EXPRESS: Contextual diversity and anchoring: Null effects on learning word forms and opposing effects on learning word meanings.

Li, Jiayin; Wong, Louise; Hulme, Rachael Catherine; Joseph, Holly; Kyle, Fiona E; Taylor, Jo; Rodrigues, Catarina

Li, Jiayin; Wong, Louise; Hulme, Rachael Catherine; Joseph, Holly; Kyle, Fiona E; Taylor, Jo; Rodrigues, Catarina.

Afiliación

Li J; School of Psychology and Clinical Language Sciences, University of Reading.
Wong L; Division of Psychology and Language Sciences, University College London.
Hulme RC; Division of Psychology and Language Sciences, University College London.
Joseph H; Division of Psychology and Language Sciences, University College London.
Kyle FE; Department of Psychology and Centre for Applied Behavioural Sciences, Heriot-Watt University.
Taylor J; Institute of Education, University of Reading.
Rodrigues C; Division of Psychology and Language Sciences, University College London.

Q J Exp Psychol (Hove) ; : 17470218231218990, 2023 Nov 27.

Article en En | MEDLINE | ID: mdl-38012815

Palabras clave

anchoring; contextual diversity; orthography; semantics; word learning

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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: Q J Exp Psychol (Hove) Asunto de la revista: PSICOFISIOLOGIA / PSICOLOGIA Año: 2023 Tipo del documento: Article Pais de publicación: Reino Unido

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