Retention Of Words Research Articles

Movement boosts memory: investigating the effects of acute exercise on episodic long-term memory

Long-term memory is important for cognitive health across the lifespan. Previously research has indicated that a bout of exercise improves memory retention for approximately one week; however, its prolonged effects are unknown. This study investigated the effects of acute moderate-intensity exercise on long-term memory for 11 months. Participants engaged in the exercise intervention and seated rest control condition, followed by a word encoding memory task. Word retention in the exercise intervention was better than in the control condition at 6- and 8-weeks post-encoding. These findings suggest that exercise before encoding enhances long-term episodic memory recall for at least eight weeks.

Contextualised retrieval practice: the effect of context type and working memory capacity on word retention

ABSTRACT The present study on intentional retrieval practice compared the benefits of presenting words in either informative or uninformative sentence contexts. Participants first studied a list of English words with their translations. Then, they were all exposed to half of the words with informative sentences containing meaning clues in the Context Inference (CI) condition and half with uninformative sentences devoid of such clues in the Memory Retrieval (MR) condition as part of retrieval-based practising. Participants were required to type the L1 translation for each word presented using a mobile application. Data were collected by both form-recall and meaning-recall tests immediately afterwards and then a week later. In addition, this study focused on the relationship between working memory capacity (WMC) and word retention in these two conditions to explore the suggestion that individuals may benefit differently from retrieval practices. Although the results showed that both conditions contributed to word retention, the MR condition was significantly more effective than the CI condition for the participants’ long-term retention. Further, the results revealed an overall positive effect of WMC on word retention in both conditions, with high-WMC individuals achieving higher retention scores than low-WMC individuals. However, this effect was not modulated by the type of context condition.

Assessing Institutional Performance Using Machine Learning Algorithms

In Middle Eastern nations, social media has grown in importance in influencing political and governmental choices. In Iraq, Facebook is regarded as one of the most widely used social networking sites. The underutilization of this tool for evaluating institutional performance persists. Thus, using sentiment analysis on Facebook, this study suggests a methodology that aids organizations like the Ministry of Justice in Iraq in assessing their own performance. The model makes use of a variety of machine learning methods, including Naive Bayes, Logistic Regression, and Support Vector Machine. TF-IDF (Term Frequency-Inverse Document Frequency) was used to convert the textual data into numerical features, which is essential for effective text analysis. Additionally, features were carefully managed by utilizing both unigram and bigram models. Using datasets from (Facebook pages belonging to the Iraqi Ministry of Justice), a thorough experimental investigation was conducted. The results of our experiments showed that the SVM algorithm produced the best accuracy, at 98.311%. following the suggested model's retention of a few stop words, which was shown to significantly improve the algorithm's performance and guarantee accurate categorization of comments while maintaining the content of the phrase.

Effect of Language Learning Apps on Vocabulary Acquisition in South Africa

Purpose: The aim of the study was to analyze the effect of language learning apps on vocabulary acquisition in South Africa. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The effect of language learning apps on vocabulary acquisition in South Africa indicate that these digital tools significantly enhance learners' vocabulary skills. Research shows that students who regularly used language learning apps demonstrated a notable improvement in their vocabulary acquisition compared to those who relied on traditional methods. The interactive features of these apps, such as gamified learning and spaced repetition, contributed to increased engagement and retention of new words. Additionally, learners reported higher motivation levels and a greater sense of autonomy in their language studies. Unique Contribution to Theory, Practice and Policy: Constructivist learning theory, cognitive load theory & second language acquisition (SLA) theory may be used to anchor future studies on the effect of language learning apps on vocabulary acquisition in South Africa. Educational institutions should collaborate with app developers to ensure that language learning apps incorporate these theories. Policymakers should encourage the adoption of evidence-based design principles in the development of educational technology by providing funding and resources for research in this area.

The effects of lexical densities and task types on Chinese students’ incidental vocabulary acquisition

This study examines the effects arose by different lexical densities (2%, 5%) and task types (mind map, continuation task) on Chinese senior high students. Four classes of intermediate-level Chinese EFL learners were randomly assigned to four groups, where the treatment condition for each group includes two variables (group1: 2%+mind map, group2: 5%+mind map, group3: 5%+continuation task, group4: 2%+continuation task). It was found that (1) lexical density (2%, 5%) would not result in a significant difference on incidental vocabulary acquisition; (2) Both tasks would lead to a significant difference on incidental vocabulary acquisition and (3) mind map showed superiority in enhancing receptive vocabulary, productive vocabulary and word retention under the text of 5% of lexical density; (4) 2% of lexical density more facilitated output vocabulary when the continuation task was administered. Pedagogical implications of these results for EFL vocabulary acquisition are discussed.

