Learning Words With Unfamiliar Orthography: The Role Of Cognitive Abilities

This project investigated the mechanisms supporting the learning of words with familiar and unfamiliar orthographies. Participants took part in a series of learning tasks where FL words where presented orally and in writing along with a picture depicting the meaning of the words. Word learning was then measured through a meaning recall task. Participants also completed a series of memory tasks (short-term and working memory), tasks assessing their phonological and acoustic abilities, as well as a native language vocabulary test. We collected orthographic and phonological familiarity judgments using another sample of participants. The files attached include the individual differences data (predictors.txt), the recall data, the orthographic and phonological judgment data as well as a code book. It also includes the list of stimuli (Welsh words) and the results of the principal component analysis.

本研究项目探讨了支持熟悉与不熟悉正字法词汇学习机制。参与者参与了一系列学习任务，在这些任务中，FL词汇通过口头和书面形式呈现，并伴随描绘词汇意义的图片。随后，通过意义回忆任务来衡量词汇学习。参与者还完成了一系列记忆任务（短期记忆和工作记忆），评估其语音和声学能力，以及母语词汇测试。我们还使用另一组参与者收集了正字法和语音的熟悉度判断。所附文件包括个体差异数据（predictors.txt）、回忆数据、正字法和语音判断数据以及编码手册。此外，还包括了刺激物列表（威尔士词汇）和主成分分析的结果。