological STM ...
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