Using realia in teaching english vocabulary to a mildly intellectually disabled student

This research analyzes the benefits of using realia as a teaching tool to teach English vocabulary to a student with mild intellectual disability. As background, it is known that the use of real objects improve comprehension and retention of new words, providing a more attractive and effective learning experience; this in turn, can be adapted to the needs of students with this condition. The study was carried out with a 10-year-old student with MID, who participated in a series of six classes, in which she was taught vocabulary through the use of tangible elements, supported by interactive activities. The main focus was the acquisition of new vocab through the Total Physical Response method, which not only supports language acquisition but also encourages sensory experiences and hands-on understanding, contributing to the effective development of communication skills. An action research design was used that included the phases of problem identification, planning, implementation, and reflection, framed within a qualitative approach. The findings suggest that the integration of realia in vocabulary instruction not only supports cognitive development but also promotes a more inclusive, dynamic learning environment.

Young beginning learners’ vocabulary learning via input and output tasks: The role of working memory

Working memory (WM) is essential to vocabulary learning. However, limited attention has been paid to young beginner learners’ vocabulary development under various task conditions from the perspective of WM. This study investigates how two types of WM – complex WM and phonological short-term memory – may influence two instructional approaches (i.e., input and output tasks) on picking up new words. 93 young learners studying English as a foreign language (EFL) participated in input and output tasks and four vocabulary assessments. These assessments functioned as a pretest, immediate posttest, and delayed posttest. The participants also took two WM tests: an operation span test for complex WM and a word repetition test for phonological short-term memory. The results demonstrated that: (1) both input and output tasks significantly influenced the learning and retention of new words, (2) complex WM did not substantially predict task effects on the learning and retention of new words, and (3) phonological WM had a notable impact on learning and retaining new words under the input and output task conditions. The findings emphasize the role of WM for EFL young learners’ vocabulary learning through tasks.

Parameter optimization of non-invasive vagus nerve stimulation for second language learning in typically developing young adults

Although the ability to acquire a second language (L2) and attain fluency in that language is beneficial for a growing number of people, it is significantly more difficult to acquire such skills in adulthood. While traditional in-person and computer training programs can aid in this process, learning is often slow and retention is quite poor. A method for driving long-lasting neural plasticity during language learning would be valuable for those who need or want to achieve fluency in a second language later in life. However, little is known about the effect of neuromodulation methods on language learning. In the current study, we investigated the effect of non-invasive transcutaneous auricular vagus nerve stimulation (taVNS) on vocabulary word-learning in healthy young adults. Importantly, we approached this research question by investigating two key parameters of taVNS, stimulation frequency (Experiment 1) and current intensity (Experiment 2). Typically developing young adults completed a 1-h training session in which they learned 30 concrete, Palauan nouns while receiving real or sham stimulation to the left posterior tragus (Experiment 1) or stimulation at various intensities (Experiment 2). Participants completed a Palau-to-English translation test immediately after training and seven days later to quantify learning and retention. The results largely revealed that high frequency stimulation above sensory threshold improved retention of learned words. These results suggest that taVNS may improve retention of vocabulary words in a second language and that stimulation frequency may impact efficacy.

A Movie Method Proposal to teach vocabulary for “Nuevo Rocafuerte High School” EFL Students

The research conducted at Nuevo Rocafuerte High School evaluated the efficacy of the Movie Method, which is an app for learning English that focuses on English vocabulary development for tenth-year EFL students. Methodologically, the research integrated surveys with test performance analysis to gauge the impact of digital tools on language acquisition at the A1 proficiency level. Results demonstrated a marked preference for digital learning, with 60% of students favoring movie-based methods over traditional vocabulary learning strategies. The adaptability of the Movie Method was a significant factor, reflected in its high average score for enhancing vocabulary retention and understanding of difficult words. Despite initial reductions in participation due to unfamiliarity with the method, engaged students displayed considerable gains in vocabulary comprehension and usage, affirming the potential of such applications in bolstering language proficiency. The study underscores the importance of integrating mobile technology in educational strategies and the necessity of accessible, user-centered educational resources. Further investigation is required to corroborate these findings and assess the long-term impact of digital tools in diverse educational settings.

