Abstract
ABSTRACTOne challenge in word learning research is how to operationalize learning. We combined behavioral measures with EEG to examine implicit and explicit recognition of words previously introduced with or without meaning in an incidental learning task. Participants (8–11-year-old children) were not able to recognize previously introduced nonsense words and better performance on the learning task resulted in poorer word recognition. The N400 amplitude differed between nonsense words with meaning versus nonsense words no meaning and novel nonsense words. Results indicate that introducing a nonsense word with meaning does not aid in explicit word learning but improves implicit word learning.
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