Learning new meanings for known words: Biphasic effects of prior knowledge.

In acquiring word meanings, learners are often confronted by a single word form that is mapped to two or more meanings. For example, long after how to roller-"skate", one may learn that "skate" is also a kind of fish. Such learning of new meanings for familiar words involves two potentially contrasting processes, relative to new form-new meaning learning: 1) Form-based familiarity may facilitate learning a new meaning, and 2) meaning-based interference may inhibit learning a new meaning.

ERP evidence for memory and predictive mechanisms in word-to-text integration.

During reading, word-to-text integration processes proceed quickly and incrementally through both prospective (predictive) and retrospective (memory) processes. Across a sentence boundary, where prediction may be less functional, memorial processes may be especially important. We tested predictive and memory mechanisms with event-related potentials (ERPs) recorded on the first content word across a sentence boundary by manipulating the direction of association between this word and one from the preceding sentence.

Contextual learning of L2 word meanings: Second language proficiency modulates behavioural and ERP indicators of learning.

New word learning occurs incidentally through exposure to language. Hypothesizing that effectiveness of contextual word learning in a second language (L2) depends on the quality of existing lexical semantic knowledge, we tested more and less proficient adult bilinguals in an incidental word learning task. One day after being exposed to rare words in an L2 (English) reading task, the bilinguals read sentences with the newly-learned words in the sentence-final position, followed by related or unrelated meaning probes.

Word-to-text integration: Message level and lexical level influences in ERPs.

Although the reading of connected text proceeds in a largely incremental fashion, the relative degree to which message level and lexical level factors contribute to integration processes across sentences remains an open question. We examined the influence of both factors on single words using event-related potentials (ERPs). Word pairs with either strong or weak forward association strength were critical items: embedded as coreferential words within two-sentence passages in a text comprehension task, and as isolated word pairs in a word meaning judgment task.

Early stage visual-orthographic processes predict long-term retention of word form and meaning: a visual encoding training study.

Adult learners of Chinese learned new characters through writing, visual chunking or reading-only. Following training, ERPs were recorded during character recognition tasks, first shortly after the training and then three months later. We hypothesized that the character training effects would be seen in ERP components associated with word recognition and episodic memory.