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Seminar Abstract

Lexical competition and learning new words via reading.

Speaker : Professor Kate Nation, Department of Experimental Psychology, University of Oxford, UK.
Date : 24th of August 2017, 11:00AM until 12:00PM
Location : Australian Hearing Hub, Level 3, Room 3.610, Macquarie University.

    Children learn new words via their everyday reading experience but little is known about how this learning happens. We addressed this by focusing on the conditions needed for new words to become familiar to children, drawing a distinction between lexical configuration (the acquisition of word knowledge) and lexical engagement (the emergence of interactive processes between newly learned words and existing words). In Experiment 1, 9-11-year-olds saw unfamiliar words in one of two storybook conditions, differing in degree of focus on the new words but matched for frequency of exposure. Children showed good learning of the novel words in terms of both configuration (form and meaning) and engagement (lexical competition). A frequency manipulation under incidental learning conditions in Experiment 2 revealed different time-courses of learning: a fast lexical configuration process, indexed by explicit knowledge, and a slower lexicalization process, indexed by lexical competition. Finally, Experiment 3 asked whether knowledge of lexical semantics is needed to induce lexical engagement. Knowledge of word meaning was not needed and instead familiarity with form seems sufficient to induce lexical competition in developing readers.

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