Evidence map›Paper›PMID 36282017›Full record

ArticleQuarterly journal of experimental psychology (2006)2023

Contextual diversity during word learning through reading benefits generalisation of learned meanings to new contexts.

Rebecca Norman, Rachael C Hulme, Christina Sarantopoulos, Varsha Chandran, Hantong Shen, Jennifer M Rodd, Holly Joseph, J S H Taylor

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Quarterly journal of experimental psychology (2006), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

3 citing papers in PubMed.

  1. Article
  2. Article
  3. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Rebecca NormanDivision of Psychology and Language Sciences, Department of Language and Cognition, University College London, London, UK.ORCID 0000-0002-4272-4352
Rachael C HulmeDivision of Psychology and Language Sciences, Department of Language and Cognition, University College London, London, UK.ORCID 0000-0002-9596-7729
Christina SarantopoulosDivision of Psychology and Language Sciences, Department of Language and Cognition, University College London, London, UK.
Varsha ChandranDivision of Psychology and Language Sciences, Department of Language and Cognition, University College London, London, UK.
Hantong ShenDivision of Psychology and Language Sciences, Department of Language and Cognition, University College London, London, UK.
Jennifer M RoddDivision of Psychology and Language Sciences, Department of Language and Cognition, University College London, London, UK.
Holly JosephInstitute of Education, University of Reading, Reading, UK.ORCID 0000-0003-4325-4628
J S H TaylorDivision of Psychology and Language Sciences, Department of Language and Cognition, University College London, London, UK.ORCID 0000-0002-1109-8539

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

From mid-childhood onwards, most new words are learned through reading. The precise meaning of many words depends upon the linguistic context in which they are encountered, which readers use to infer the appropriate interpretation. However, it is unclear what features of these linguistic contexts best support learning of new word meanings. We investigated whether learning words in contextually diverse sentences benefits word form and meaning learning in adults (

Indexed as

ReadingSemanticsAdultChildHumansLanguageLearningVerbal LearningContextual diversitycontextual variationreadingsemantic diversityword learning

Identifiers

PMID36282017
PMCPMC10280660

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.