The Effects of Transcutaneous Auricular Vagus Nerve Stimulation on Language Retention in College-Aged Students

As our world is becoming more globally connected, the ability to speak another language is increasingly becoming a valuable skill. While there exist many training programs to help acquire a new language, this task becomes increasingly difficult with age—thus presenting the need for a novel method of intervention to assist in this process. Considering this increasing difficulty and poor outcomes of existing methods, a new biologically based intervention could be valuable for improving learning and memory. Previous research conducted in our lab has shown that noninvasive transcutaneous auricular vagus nerve stimulation (taVNS) is an effective intervention in memory-based reading comprehension and letter-sound learning (Thakkar et al., 2020;2023). TaVNS has also been shown to boost associative memory (Jacobs et al., 2015), spatial working memory (Sun et al., 2021), and emotional memory (Ventura-Bort et al., 2021). Despite this knowledge, little is known about taVNS and its effects on long-lasting language retention. Thus, this current study explores whether transcutaneous auricular vagus nerve stimulation can improve learning and retention of vocabulary words in a new language when paired with a training routine. Typically developing college-aged individuals were recruited through an online participant pool. All individuals were screened for age, IQ, reading, memory, and attention for inclusion in this study. The participants completed a one-hour training session in which they were presented with 30 Palauan nouns, the respective English translations, as well as images of the nouns. During this time, the participants received sham, 5 Hz, or 25 Hz stimulation to the posterior of the left tragus. Prior to training, participants completed a translation test to measure their existing knowledge of the Palauan language, and this test was repeated immediately after training and again seven days later to measure learning and retention. After analysis of the results, no effect was found for any stimulation group immediately after training. At retention, however, the 25 Hz taVNS group showed significantly greater performance than both the sham and 5 Hz taVNS groups on recall of material. There was also no statistical difference between the performance of the sham and 5 Hz taVNS groups. Lastly, the results further suggest that stimulation intensity does not impact the efficacy of the intervention. These data suggest that taVNS, regardless of stimulation intensity, may be used to help in the retention of novel words in a new language. These data will be important for ongoing research examining the uses of taVNS, its use as an intervention for learning and retention of a new language, as well as its potential uses in other areas of cognition.

Short-term retention of words as a function of encoding depth.

The traditional short- and long-term storage view of information processing and the levels-of-processing view both discuss the forgetting of information over time. In the traditional stage view, there is loss of at least poorly encoded information across several seconds when the information cannot be rehearsed (e.g., Ricker et al., 2020, Learning, Memory, and Cognition, 46, 60-76). In the levels-of-processing approach, information that is encoded in a shallow manner is lost more quickly over time than deeply-encoded information (Craik & Lockhart, 1972, Journal of Verbal Learning and Verbal Behavior, 11, 671-684.). Previous studies of the depth of encoding, however, have mostly been conducted using delayed tests, so there are few studies directly comparing the rate of forgetting over time for information as a function of different depths of encoding. We manipulated the level of processing with immediate recall in a modified Brown-Peterson task. An effect of the level of processing was robust, but evidence of forgetting across retention intervals was not always observed. When encoding time was curtailed (in Experiments 3 and 4), we found main effects of both the level of processing and the retention interval, but no interaction between the two variables. The results suggest that the depth-of-encoding effect may occur during the initial encoding of items, but without differential forgetting within the range of retention intervals that we examined (0-18 s), in contrast to the suggestion by Craik and Lockhart. Further work is needed to determine whether the depth-of-processing effect would grow over longer intervals.

Listening effort under different rates of speech

Listening effort, the cognitive resources allocated to understand spoken language, is a critical issue in communication under adverse listening environments. The present study investigated how listening effort would be affected by differing speech tempos. The experiment involved 23 native Korean adults with normal hearing, who were presented with linguistically complex Korean sentences at five different speeds (35%∼200% of original time). The cognitive load associated with listening under various speech rate conditions was quantified employing a dual-task paradigm, where the increased listening effort would impair the performance on an additional cognitive task. Participants listened to the sentences while performing an n-back task and then repeated back the sentence they heard. The results found a significant effect of speech rate on the n-back task, with lower accuracies in the faster speech conditions. The additional task also increased the overall cognitive load of sentence recognition, leading to various speech errors, such as the omission of key content words, unnecessary additions, and substitutions with similar words. This demonstrates that increased cognitive load during listening impairs speech processing at multiple levels (e.g., semantic processing, retention of words in working memory), emphasizing the need to adjust speech tempos for better understanding and comfort in listeners.

