scholarly journals The Influence of the Differences in Intentional Learning and Incidental Learning Conditions on Retention and Transfer in Motor Learning

2014 ◽  
Vol 29 (2) ◽  
pp. 253-257
Author(s):  
Shinpei OSAKI ◽  
Kozo UETA ◽  
Shinya CHIYOHARA ◽  
Kazunari SANO ◽  
Makoto HIYAMIZU ◽  
...  
Keyword(s):  
Motor Learning ◽  
Incidental Learning ◽  
Intentional Learning ◽  
Learning Conditions

scholarly journals Incidental and intentional acquisition of multiword expressions from audio-visual input: The effects of typographically enhanced captions and repetition

2021 ◽  
Author(s):  
◽  
Elvenna Majuddin
Keyword(s):  
Incidental Learning ◽  
Item Type ◽  
Visual Input ◽  
Intentional Learning ◽  
Learning Condition ◽  
Research Project ◽  
Multiword Expressions ◽  
Learning Conditions ◽  
L2 Learners ◽  
Research Questions

<p>This research project aims to extend the line of inquiry on pedagogical interventions intended to help second language (L2) learners make better progress of their mastery of multiword expressions (MWEs). Existing studies on these interventions revealed a propensity towards exclusivity in terms of input modality, item type and learning condition. Firstly, there are far more MWE studies in the context of unimodal input, e.g., written input. It is only recently that the potential of audio-visual input (i.e., L2 viewing) has been explored for MWE learning. Secondly, previous studies have by and large focused on certain types of MWEs, such as collocations. While there is merit in focusing on a certain type of item, such studies do not represent the materials that L2 learners are often exposed to. Further, authentic videos entail diverse MWE types, providing a stronger reason to include more than one type of target item. Thirdly, many MWE interventions are investigated exclusively under one of the learning conditions, i.e., intentional or incidental learning conditions. Hulstijn’s (2001) criterion is adopted to distinguish these two learning conditions, in that the presence of test announcement characterises the intentional learning condition. Due to this tendency towards a dichotomy of learning conditions, many factors known to facilitate MWE learning have been investigated under one of the learning conditions only.  Two such factors are repetition and typographic enhancement. While repetition is well established as beneficial for MWE acquisition, evidence for this is mainly furnished by studies on incidental learning through written input. Therefore, the aim of this research project is to assess how repetition, operationalised as repeated viewing, influences MWE acquisition under both learning conditions. Similarly, although typographic enhancement has been shown to draw learners’ attention and promote MWE uptake, this positive evidence is mostly observed in incidental learning studies. As such, whether typographically-enhanced MWEs are indeed learned better than unenhanced MWEs under intentional learning conditions is still under-researched. Importantly, whether typographic enhancement in captioned viewing leads to superior learning compared to normal captions is unknown. This is one of the aims of the research project, in which different caption conditions are created to explore their effectiveness in facilitating MWE learning. Of further interest is whether MWE learning under different caption conditions would modulate the effect of repetition. This is motivated by the assumption that typographic enhancement might eliminate the need for repetition.  To answer the research questions, two studies differentiated by the presence of test announcement were carried out. For both studies, ESL learners watched a video containing target MWEs under one of six conditions, which differed in terms of caption condition (no captions, normal captions or enhanced captions) and the number of viewing times (once or twice). MWE learning was assessed through tests that tap into form and meaning knowledge at the level of recall and recognition. Though not part of the research questions, the effects of caption condition and repetition on content comprehension were also assessed. The findings of both studies revealed trends that are consistent with literature on MWE learning and vocabulary learning in general. Firstly, both types of captions promoted better form recall knowledge compared to uncaptioned viewing. This was found to be true under both incidental and intentional learning conditions. Secondly, typographically enhanced captions led to better form recall compared to normal captions, but only under the intentional learning conditions. Under the incidental learning conditions, the effects of L2 viewing with typograhically enhanced captions on form recall appeared to be similar to viewing with normal captions. The findings also suggest that the presence of typographically enhanced captions reduced the number of viewings needed to make incidental gains in form recall knowledge. In addition, while repeated viewing under all caption conditions led to better knowledge of form under the incidental learning conditions, the effect of repetition was not found under the intentional learning conditions. This aligns well with the supposition that fewer repetitions are needed for intentional learning. Thirdly, neither repetition nor caption condition had an effect on the acquisition of MWE meanings under both learning conditions. Finally, vocabulary knowledge played a significant role in the amount of MWE learning that takes place, especially so when learners were not forewarned of MWE tests. Taken as a whole, the findings of this research project support the use of captions for L2 viewing as a way to foster MWE acquisition, at least at the level of form acquisition. The use of typographically enhanced captions, however, may have adverse effects on content comprehension. As such, the findings of this research project have meaningful implications concerning when typographically enhanced captions and repeated viewing should be used to optimise MWE learning through L2 viewing.</p>

