What Is Hard To Learn Is Easy To Forget: The Roles of Word Concreteness, Cognate Status, and Word Frequency in Foreign Language Vocabulary Learning and Forgetting.

By A. D. de Groot, Rineke Keijzer. 2000

396 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/e10661aa78c52e8cc4f36fe7fcb5c1b2fc3560c1

How researchers see this paper

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

In Developmental and Educational Psychology

1. E. Peters
2. Stuart Webb
3. N. Schmitt
4. Margarita P. Steinel
5. W. Steinel
6. A. Sorace
7. Frank A. Russo
8. Arla Good

In Language and Linguistics

1. E. Peters
2. Stuart Webb
3. Margarita P. Steinel
4. W. Steinel
5. A. Sorace
6. Albert Costa
7. I. O’Brien
8. L. French

Citations in the corpus

• Alignment in second language dialogue (2008, background): “This is not an uncommon situation, given that acquiring certain ‘shades’ of the meanings of L2 words is sometimes difficult, especially for abstract words (de Groot, 1989; de Groot & Keijzer, 2000; Van Hell & Mahn, 1997; see Francis, 2005, for a review).”
• Phonological memory and children's second language grammar learning (2008, methodology): “Receptive and productive vocabulary was measured by using a technique in which subjects translated pronounced written words to and from their L2 (de Groot & Keijzer, 2000; Ellis & Beaton, 1993; Masoura & Gathercole, 1999) at Time 1 and Time 2.”
• INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING (2018, background): “From psycholinguistic research, we know that cognates are easier to learn than noncognates (de Groot & Keijzer, 2000; Lotto & de Groot, 1998).”
• Quantifying the Visual Concreteness of Words and Topics in Multimodal Datasets (2018, positive): “Following Kiela et al. (2014) (2000).”
• The efficacy of singing in foreign-language learning (2015, methodology): “Previous studies have found success in employing a method of directly associating a word in a foreign language to the corresponding native language word, called direct paired-associate learning (de Groot, 2006; de Groot & Keijzer, 2000; Lotto & de Groot, 1998).”
• Effects of Stimulus Characteristics and Background Music on Foreign Language Vocabulary Learning and Forgetting (2006, methodology): “The finding that the newly learned typical nonwords are (slightly) less susceptible to forgetting than the atypical nonwords extends the analogous results obtained with the variables concreteness and cognate status (de Groot & Keijzer, 2000).”
• Constraints on parallel activation in bilingual spoken language processing: Examining proficiency and lexical status using eye-tracking (2007, background): “…advantage for cognates is well-established during word production (e.g., Costa et al., 2000; De Groot, Borgwaldt, Bos, & Van den Eijnden, 2002; De Groot & Keijzer, 2000; Gollan & Acenas, 2004; Kohnert, 2004; Roberts & Deslauriers, 1999) and comprehension (e.g., De Groot et al., 2002; De Groot &…”
• SECOND LANGUAGE IDIOM LEARNING IN A PAIRED-ASSOCIATE PARADIGM: Effects of Direction of Learning, Direction of Testing, Idiom Imageability, and Idiom Transparency (2007, methodology): “…et al+, 2002, p+ 437! or because this procedure is, on the one hand, “an important component of most FL @foreign language# training programs” ~De Groot & Keijzer, 2000, p+ 2! and, on the other hand, more efficient than other methods, such as the keyword or the picture-naming method ~which…”