The acquisition of concrete, abstract, and emotion words in a second language  

Oleh:

Altarriba, Jeanette ; Basnight-Brown, Dana M.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Bilingualism (Full Text) vol. 16 no. 4 (Dec. 2012), page 446-452.
Topik: abstract words; concrete words; emotion words; second language acquisition
Fulltext: 446-452.pdf (938.64KB)

Isi artikel

The purpose of the current work was to investigate whether wordtype moderates the learning of vocabulary words in a new language. English-speaking monolinguals were trained on a matched set of concrete (e.g., jewel), emotion (e.g., angry), and abstract (e.g., virtue) words in Spanish. Participants learned a set of Spanish words and then engaged in a Stroop color-word task where they determined the color in which the words appeared (none were related to color). They also engaged in a translation recognition task where foils included semantic associates of the newly acquired word. Results indicated that although the semantic representations of all three wordtypes were acquired, there was a gradient in the degree to which those meanings were automatically activated. The pattern of data indicated that newly learned emotion words vs. nonemotion words produced faster color naming times, longer recognition times, and higher error rates in recognition

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