Zhou, Lin
(2024)
How Are New Words Integrated into Language Learners’ Semantic Memory: A Theoretical Reframing of Lexical Integration and ERP Evidence from Visual Word Learning.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
Learning new words that one has never encountered before involves remembering the words and integrating them into existing knowledge. How are new words integrated into language learners’ semantic memory? The complementary learning system account suggests that word learning experience is first stored as episodic memories through an initial fast learning hippocampal system. A subsequent lexical integration involves abstracting the stored episodic memories and gradually transferring them into semantic memory through the neocortical learning system, particularly during sleep.
This dissertation proposes a theoretical reframing of lexical integration that distinguishes three aspects of lexical integration (word form integration, development of lexicality and meaning integration), allowing the examination of different phases of integration. In support of this reframing, the dissertation reports three studies that examined the memory and integration of newly learned novel words in native English speakers across a week or so. Study 1 assessed memory of word form (e.g., banara) and their form integration with the lexical competition effect on existing words (e.g., banana). This study found significant lexical competition effects immediately after learning and 7 days later. Interestingly, these effects were associated with how well the learners remembered the spelling of the novel words. Study 2 recorded brain potentials to novel words and found that the N400 was modulated by how well the learners remembered the meaning of novel words. Study 3 comprehensively assessed memory of novel words across eight days, and recorded brain potentials to novel words (e.g., banara, ‘a dog that eats fruits and vegetables only’) that were preceded by a prime that was either semantically related (e.g., cat) or unrelated (e.g., cup). On day 2, performance of memory tests modulated the N400 to novel words. On day 8, an N400 semantic priming effect emerged, only in items that were correctly remembered on Day-2 memory tests. Taken these results together, this dissertation demonstrates that (1) lexical integration involves multiple components; and (2) memory and integration of novel words are positively associated: Better memory of novel words on an early test day leads to better integration later –The rich get richer phenomenon in the context of learning new words.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
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| ETD Committee: |
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| Date: |
27 August 2024 |
| Date Type: |
Publication |
| Defense Date: |
31 July 2024 |
| Approval Date: |
27 August 2024 |
| Submission Date: |
21 August 2024 |
| Access Restriction: |
1 year -- Restrict access to University of Pittsburgh for a period of 1 year. |
| Number of Pages: |
209 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
Dietrich School of Arts and Sciences > Psychology |
| Degree: |
PhD - Doctor of Philosophy |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Lexical integration |
| Date Deposited: |
27 Aug 2024 11:31 |
| Last Modified: |
27 Aug 2024 11:31 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/46951 |
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