What Is Learned under Difficult Conditions Is Hard to Forget: Contextual Interference Effects in Foreign Vocabulary Acquisition, Retention, and Transfer

By V. Schneider, A. Healy, L. Bourne. 2002

203 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/bdd258b13cad96cb85df2d45f6724a4818504693

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. Kirsten M. Hummel
2. Tatsuya Nakata
3. John R. Anderson
4. A. D. de Groot
5. Richard P. Cooper
6. Max M. Louwerse
7. L. Mark Carrier
8. Nancy A. Cheever

In Developmental and Educational Psychology

1. Kirsten M. Hummel
2. Tatsuya Nakata
3. John R. Anderson
4. A. D. de Groot
5. N. Schmitt
6. Michael Harrington
7. Alan Juffs
8. J. Murre

Citations in the corpus

• Effects of Stimulus Characteristics and Background Music on Foreign Language Vocabulary Learning and Forgetting (2006, methodology): “This pattern emerged across three manipulations of task difficulty: blocking vocabulary items by category during learning or presenting them mixed; receptive or productive learning and immediate testing; pretraining or not pretraining the participants on the new FL vocabulary to be learned (Schneide”
• Practice and Forgetting Effects on Vocabulary Memory: An Activation-Based Model of the Spacing Effect (2005, background): “For instance, Schneider, Healy, and Bourne (2002) conjectured that the greater difficulty participants had learning foreign language responses (as opposed to English responses) in a paired-associate experiment may have produced better long-term recollection.”
• EFFECTS OF EXPANDING AND EQUAL SPACING ON SECOND LANGUAGE VOCABULARY LEARNING (2015, background): “It may be that because productive retrieval is more demanding than receptive retrieval (e.g., Griffi n & Harley, 1996 ; Mondria & Wiersma, 2004 ; Schneider et al., 2002 ) and because a signifi cant expanding retrieval effect tends to be observed when the task diffi culty is high (Logan & Balota,…”
• Translation and short-term L2 vocabulary retention: Hindrance or help? (2010, result): “As reported earlier in our study, at least one study actually found higher retention for the more difficult L1 to L2 translation direction at longer intervals (Schneider et al., 2002).”