Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.596651
Title: Bimodal input, word recognition, and memory
Author: Bird, S. A.
Awarding Body: University of Cambridge
Current Institution: University of Cambridge
Date of Award: 2000
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Abstract:
This dissertation explored some possible effects of same-language subtitled film/video as a foreign language learning tool. Some studies have shown that same-language subtitling can be beneficial to language learners in terms of overall plot comprehension and word meaning. However, critics argue that simultaneous bimodal sound and text inputs can adversely affect spoken word form learning. Six experiments were designed to measure some effects of single modality sound-only and bimodal text and sound inputs on spoken word recognition and memory. Subjects performed training tasks that included familiar target words and unfamiliar letter strings in single modality and bimodal conditions. Subjects were then given implicit (repetition priming) and explicit (recognition memory) memory tests for spoken words. The main results were the following: (1) On the implicit tests, the repetition priming effects for reaction times to known words were equivalent in sound-only and bimodal sound and text conditions (Exps. 1, 2a, 2b); (2) Cross-modal visual-auditory nonword reaction time priming was found in Experiment 3 (masked priming), and Experiment 5 (a rhyme monitoring task) revealed nonword reaction time priming only for the text-only and bimodal conditions; (3) On two experiments' implicit tests, the bimodal condition showed fewer errors for known words (Exp. 4) and nonwords (Exps. 4, 5) relative to sound-only and new items; (4) On explicit tests, scores were highest in the bimodal condition for known words (Exps, 1, 2a, 2b, 4), unknown words (Exps. 2a, 2b) and nonwords (Exps. 4, 5). Overall, the results suggest that simultaneous bimodal input can improve some implicit and explicit aspects of spoken word form learning without any apparent costs. The results are discussed in terms of implications for same-language subtitling and models of word recognition and memory.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.596651  DOI: Not available
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