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{
    "pk": 28625,
    "title": "Modality Effects in Vocabulary Acquisition",
    "subtitle": null,
    "abstract": "It is unknown whether modality affects the efficiency with\nwhich humans learn novel word forms and their meanings,\nwith previous studies reporting both written and auditory\nadvantages. The current study implements controls whose\nabsence in previous work likely offers explanation for such\ncontradictory findings. In two novel word learning\nexperiments, participants were trained and tested on\npseudoword - novel object pairs, with controls on: modality of\ntest, modality of meaning, duration of exposure and\ntransparency of word form. In both experiments word forms\nwere presented in either their written or spoken form, each\npaired with a pictorial meaning (novel object). Following a 20-\nminute filler task, participants were tested on their ability to\nidentify the picture-word form pairs on which they were\ntrained. A between subjects design generated four participant\ngroups per experiment 1) written training, written test; 2)\nwritten training, spoken test; 3) spoken training, written test; 4)\nspoken training, spoken test. In Experiment 1 the written\nstimulus was presented for a time period equal to the duration\nof the spoken form. Results showed that when the duration of\nexposure was equal, participants displayed a written training\nbenefit. Given words can be read faster than the time taken for\nthe spoken form to unfold, in Experiment 2 the written form\nwas presented for 300 ms, sufficient time to read the word yet\n65% shorter than the duration of the spoken form. No modality\neffect was observed under these conditions, when exposure to\nthe word form was equivalent. These results demonstrate, at\nleast for proficient readers, that when exposure to the word\nform is controlled across modalities the efficiency with which\nword form-meaning associations are learnt does not differ. Our\nresults therefore suggest that, although we typically begin as\naural-only word learners, we ultimately converge on\ndeveloping learning mechanisms that learn equally efficiently\nfrom both written and spoken materials.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "modality effects; word learning; vocabulary\nacquisition; reading"
        }
    ],
    "section": "Papers with Oral Presentations",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/0r76k9xk",
    "frozenauthors": [
        {
            "first_name": "Merel",
            "middle_name": "C.",
            "last_name": "Wolf",
            "name_suffix": "",
            "institution": "Max Planck Institute for Psycholinguistics",
            "department": ""
        },
        {
            "first_name": "Alastair",
            "middle_name": "C.",
            "last_name": "Smith",
            "name_suffix": "",
            "institution": "Max Planck Institute for Psycholinguistics",
            "department": ""
        },
        {
            "first_name": "Antje",
            "middle_name": "S.",
            "last_name": "Meyer",
            "name_suffix": "",
            "institution": "Max Planck Institute for Psycholinguistics",
            "department": ""
        },
        {
            "first_name": "Caroline",
            "middle_name": "F.",
            "last_name": "Rowland",
            "name_suffix": "",
            "institution": "ESRC LuCiD Centre & Department of Psychological Sciences",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2019-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28625/galley/18496/download/"
        }
    ]
}