Keywords and vocabulary acquisition: Some words of caution about words of assistance |
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| Authors: | Craig W Johnson Marianne Adams Roger Bruning |
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| Institution: | (1) Division of Instructional Development and Biomedical Communications, University of Texas Health Science Center, P.O. Box 20708, 77225 Houston, TX;(2) LSCSW, Labette Center for Mental Health Services, 3101 Main, 67357 Parsons, KS;(3) Department of Educational Psychology, University of Nebraska, 68588 Lincoln, NE |
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| Abstract: | Consistent results of two experiments with relatively technical, native language vocabulary, showed that effectiveness of
keyword methods depended upon whether meanings of words to be learned were abstract or concrete and whether comprehension
was assessed immediately or after a delay. Keywords bearing acoustical similarities to vocabulary items whose meanings were
presented as sentences consistently facilitated students’ retention of the meanings of concrete items on immediate posttests.
However, in contrast to recent research on foreign language vocabulary having simpler definitions, these experiments showed
that it may be difficult to use the keyword method to aid long-term retention with moderately complex. abstract, native language
vocabulary.
Parts of this study, which was partially supported by the Kansas State University Bureau of General Research, were presented
at the Annual Meeting of the American Educational Research Association, Boston, 1980. |
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