scholarly journals Incidental and intentional acquisition of multiword expressions from audio-visual input: The effects of typographically enhanced captions and repetition

2021 ◽  
Author(s):  
◽  
Elvenna Majuddin
Keyword(s):  
Incidental Learning ◽  
Item Type ◽  
Visual Input ◽  
Intentional Learning ◽  
Learning Condition ◽  
Research Project ◽  
Multiword Expressions ◽  
Learning Conditions ◽  
L2 Learners ◽  
Research Questions

<p>This research project aims to extend the line of inquiry on pedagogical interventions intended to help second language (L2) learners make better progress of their mastery of multiword expressions (MWEs). Existing studies on these interventions revealed a propensity towards exclusivity in terms of input modality, item type and learning condition. Firstly, there are far more MWE studies in the context of unimodal input, e.g., written input. It is only recently that the potential of audio-visual input (i.e., L2 viewing) has been explored for MWE learning. Secondly, previous studies have by and large focused on certain types of MWEs, such as collocations. While there is merit in focusing on a certain type of item, such studies do not represent the materials that L2 learners are often exposed to. Further, authentic videos entail diverse MWE types, providing a stronger reason to include more than one type of target item. Thirdly, many MWE interventions are investigated exclusively under one of the learning conditions, i.e., intentional or incidental learning conditions. Hulstijn’s (2001) criterion is adopted to distinguish these two learning conditions, in that the presence of test announcement characterises the intentional learning condition. Due to this tendency towards a dichotomy of learning conditions, many factors known to facilitate MWE learning have been investigated under one of the learning conditions only.  Two such factors are repetition and typographic enhancement. While repetition is well established as beneficial for MWE acquisition, evidence for this is mainly furnished by studies on incidental learning through written input. Therefore, the aim of this research project is to assess how repetition, operationalised as repeated viewing, influences MWE acquisition under both learning conditions. Similarly, although typographic enhancement has been shown to draw learners’ attention and promote MWE uptake, this positive evidence is mostly observed in incidental learning studies. As such, whether typographically-enhanced MWEs are indeed learned better than unenhanced MWEs under intentional learning conditions is still under-researched. Importantly, whether typographic enhancement in captioned viewing leads to superior learning compared to normal captions is unknown. This is one of the aims of the research project, in which different caption conditions are created to explore their effectiveness in facilitating MWE learning. Of further interest is whether MWE learning under different caption conditions would modulate the effect of repetition. This is motivated by the assumption that typographic enhancement might eliminate the need for repetition.  To answer the research questions, two studies differentiated by the presence of test announcement were carried out. For both studies, ESL learners watched a video containing target MWEs under one of six conditions, which differed in terms of caption condition (no captions, normal captions or enhanced captions) and the number of viewing times (once or twice). MWE learning was assessed through tests that tap into form and meaning knowledge at the level of recall and recognition. Though not part of the research questions, the effects of caption condition and repetition on content comprehension were also assessed. The findings of both studies revealed trends that are consistent with literature on MWE learning and vocabulary learning in general. Firstly, both types of captions promoted better form recall knowledge compared to uncaptioned viewing. This was found to be true under both incidental and intentional learning conditions. Secondly, typographically enhanced captions led to better form recall compared to normal captions, but only under the intentional learning conditions. Under the incidental learning conditions, the effects of L2 viewing with typograhically enhanced captions on form recall appeared to be similar to viewing with normal captions. The findings also suggest that the presence of typographically enhanced captions reduced the number of viewings needed to make incidental gains in form recall knowledge. In addition, while repeated viewing under all caption conditions led to better knowledge of form under the incidental learning conditions, the effect of repetition was not found under the intentional learning conditions. This aligns well with the supposition that fewer repetitions are needed for intentional learning. Thirdly, neither repetition nor caption condition had an effect on the acquisition of MWE meanings under both learning conditions. Finally, vocabulary knowledge played a significant role in the amount of MWE learning that takes place, especially so when learners were not forewarned of MWE tests. Taken as a whole, the findings of this research project support the use of captions for L2 viewing as a way to foster MWE acquisition, at least at the level of form acquisition. The use of typographically enhanced captions, however, may have adverse effects on content comprehension. As such, the findings of this research project have meaningful implications concerning when typographically enhanced captions and repeated viewing should be used to optimise MWE learning through L2 viewing.</p>

