Perturbation of old knowledge precedes integration of new knowledge

Abstract

The importance of memory consolidation in integrating new knowledge has received much recent attention in the field of word learning. Less examined is the change in existing word knowledge as a result of learning, which we hypothesize to occur prior to the opportunity for consolidation. To test this, we had participants learn new meanings for known words and novel words. Then they performed a one-back task on a list of words that included the trained words followed by words that probed either their new or original meanings while EEGs were recorded. A probe word related to the new meaning of the preceding trained word did not show an N400 reduction compared to an unrelated word, suggesting that the new meaning had not been fully integrated, consistent with one account of complementary learning systems. However, when the probe word was related to the original meaning of the preceding trained word a perturbation effect was observed: a larger negativity, relative to exposure controls, was observed at the central midline cluster (Cz) between 500 and 700 ms. The perturbation effect suggests that even before a new meaning has become integrated with a word form, the attempt to learn a new meaning temporarily makes the original meaning of a word less accessible.

Novel Word Learning Among Bilinguals Can Be Better Through the (Dominant) First Language Than Through the Second Language

“…Specifically, due to the similarity in lexical form across languages, facilitation may be observed compared to control items (Mulík, Carrasco‐Ortiz, & Amengual, 2019). Evidence for this suggestion comes from within‐language vocabulary learning, in which learning of a new meaning for a known word is compared to learning of novel words (e.g., Fang & Perfetti, 2017). Such learning of a new meaning for a known word resembles FC learning in the need to map a novel meaning to the same known form.…”

Learning Novel Word Meanings: An ERP Study on Lexical Consolidation in Monolingual, Inexperienced Foreign Language Learners

“…A modulation of the LPC is found when the prime and the target word are semantically related (LPC priming effect; e.g., Bakker et al., 2015; Hoshino & Thierry, 2012; Kandhadai & Federmeier, 2010) as compared to when prime and target are unrelated. In the novel word learning and semantic processing literature, the N400 is taken to index relatively automatic aspects of semantic access, whereas LPC modulation is associated with more strategic/explicit and controlled aspects of semantic retrieval, integration and revision (e.g., Bakker et al., 2015; Deacon, Hewitt, Yang, & Nagata, 2000; Fang & Perfetti, 2017; Hoshino & Thierry, 2012; Kandhadai & Federmeier, 2010; Rohaut et al., 2015).…”

Incidental Learning and Long‐Term Retention of New Word Meanings From Stories: The Effect of Number of Exposures

“…This study investigated the effect of the number of exposures on adults’ incidental learning and long‐term retention of new meanings for familiar words in L1. To the best of our knowledge, this is the first study to use this more naturalistic approach to explore the incidental learning of homonyms because previous studies investigating this phenomenon have used more intentional and less naturalistic learning conditions (Fang & Perfetti, ; Fang et al., ; Rodd et al., ).…”