Second-Language Vocabulary Learning and the Additivity Hypothesis

Autores/as

  • François Pichette

Resumen

Paivio's (1975) additivity hypothesis suggests that simultaneous stimuli from different sources enhance the recall of an item. However, little is known about the additivity of pictures and spoken words in reading conditions where participants are allowed time to generate inner speech and mental imagery. The present experiment investigates the existence of additivity in the learning of second-language concrete vocabulary by presenting up to three types of stimuli simultaneously. Participants are 50 anglophone college students learning Spanish as a second language. The results obtained suggest that when inner speech and mental imagery occur, adding extra stimuli does not improve recall. Under these circumstances, recall seems to depend more on word length and on individual learning strategies that probably consist of mental rehearsing and linking new items to already stored information.

Descargas

Publicado

2002-04-20

Cómo citar

Pichette, F. (2002). Second-Language Vocabulary Learning and the Additivity Hypothesis. Canadian Journal of Applied Linguistics, 5(1), 117–130. Recuperado a partir de https://journals.lib.unb.ca/index.php/CJAL/article/view/19842

Número

Vol. 5 Núm. 1 (2002)

Sección

Articles

Licencia

Authors who publish with The Canadian Journal of Applied Linguistics (CJAL) agree to the following terms:

  • Authors retain copyright and grant the CJAL right of first publication with the work simultaneously licensed under a Creative Commons Attribution License <https://creativecommons.org/licenses/by/4.0/> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in the CJAL.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the CJAL's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the CJAL.
  • Authors will not simultaneously submit the same piece of work for possible publication to more than one academic journal at a time.