Limitations to the Spacing Effect

2005 ◽  
Vol 52 (4) ◽  
pp. 257-263 ◽  
Author(s):  
Peter P. J. L. Verkoeijen ◽  
Remy M. J. P. Rikers ◽  
Henk G. Schmidt
Keyword(s):  
Free Recall ◽  
Phase Retrieval ◽  
Incidental Learning ◽  
Factor Model ◽  
Recall Performance ◽  
Spacing Effect ◽  
Word List ◽  
Intentional Learning ◽  
Study Phase ◽  
Learning Condition

Abstract. The spacing effect refers to the finding that memory for repeated items improves when the interrepetition interval increases. To explain the spacing effect in free-recall tasks, a two-factor model has been put forward that combines mechanisms of contextual variability and study-phase retrieval (e.g., Raaijmakers, 2003 ; Verkoeijen, Rikers, & Schmidt, 2004 ). An important, yet untested, implication of this model is that free recall of repetitions should follow an inverted u-shaped relationship with interrepetition spacing. To demonstrate the suggested relationship an experiment was conducted. Participants studied a word list, consisting of items repeated at different interrepetition intervals, either under incidental or under intentional learning instructions. Subsequently, participants received a free-recall test. The results revealed an inverted u-shaped relationship between free recall and interrepetition spacing in both the incidental-learning condition and the intentional-learning condition. Moreover, for intentionally learned repetitions, the maximum free-recall performance was located at a longer interrepetition interval than for incidentally learned repetitions. These findings are interpreted in terms of the two-factor model of spacing effects in free-recall tasks.

Is L2 vocabulary learned better via context or via translation?

2018 ◽  
Vol 2 (1) ◽  
pp. 39-60
Author(s):  
Michael John Alroe ◽  
Heyo Reinders ◽  
Punchalee Wasanasomsithi
Keyword(s):  
Incidental Learning ◽  
Intentional Learning ◽  
Time On Task ◽  
Translation Group ◽  
Gap Filling ◽  
Freshmen Students ◽  
Context Group ◽  
Comprehensible Input ◽  
Post Test ◽  
L2 Vocabulary

Various studies have shown intentional learning of L2 vocabulary to be more efficient than incidental learning from exposure to comprehensible input. Some have argued that such learning may be further enhanced by recourse to L1 translation, particularly for weaker learners. The present study aims to determine if intentional learning of new vocabulary through L1 does indeed confer an advantage over intentional learning from an L2 context. To this end, 403 Thai freshmen students were pre-tested on thirty vocabulary items set for study on their English course. They were then randomly allocated to either a translation or context group to learn those items. Time on task was controlled. A delayed post-test showed that while the translation group was better at matching the thirty English words with Thai translations, albeit marginally so, there was no benefit conferred on the translation group when it came to using the words in a contextual gap-filling exercise. This finding held for both advanced and weaker learners.

