Bimodal input, word recognition, and memory
This dissertation explored some possible effects of same-language subtitled film/video as a foreign language learning tool. Some studies have shown that same-language subtitling can be beneficial to language learners in terms of overall plot comprehension and word meaning. However, critics argue that simultaneous bimodal sound and text inputs can adversely affect spoken word form learning. Six experiments were designed to measure some effects of single modality sound-only and bimodal text and sound inputs on spoken word recognition and memory. Subjects performed training tasks that included familiar target words and unfamiliar letter strings in single modality and bimodal conditions. Subjects were then given implicit (repetition priming) and explicit (recognition memory) memory tests for spoken words. The main results were the following: (1) On the implicit tests, the repetition priming effects for reaction times to known words were equivalent in sound-only and bimodal sound and text conditions (Exps. 1, 2a, 2b); (2) Cross-modal visual-auditory nonword reaction time priming was found in Experiment 3 (masked priming), and Experiment 5 (a rhyme monitoring task) revealed nonword reaction time priming only for
Bird, S. A.
Bimodal input, word recognition, and memory. This dissertation explored some possible effects of same-language subtitled film/video as a foreign language learning tool. Some studies have shown that same-language subtitling can be beneficial to language learners in terms of overall plot comprehension and word meaning. However, critics argue that simultaneous bimodal sound and text inputs can adversely affect spoken word form learning. Six experiments were designed to measure some effects of single modality sound-only and bimodal text and sound inputs on spoken word recognition and memory. Subjects performed training tasks that included familiar target words and unfamiliar letter strings in single modality and bimodal conditions. Subjects were then given implicit (repetition priming) and explicit (recognition memory) memory tests for spoken words. The main results were the following: (1) On the implicit tests, the repetition priming effects for reaction times to known words were equivalent in sound-only and bimodal sound and text conditions (Exps. 1, 2a, 2b); (2) Cross-modal visual-auditory nonword reaction time priming was found in Experiment 3 (masked priming), and Experiment 5 (a rhyme monitoring task) revealed nonword reaction time priming only for
input word_recognition memory explore possible effect same language subtitle film video foreign_language learn tool study_show same language subtitle beneficial language_learner term overall plot comprehension word_meaning however critic argue simultaneous sound text input adversely affect spoken word form learning design measure effect single modality sound only text sound input spoken word recognition memory subjects perform train task include familiar target_word unfamiliar letter string single modality condition subjects give implicit repetition prim explicit recognition memory memory test speak word main following implicit test repetition prim effect reaction_time know word equivalent sound only sound text condition cross_modal visual auditory reaction_time prim find mask priming rhyme monitoring task reveal reaction_time prim