A case-study of using content and language integrated learning methodology in tertiary education course design

This article examines the principles of Content-Language Integrated Learning (CLIL) as a theoretical basis for a course of English for academic purposes and discusses the results of a pilot project based on a combination of CLIL and Language for Specific Purposes (LSP) methodologies. Although the two methodologies share common features, such as the use of authentic materials or emphasis on students’ needs, they differ on their goals, general approach, and required classroom hours. The CLIL approach is based on a balance between content-centered learning and mastering a foreign language through the content, while LSP is a special form of a foreign language instruction that teaches students how to use it in a particular field of knowledge or line of work. A pilot course in English for Special Purposes, described here, was developed to prepare students for further full English-language instruction in some of their major disciplines. Due to the limited number of classroom hours and the focus on mastering primarily the language of specialization, the course mainly applies LSP approach in combination with some CLIL techniques and methods, such as guided reading, text markup, visual support, linguistic support, and multimodal input. The course was run as a pilot project throughout one academic year, weekly in the form of two-hour English classes, and involved two groups of third-year students majoring in International Relations or Regional Studies with 25 participants in each. In a follow-up survey, the students reported increased motivation, better word retention, improved fluency and better listening comprehension.

The effects of NMT as a de facto dictionary on vocabulary learning: a comparison of three look-up conditions

Many language learners have reported using Neural machine translation (NMT) such as Google Translate as a reference tool for writing production or as a dictionary substitute to facilitate reading comprehension. Although increasing evidence has suggested that editing with NMT can help learners make improvement on the vocabulary level, no study has explored how consulting NMT for unknown vocabulary may impact the retention of word meaning compared to more conventional look-up conditions. Using a 3 × 3 quasi-experimental design, this study investigated the extent to which the use of NMT to learn unknown target words during reading comprehension activities yielded vocabulary retention compared to that of an online dictionary and how the findings varied by learners’ proficiency levels. The research questions focused on the comparison of the outcomes of three different look-up conditions: (1) NMT word search, (2) NMT sentence search, and (3) online dictionary search. ANOVA results showed that learners who performed online dictionary search and NMT sentence search demonstrated significantly higher levels of word retention than those who carried out NMT single-word search, and the same pattern was observed regardless of their proficiency levels.

The effects of context, story-type, and language proficiency on EFL word learning and retention from reading

Abstract What factors may influence word learning from reading has long been a research topic of interest without definitive results. To contribute to the understanding of this important topic, this study, with the design of the same group of participating students with different proficiency levels and treated with different conditions, investigates the effects of context (reading the same story repeatedly vs. reading several different stories), story-type (humor vs. non-humor stories), and language proficiency on Chinese EFL students’ word learning in the form of pseudowords (measured by two different types of vocabulary immediate posttests) and word retention (assessed by the same but delayed vocabulary posttests). Mixed effects model analyses show multiplex effects of the variables and their interactions across the conditions examined. First, while language proficiency had a significant modulating effect supporting previous research findings, the effects of the context and story-type variables differed across vocabulary test types and testing time. In the meaning-recall test, the reading-different-stories condition yielded significantly better learning than the reading-the-same-story-repeatedly condition. However, in the form-recognition test, the effect of context was conditioned by story-type and proficiency with lower-proficiency students gaining more in reading humor stories in the same-story-repeatedly context while higher-proficiency students performed better in the reading-different-stories context. Overall, higher-proficiency students were less sensitive to the context and story-type variables than lower-proficiency students. Pedagogical and research implications are also discussed.

A Word-Learning Intervention Pilot Study Utilizing Principles of Retrieval- and Criterion-Based Learning for Children With Developmental Language Disorder.

Vocabulary knowledge at school entry provides an essential foundation for academic and literacy learning. Thus, school entry is an important timepoint to support word learning by children with developmental language disorder (DLD). Retrieval-based training strategies support both learning and retention of words for individuals with DLD in lab-based research. Additionally, lab-based research with adults with typical development demonstrates that pairing retrieval- and criterion-based training strategies supports learning efficiency. Currently, it is unclear if retrieval- and criterion-based training in word-learning interventions is feasible and effective for children with DLD. In this pilot study, we taught preschool- and kindergarten-age children with DLD (N = 7) words in an intervention format. We implemented retrieval-based training in that children were asked to retrieve and produce the forms and meanings of words. We also implemented a criterion-based approach. Words were targeted until the child retrieved the form and meaning of a word at the beginning of two sessions. We assessed learning at the end of training and retention after 2- and 8-week post-training delays. The retrieval- and criterion-based approach was effective to support word learning for six of the seven children. Children demonstrated better learning and retention of forms than meanings. Additionally, achieving criterion with a word during training was positively related to post-training retention. A retrieval- and criterion-based approach is likely to support word learning during interventions for children with DLD. We include suggestions for future research to improve the effective and efficient implementation of these approaches.

