Word-Context Associations in Episodic Memory Are Learned at the Conceptual Level: Word Frequency, Bilingual Proficiency, and Bilingual Status Effects on Source Memory

Autor/inn/en	Francis, Wendy S.; Strobach, E. Natalia; Penalver, Renee M.; Martínez, Michelle; Gurrola, Bianca V.; Soltero, Amaris
Titel	Word-Context Associations in Episodic Memory Are Learned at the Conceptual Level: Word Frequency, Bilingual Proficiency, and Bilingual Status Effects on Source Memory
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 45 (2019) 10, S.1852-1871 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000678
Schlagwörter	Associative Learning; Short Term Memory; Context Effect; Concept Formation; Word Frequency; Bilingualism; Language Proficiency; Monolingualism; English; Stimuli; Discrimination Learning; Accuracy; Cognitive Processes; Spatial Ability; Time Perspective; Learning Modalities; Introductory Courses; Psychology; College Students; Spanish Speaking; Nouns; Texas (El Paso) + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Concept learning; Begriffsbildung; Word analysis; Frequency; Wortanalyse; Häufigkeit; Bilingualismus; Language skill; Language skills; Sprachkompetenz; English language; Englisch; Anreizsystem; Lernen; Lernprozess; Cognitive process; Kognitiver Prozess; Räumliches Vorstellungsvermögen; Zeitbezug; Lernumgebung; Einführungskurs; Psychologie; Collegestudent
Abstract	Three source-memory experiments were conducted with Spanish-English bilinguals and monolingual English speakers matched on age, education, nonverbal cognitive ability and socioeconomic status. Bilingual language proficiency and dominance were assessed using standardized objective measures. In Experiment 1, source was manipulated visuo-spatially, in Experiment 2, source was manipulated temporally, and in Experiment 3, source was manipulated by presenting stimuli in different modalities. Bilingual source discrimination was more accurate for low-frequency words than for high-frequency words, but it did not differ for the more fluent and less fluent languages (L1 and L2, respectively). These results contrast with the L2 advantage observed in item recognition (Francis & Gutiérrez, 2012; Francis & Strobach, 2013), adding to evidence that the bases of performance for item and source memory differ. The dissociation of word frequency and language effects indicates that word-context associations are made at the conceptual level rather than the word-form level. Bilinguals exhibited more accurate source discrimination than monolinguals, both under intentional and incidental encoding conditions, indicating that this effect cannot be explained entirely by differences in encoding strategies. We reason that relative to monolinguals, bilinguals more efficiently encode associations between word concepts and contexts or other types of information that do not convey meaning preexperimentally. [Correction Notice: An Erratum for this article was reported in Vol 45(10) of "Journal of Experimental Psychology: Learning, Memory, and Cognition" (see record 2019-53018-001). In the article, a formula error in the scoring spreadsheet for bilingual participants in Experiment 3 systematically inflated their accuracy scores. Therefore, statistical information for analyses involving the bilingual sample, and bilingual portions of Table 7 and Figure 3 have been corrected. All versions of this article have been corrected.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01