EXPRESS: Sleep supports the consolidation of newly learned statistical concepts.

Within mathematical cognition the development of conceptual knowledge is seen as critical to developing understanding. Sleep has been well established to play a role in the consolidation of newly learned information and schema-based information but has yet to be explored within mathematical cognition. Across three experiments participants (N = 167) were assigned to a sleep or wake group and then viewed lectures on either p-values, t-test, or z-scores.

Continuous cursor-captured conceptual competition: Investigating the spatiotemporal dynamics of spoken word comprehension.

Semantically related concepts are coactivated during spoken word comprehension. Two internet-mediated cursor-tracking experiments examined the spatiotemporal dynamics of this coactivation. Participants viewed visual arrays containing images of a target (e.

Improving young children's handwashing behaviour and understanding of germs: The impact of A Germ's Journey educational resources in schools and public spaces.

Context: Effective handwashing can prevent the spread of germs, including Covid-19. However, young children can lack a fundamental understanding of germ transfer. A Germ's Journey educational resources were designed to support young children in learning about germs and handwashing.

The Role of Repeated Exposure to Multimodal Input in Incidental Acquisition of Foreign Language Vocabulary.

Prior research has reported incidental vocabulary acquisition with complete beginners in a foreign language (FL), within 8 exposures to auditory and written FL word forms presented with a picture depicting their meaning. However, important questions remain about whether acquisition occurs with fewer exposures to FL words in a multimodal situation and whether there is a repeated exposure effect. Here we report a study where the number of exposures to FL words in an incidental learning phase varied between 2, 4, 6, and 8 exposures.

The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary.

This study used eye tracking to investigate the allocation of attention to multimodal stimuli during an incidental learning situation, as well as its impact on subsequent explicit learning. Participants were exposed to foreign language (FL) auditory words on their own, in conjunction with written native language (NL) translations, or with both written NL translations and pictures. Incidental acquisition of FL words was assessed the following day through an explicit learning task where participants learned to recognize translation equivalents, as well as one week later through recall and translation recognition tests.

Reading Dickens's characters: Employing psycholinguistic methods to investigate the cognitive reality of patterns in texts.

This article reports the findings of an empirical study that uses eye-tracking and follow-up interviews as methods to investigate how participants read body language clusters in novels by Charles Dickens. The study builds on previous corpus stylistic work that has identified patterns of body language presentation as techniques of characterisation in Dickens (Mahlberg, 2013). The article focuses on the reading of 'clusters', that is, repeated sequences of words.

Incidental acquisition of foreign language vocabulary through brief multi-modal exposure.

First language acquisition requires relatively little effort compared to foreign language acquisition and happens more naturally through informal learning. Informal exposure can also benefit foreign language learning, although evidence for this has been limited to speech perception and production. An important question is whether informal exposure to spoken foreign language also leads to vocabulary learning through the creation of form-meaning links.