Information Processing vs Visual Attention during Incidental Learning

1976 ◽  
Vol 43 (2) ◽  
pp. 555-561 ◽  
Author(s):  
Richard A. Wyrick ◽  
Vincent J. Tempone ◽  
Jack Capehart
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Visual Attention ◽  
Eye Movement ◽  
Discrimination Training ◽  
Incidental Learning ◽  
Intentional Learning ◽  
Order Information ◽  
Level Of Training ◽  
The Relationship

The relationship between attention and incidental learning during discrimination training was studied in 30 children, aged 10 to 11. A polymetric eye-movement recorder measured direct visual attention. Consistent with previous findings, recall of incidental stimuli was greatest during the initial and terminal stages of intentional learning. Contrary to previous explanations, however, visual attention to incidental stimuli was not related to training. While individual differences in attention to incidental stimuli were predictive of recall, attention to incidental stimuli was not related to level of training. Results suggested that changes in higher order information processing rather than direct visual attention were responsible for the curvilinear learning of incidental stimuli during intentional training.

Personality and Motivational Factors on an Intentional-Incidental Learning Task

1976 ◽  
Vol 39 (3_suppl) ◽  
pp. 1315-1320 ◽  
Author(s):  
Paul N. Dixon ◽  
Audrey E. Cameron
Keyword(s):  
Academic Achievement ◽  
Locus Of Control ◽  
Achievement Motivation ◽  
Incidental Learning ◽  
Learning Task ◽  
Intentional Learning ◽  
High Motivation ◽  
Academic Achievement Motivation ◽  
Learning Correlations ◽  
Personality Construct

Locus of control, other-direction, and academic achievement motivation were investigated as a function of acceptance of motivational cues in intentional-incidental learning. Correlations among the three personality constructs were also calculated. The subjects were 134 college students studied under high and low learning motivation for each personality construct. It was hypothesized that high academic achievement motivation would be associated with increased intentional learning and that internal subjects would have consistent intentional and incidental learning under both levels of motivation. The externals, accepting experimenter's instructions, would show a funneling effect toward greater intentional learning under high motivation with corresponding decreases in incidental learning. No significant differences on the learning task by locus of control or other-direction were found. Subjects high in achievement motivation performed significantly better on the intentional task than those low in achievement motivation. The highly motivated group performed significantly better than those who were low on the incidental task, suggesting that the motivation may focus the subject's attention toward embedded incidental cues. Significant intercorrelations were obtained among the three personality constructs.

Efficacy of Auditory versus Motor Learning for Skilled and Novice Performers

2018 ◽  
Vol 30 (11) ◽  
pp. 1657-1682 ◽  
Author(s):  
Rachel M. Brown ◽  
Virginia B. Penhune
Keyword(s):  
Motor Learning ◽  
Perceptual Learning ◽  
Skill Acquisition ◽  
Auditory Feedback ◽  
Visual Cues ◽  
Sensory Information ◽  
Learning Condition ◽  
Pitch Accuracy ◽  
Auditory Learning ◽  
Learning Conditions