Effect of Glossing on Chinese Senior High School EFL Learners’ Vocabulary Acquisition

This study examined the effects of four types of glosses on Chinese EFL learners’ vocabulary acquisition. The participants were 175 senior high school students, who were divided into five groups according to different glossing conditions: L1 glosses, L2 glosses, multiple-choice L1 glosses, multiple-choice L2 glosses, and no glosses. The participants were asked to read an English material that contained ten target pseudo-words. They then took an immediate vocabulary post-test, which consisted of two recognition tasks and two recall tasks. Two weeks later, they took an unexpected delayed vocabulary post-test with the same tasks. The findings revealed that glossing had a significantly positive effect on the learners’ vocabulary learning. Single L1 glosses were the most effective among the four types of glosses, while multiple-choice L2 glosses were the least effective. It was also found that the four types of glosses produced better effects on vocabulary acquisition in the recognition tasks than in the recall tasks and that all the gloss groups had better short-term word retention than long-term one, except for the single L2 gloss group, which displayed the opposite effect.

The role of interest in young children's retention of words

AbstractChildren fast‐map new words to their referents early on but may not show robust retention of the learning of word–object mappings until much later. This study examines whether children's interest in a natural category is associated with children's retention of newly learned labels for objects in that category. German‐speaking 24‐month‐olds and 38‐month‐olds (n = 88, 41 female) were trained on novel word–object associations from different categories. Pupillary arousal and parental reports served as indices of children's interest in categories presented. Recognition and retention were tested directly after exposure, 5 min later and 24 h later. Both younger and older children showed successful word–object recognition and retention. Furthermore, interest in the category modulates young children's recognition and retention of newly learned word–object associations from semantic categories across ages.

Fast mapping in word-learning: A case study on the humanoid social robots' impacts on Children's performance

The evolution of robotic technology has heightened the demands for robots capable of social interaction with humans, also known as social robots. The encouraging prospects of deploying this advanced assistive tool in entertainment, healthcare, and education have, in turn, promoted substantial growth in studies conducted on the human-robot interaction (HRI) topic. One hot HRI subject is the examination of social robots' efficacy within various educational scenarios, e.g., word learning. In the context of word learning, fast mapping (FM) is a well-established technique through which novel words are taught by contrasting them with previously known words. The concept of this approach originates from how infants comprehend new vocabularies' referents. In this study, we investigated the potential benefits of utilizing social robots during educational interventions, based on the FM strategy, by means of two measures, alternative forced-choice (AFC) test and gaze data analysis. The first metric explores participants' retention after a 10-min and a one-week delay, while the second is concerned with scrutinizing their gaze focus during training sessions. Our findings indicate that the utility of social robots during FM interventions could enhance children's engagement, attention, and retention of novel words.

The challenge of screen mediated shared reading for children's learning and engagement.

Screen mediated shared reading (SMSR), which involves an adult reading a child a book through video-chat, is a recent development in shared reading. In this study, we investigated whether, as in in-person shared reading, children could learn new words from SMSR, and whether having a physical copy of the book to follow along with impacted children's novel word retention and engagement in this setting. Three- to 5-year-old participants (n = 34) were read an 8-page rhyming, "Meet the Friendly Monsters" story by a researcher over Zoom, via screen sharing an e-version of the story used in previous studies. Participants were randomly assigned to one of two conditions: SMSR with or without a paper copy of the book to follow along with. The session was recorded to measure children's engagement behaviors during the reading. Novel word learning from the story was measured with both a multiple choice identification test and a monster naming test, both administered immediately after the initial reading, then re-administered 10-14 days later. Engagement during the SMSR sessions was measured every 30-s on a scale of 1 (low engagement) to 5 (high engagement), and then averaged for each child. Results show that children overall performed slightly above chance on novel monster name retention from the SMSR. However, retention was not as strong as seen in other in-person shared reading studies using the same story. Additionally, while children remembered monster names with equal efficacy regardless of condition and level of engagement, there were still qualitative differences in the reading sessions depending on whether children had their own paper copy of the book to follow along with - in general, the 'with book' condition appeared to increase the challenges posed to children's attention during SMSR, potentially making the word learning task more difficult. The findings of this study have implications for how to approach shared reading with young children in new contexts with the use of emerging technology. We raise future research questions for a better understanding of best practices for screen mediated shared reading.