Persistent Link:
http://hdl.handle.net/10150/603741
Title:
Applying Learning Theory to the Acquisition of Academic Vocabulary
Author:
Bourgoyne, Ashley; Alt, Mary
Affiliation:
Speech, Language, and Hearing Sciences
Issue Date:
2016-02-24
Rights:
Copyright © is held by the author.
Collection Information:
This item is part of the GPSC Student Showcase collection. For more information about the Student Showcase, please email the GPSC (Graduate and Professional Student Council) at gpsc@email.arizona.edu.
Abstract:
This study was designed to determine if high variability visual input would facilitate the development of conceptual representations of academic vocabulary for college-aged students. Students were trained on vocabulary in high- and low variability conditions. Their learning was assessed via a posttest which required them to identify both trained and novel images. Participants also rated accurate and inaccurate images on a scale of 1 to 9 (“accurate” –“inaccurate”) in order to assess their conceptual representations of the new vocabulary. Typical and learning-language disabled learners were studied in order to assess the effects of variability of input on different types of learners.
Description:
Poster exhibited at GPSC Student Showcase, February 24th, 2016, University of Arizona.
Keywords:
learning theory; vocabulary
Sponsors:
GPSC ReaP Grant

Full metadata record

DC FieldValue Language
dc.contributor.authorBourgoyne, Ashleyen
dc.contributor.authorAlt, Maryen
dc.date.accessioned2016-03-28T21:37:16Zen
dc.date.available2016-03-28T21:37:16Zen
dc.date.issued2016-02-24en
dc.identifier.urihttp://hdl.handle.net/10150/603741en
dc.descriptionPoster exhibited at GPSC Student Showcase, February 24th, 2016, University of Arizona.en
dc.description.abstractThis study was designed to determine if high variability visual input would facilitate the development of conceptual representations of academic vocabulary for college-aged students. Students were trained on vocabulary in high- and low variability conditions. Their learning was assessed via a posttest which required them to identify both trained and novel images. Participants also rated accurate and inaccurate images on a scale of 1 to 9 (“accurate” –“inaccurate”) in order to assess their conceptual representations of the new vocabulary. Typical and learning-language disabled learners were studied in order to assess the effects of variability of input on different types of learners.en
dc.description.sponsorshipGPSC ReaP Granten
dc.language.isoen_USen
dc.rightsCopyright © is held by the author.en_US
dc.subjectlearning theoryen
dc.subjectvocabularyen
dc.titleApplying Learning Theory to the Acquisition of Academic Vocabularyen_US
dc.contributor.departmentSpeech, Language, and Hearing Sciencesen
dc.description.collectioninformationThis item is part of the GPSC Student Showcase collection. For more information about the Student Showcase, please email the GPSC (Graduate and Professional Student Council) at gpsc@email.arizona.edu.en_US
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