Humans must learn a variety of sensorimotor skills, yet the relative contributions of sensory and motor information to skill acquisition remain unclear. Here we compare the behavioral and neural contributions of perceptual learning to that of motor learning, and we test whether these contributions depend on the expertise of the learner. Pianists and nonmusicians learned to perform novel melodies on a piano during fMRI scanning in four learning conditions: listening (auditory learning), performing without auditory feedback (motor learning), performing with auditory feedback (auditory–motor learning), or observing visual cues without performing or listening (cue-only learning). Visual cues were present in every learning condition and consisted of musical notation for pianists and spatial cues for nonmusicians. Melodies were performed from memory with no visual cues and with auditory feedback (recall) five times during learning. Pianists showed greater improvements in pitch and rhythm accuracy at recall during auditory learning compared with motor learning. Nonmusicians demonstrated greater rhythm improvements at recall during auditory learning compared with all other learning conditions. Pianists showed greater primary motor response at recall during auditory learning compared with motor learning, and response in this region during auditory learning correlated with pitch accuracy at recall and with auditory–premotor network response during auditory learning. Nonmusicians showed greater inferior parietal response during auditory compared with auditory–motor learning, and response in this region correlated with pitch accuracy at recall. Results suggest an advantage for perceptual learning compared with motor learning that is both general and expertise-dependent. This advantage is hypothesized to depend on feedforward motor control systems that can be used during learning to transform sensory information into motor production.

Sensitivity of Two Visual Reproduction Tests to Alcoholic Brain Impairment

1988 ◽  
Vol 62 (2) ◽  
pp. 435-441 ◽  
Author(s):  
David B. Kelly ◽  
Roger L. Greene ◽  
Stephen P. Farr
Keyword(s):  
Incidental Learning ◽  
Cross Validation ◽  
Test Group ◽  
Intentional Learning ◽  
Validation Group ◽  
Wechsler Memory Scale ◽  
Complex Figure ◽  
Figure Test ◽  
Encoding Strategies ◽  
Reproduction Tests

The Wechsler Memory Scale Visual Reproduction subtest and the Rey-Osterreith Complex Figure Test were administered to alcoholics to examine visual reproduction impairment. The initial test group was comprised of 28 inpatients in an alcohol treatment program while 16 subsequent inpatients served as the cross-validation group. The Visual Reproduction subtest correlated significantly with an average impairment index both in the initial group and the less-impaired cross validation group. The Complex Figure scores showed significant correlations with the average impairment index only in the initial group. It was concluded that the most likely reason for this outcome was the emphasis upon intentional learning in the Visual Reproduction subtest as opposed to the emphasis upon incidental learning in the Complex Figure recall task. The results were discussed in the context that alcoholics may have an impaired ability to use efficient encoding strategies spontaneously.

Gaze Direction Influences Awareness in Recognition Memory for Faces after Intentional Learning

2009 ◽  
Vol 109 (1) ◽  
pp. 224-234 ◽  
Author(s):  
Noémy Daury
Keyword(s):  
Face Recognition ◽  
Recognition Memory ◽  
Incidental Learning ◽  
Eye Gaze ◽  
The State ◽  
Gaze Direction ◽  
Intentional Learning ◽  
Learning Experiment ◽  
Direct Gaze

Previous research has shown that direct gaze elicits more hits than deviated gaze in face recognition tasks. The aim of the present study was to evaluate whether the state of awareness that accompanied recognition was different for faces with eye gaze directed toward the observer as compared with faces looking elsewhere. This state of awareness was assessed using the “Remember-Know-Guess” paradigm. Three different experiments were conducted including, respectively, 24 (12 women, 12 men), 24 (12 women, 12 men), and 28 (15 women, 13 men) volunteer participants ages 18 to 31 ( M1 = 20.8, SD1 = 2.8; M2 = 20.7, SD2 = 2.4; M3 = 21.5, SD3 = 3.6). Experiments comprised two incidental learning experiments using, respectively, frontal views and profile views of faces at encoding, and one intentional learning experiment using profile views of faces at encoding. Surprisingly, the effect of direct gaze observed in previous studies was not replicated. The rates of Hits were not significantly higher for faces showing direct gaze than for faces with deviated gaze across the three experiments. However, in the intentional learning experiment, rates of Remember responses were significantly higher in the direct gaze than in the deviated gaze condition.

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