Evidence map›Paper›PMID 38012815›Full record

ArticleQuarterly journal of experimental psychology (2006)2024

Contextual diversity and anchoring: Null effects on learning word forms and opposing effects on learning word meanings.

Jiayin Li, Louise Wong, Catarina Rodrigues, Rachael C Hulme, Holly Joseph, Fiona E Kyle, J S H Taylor

Open access · hybridAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Quarterly journal of experimental psychology (2006), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact, top 84% of its field
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

0 citing papers in PubMed, 0 citations in OpenAlex.

No citing paper in PubMed yet.

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

7 authors at 3 institutions in 2 countries.

Jiayin LiSchool of Psychology and Clinical Language Sciences, University of Reading, Reading, UK.
Louise WongDepartment of Language and Cognition, Division of Psychology and Language Sciences, University College London, London, UK.
Catarina RodriguesDepartment of Language and Cognition, Division of Psychology and Language Sciences, University College London, London, UK.
Rachael C HulmeDepartment of Language and Cognition, Division of Psychology and Language Sciences, University College London, London, UK.ORCID 0000-0002-9596-7729
Holly JosephInstitute of Education, University of Reading, Reading, UK.ORCID 0000-0003-4325-4628
Fiona E KyleDepartment of Language and Cognition, Division of Psychology and Language Sciences, University College London, London, UK.ORCID 0000-0003-2997-3167
J S H TaylorDepartment of Language and Cognition, Division of Psychology and Language Sciences, University College London, London, UK.ORCID 0000-0002-1109-8539
University College London · GBHeriot-Watt University · GBHeriot-Watt University Malaysia · MY

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Words that appear in many contexts/topics are recognised faster than those occurring in fewer contexts. However, contextual diversity benefits are less clear in word learning studies. Mak et al. proposed that diversity benefits might be enhanced if new word meanings are anchored before introducing diversity. In our study, adults (

Indexed as

PsycholinguisticsAdolescentAdultFemaleHumansLearningMaleReaction TimeReadingRecognition, PsychologySemanticsVerbal LearningVocabularyYoung AdultanchoringContextual diversityorthographysemanticsword learning

Identifiers

PMID38012815
PMCPMC11528881
OpenAlexW4389097030

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.