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Vocabulary Learning in Modality-Specific Context: Building Complete Representations

Nelson, Jessica Ruth (2005) Vocabulary Learning in Modality-Specific Context: Building Complete Representations. Master's Thesis, University of Pittsburgh. (Unpublished)

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This study seeks to determine the extent to which phonology and orthography are generated when a word is learned in a single modality (visual or auditory) and how this affects the ability to later recognize that word in the opposite modality. Participants overall required fewer trials to learn words presented visually than auditorily, and performance in a recognition and recall task indicated that the word form representations were better specified with visual training. However, slower vocabulary learners showed a deficit in their ability to accurately recognize words learned visually and later heard. Results indicate that decoding takes place more readily than encoding (used to mean the opposite of decoding) and that slow learners have difficulty forming well-specified phonological representations when given words orthographically.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Nelson, Jessica Ruthjen33@pitt.eduJEN33
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairPerfetti, Charles A
Committee MemberReichle, Erik D
Committee MemberFiez, Julie A
Date: 3 February 2005
Date Type: Completion
Defense Date: 21 October 2004
Approval Date: 3 February 2005
Submission Date: 10 December 2004
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Institution: University of Pittsburgh
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
Degree: MS - Master of Science
Thesis Type: Master's Thesis
Refereed: Yes
Uncontrolled Keywords: decoding; orthography; phonology; word learning; word representation
Other ID:, etd-12102004-113252
Date Deposited: 10 Nov 2011 20:10
Last Modified: 15 Nov 2016 13:54


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