Semantic category effects in second language word learning

By Matthew Finkbeiner, J. Nicol. Applied Psycholinguistics, 2003

150 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/27f45b6e4db22636742d2da776ac5c34056523e3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Stuart Webb
2. F. Boers

In Developmental and Educational Psychology

1. N. Schmitt
2. F. Boers
3. Stuart Webb
4. Averil Coxhead
5. Murielle Demecheleer
6. E. Peters
7. A. Pellicer‐Sánchez
8. Paul Nation

In Experimental and Cognitive Psychology

1. F. Boers
2. Stuart Webb
3. N. Schmitt
4. Sachi Yasuda

Citations in the corpus

• Cognitive Linguistic approaches to teaching vocabulary: Assessment and integration (2011, background): “Several studies have revealed that learning new words that are semantically related (e.g. words for professions, words for clothes, words for personality traits) takes longer than learning semantically unrelated words (Tinkham 1997; Waring 1997; Finkbeiner & Nicol 2003; Erten & Tekin 2008).”
• Gauging the effects of exercises on verb–noun collocations (2014, background): “Their finding extends those of Erten and Tekin (2008), Finkbeiner and Nicol (2003), Tinkham (1997), Waring (1997), and others, who have reported evidence that learning sets of semantically related words is harder than learning sets of unrelated ones.”