[CogSci] Information request on Vocabulary Acquisition

Alireza Mahmoudi Kamelabad alimk at kth.se
Wed Sep 8 05:15:17 PDT 2021

Dear Cognitive Scientists,

Sorry for cross-posting. Currently I work on a project about Word Learning in L2 Learning and there were some questions I could not find answer for. I would be extremely grateful if you could help me with them.

  1.  (The part is copied in the picture attached) In “Hulstijn, J.H. (2003). Incidental and Intentional Learning. In The Handbook of Second Language Acquisition (eds C.J. Doughty and M.H. Long). https://doi.org/10.1002/9780470756492.ch12” about word learning in second language it mentions the notion of “depth of processing” as a defining factor in learning new words and their retention rate. Also presents other notions: Elaboration, Involvement (Need, Search, Evaluation). The question now is:
     *   Does it mean that “In a word learning, tasks requiring deeper cognitive processing will lead to better learning outcome (/retention rate)? (Positive correlation between depth and production/comprehension of the word?)
     *   What is the measurement for “Cognitive Processing Depth” of a particular task? For example if I have some different orienting tasks of let’s say: Sorting five cards, or Matching five cards, how do I determine which one has deeper cognitive processing? ( can I measure that with neuroimaging methods as well?)
     *   Are there any updates to these views since 2003? or any contradicting ones? Could you share with me more precise resources explaining these factors?
  2.  There is a lot of research on Incidental and Intentional Vocabulary Learning/Acquisition, which makes me a little confused. Could you please let me
     *   What are the most reliable and comprehensive current views and accounts about Incidental and Intentional Vocabulary Learning/Acquisition?
     *   What are the most influential findings for this topic? could you please share with me some resources?
  3.  Once in a paper I read that “Learning words with similar meanings is more difficult when they are learnt together, unless the learning task focuses on their differences. So that if the dimension based on which these words differ is being focused during learning, the retention rate or learning outcome will be higher compared to study them in isolation, or with other words.”  I have a very hard time remembering the paper or where in the paper that was. Do you have any resources about this? Does it even make sense?

I thank all who answer in advance. I appreciate your consideration.
Best regards,
[cid:B1F60005-D37C-46F4-BC68-E3C1260D39A3]  [cid:A3DF98AA-7F76-4E52-B888-8021B426F3A8]

Alireza Mahmoudi Kamelabad
Doctoral Student<https://kth.se/profile/alimk>, KTH Royal Institute of Technology
Early Stage Researcher<https://e-ladda.ali.mk/>, e-LADDA MSCA ITN Project

Division of Speech, Music and Hearing
School of Electrical Engineering and Computer Science
KTH Royal Institute of Technology

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