Applying Learning Theory to the Acquisition of Academic Vocabulary
dc.contributor.author | Bourgoyne, Ashley | |
dc.contributor.author | Alt, Mary | |
dc.date.accessioned | 2016-03-28T21:37:16Z | en |
dc.date.available | 2016-03-28T21:37:16Z | en |
dc.date.issued | 2016-02-24 | en |
dc.identifier.uri | http://hdl.handle.net/10150/603741 | en |
dc.description | Poster exhibited at GPSC Student Showcase, February 24th, 2016, University of Arizona. | en |
dc.description.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. | |
dc.description.sponsorship | GPSC ReaP Grant | en |
dc.language.iso | en_US | en |
dc.rights | Copyright © is held by the author. | en_US |
dc.subject | learning theory | en |
dc.subject | vocabulary | en |
dc.title | Applying Learning Theory to the Acquisition of Academic Vocabulary | en_US |
dc.contributor.department | Speech, Language, and Hearing Sciences | en |
dc.description.collectioninformation | 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. | en_US |
refterms.dateFOA | 2018-07-02T09:19:58Z | |
html.description.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. |