An ERP study on initial second language vocabulary learning

Yen Na Cherry YUM, Katherine J. MIDGLEY, Phillip J. HOLCOMB, Jonathan GRAINGER

Research output: Contribution to journalArticles

14 Citations (Scopus)

Abstract

This study examined the very initial phases of orthographic and semantic acquisition in monolingual native English speakers learning Chinese words under controlled laboratory conditions. Participants engaged in 10 sessions of vocabulary learning, four of which were used to obtain ERPs. Performance in behavioral tests improved over sessions, and these data were used to define fast and slow learners. Most important is that ERPs in the two groups of learners revealed qualitatively distinct learning patterns. Only fast learners showed a left-lateralized increase in N170 amplitude with training. Furthermore, only fast learners showed an increased N400 amplitude with training, with a distinct anterior distribution. Slow learners, on the other hand, showed a posterior positive effect, with increasingly positive-going waveforms in occipital sites as training progressed. Possible mechanisms underlying these qualitative differences are discussed. Copyright © 2014 Society for Psychophysiological Research.

Original languageEnglish
Pages (from-to)364-373
JournalPsychophysiology
Volume51
Issue number4
Early online date20 Feb 2014
DOIs
Publication statusPublished - Apr 2014

Citation

Yum, Y. N., Midgley, K. J., Holcomb, P. J., & Grainger, J. (2014). An ERP study on initial second language vocabulary learning. Psychophysiology, 51(4), 364-373. doi: 10.1111/psyp.12183

Keywords

  • Second language learning
  • Vocabulary acquisition
  • ERPs
  • Chinese characters

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