Enhancing the learning of new words using an errorless learning procedure: Evidence from typical adults

Warmington, Meesha; Hitch, Graham J.

doi:10.1080/09658211.2013.807841

Cited by 28 publications

(35 citation statements)

References 109 publications

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“…Furthermore, the early part of the workshop focused on simple coding tasks working up to more difficult tasks in an attempt to approach 'errorless learning' as this has been shown to be effective in learning new terms. 98 Each workshop was delivered by two experienced BCT coders (BCTTv1 project team members). …”

Section: Methodsmentioning

confidence: 99%

Behaviour change techniques: the development and evaluation of a taxonomic method for reporting and describing behaviour change interventions (a suite of five studies involving consensus methods, randomised controlled trials and analysis of qualitative data)

Michie

Wood

Johnston

et al. 2015

Health Technol Assess

529

512

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BackgroundMeeting global health challenges requires effective behaviour change interventions (BCIs). This depends on advancing the science of behaviour change which, in turn, depends on accurate intervention reporting. Current reporting often lacks detail, preventing accurate replication and implementation. Recent developments have specified intervention content into behaviour change techniques (BCTs) – the ‘active ingredients’, for example goal-setting, self-monitoring of behaviour. BCTs are ‘the smallest components compatible with retaining the postulated active ingredients, i.e. the proposed mechanisms of change. They can be used alone or in combination with other BCTs’ (Michie S, Johnston M. Theories and techniques of behaviour change: developing a cumulative science of behaviour change.Health Psychol Rev2012;6:1–6). Domain-specific taxonomies of BCTs have been developed, for example healthy eating and physical activity, smoking cessation and alcohol consumption. We need to build on these to develop an internationally shared language for specifying and developing interventions. This technology can be used for synthesising evidence, implementing effective interventions and testing theory. It has enormous potential added value for science and global health.Objective(1) To develop a method of specifying content of BCIs in terms of component BCTs; (2) to lay a foundation for a comprehensive methodology applicable to different types of complex interventions; (3) to develop resources to support application of the taxonomy; and (4) to achieve multidisciplinary and international acceptance for future development.Design and participantsFour hundred participants (systematic reviewers, researchers, practitioners, policy-makers) from 12 countries engaged in investigating, designing and/or delivering BCIs.Development of the taxonomyinvolved a Delphi procedure, an iterative process of revisions and consultation with 41 international experts;hierarchical structureof the list was developed using inductive ‘bottom-up’ and theory-driven ‘top-down’ open-sort procedures (n = 36);trainingin use of the taxonomy (1-day workshops and distance group tutorials) (n = 161) wasevaluatedby changes in intercoder reliability and validity (agreement with expert consensus);evaluatingthe taxonomy for coding interventions was assessed by reliability (intercoder; test–retest) and validity (n = 40 trained coders); andevaluatingthe taxonomy for writing descriptions was assessed by reliability (intercoder; test–retest) and by experimentally testing its value (n = 190).ResultsNinety-three distinct, non-overlapping BCTs with clear labels and definitions formed Behaviour Change Technique Taxonomy version 1 (BCTTv1). BCTs clustered into 16 groupings using a ‘bottom-up’ open-sort procedure; there was overlap between these and groupings produced by a theory-driven, ‘top-down’ procedure. Both training methods improved validity (bothp < 0.05), doubled the proportion of coders achieving competence and improved confidence in identifying BCTs in workshops (bothp < 0.001) but did not improve intercoder reliability. Good intercoder reliability was observed for 80 of the 93 BCTs. Good within-coder agreement was observed after 1 month (p < 0.001). Validity was good for 14 of 15 BCTs in the descriptions. The usefulness of BCTTv1 to report descriptions of observed interventions had mixed results.ConclusionsThe developed taxonomy (BCTTv1) provides a methodology for identifying content of complex BCIs and a foundation for international cross-disciplinary collaboration for developing more effective interventions to improve health. Further work is needed to examine its usefulness for reporting interventions.FundingThis project was funded by the Medical Research Council Ref: G0901474/1. Funding also came from the Peninsula Collaboration for Leadership in Applied Health Research and Care.

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Section: Methodsmentioning

confidence: 99%

Behaviour change techniques: the development and evaluation of a taxonomic method for reporting and describing behaviour change interventions (a suite of five studies involving consensus methods, randomised controlled trials and analysis of qualitative data)

Michie

Wood

Johnston

et al. 2015

Health Technol Assess

529

512

View full text Add to dashboard Cite

show abstract

“…This enabled participants to integrate insights from trials that required complementary inferencesfor example, participants were directly informed about what makes a creature a POKMAG, and also directly about what is sufficient for a creature not to be a POKMAG, in both CL conditions. In standard OCL procedures, participants are introduced only to correct stimulus-labels associations, and thus learning is errorless (Middleton & Schwartz, 2012;Warmington & Hitch, 2014;Warmington, Hitch & Gathercole, 2013). On the other hand, in standard FBCL tasks learning is error driven, where participants are presented with both correct and incorrect stimulus-label associations, and by using trial and error the participant identifies false associations (Kluger & DeNisi, 1996;Levering & Kurtz, 2014;Ramscar, Dye & McCauley, 2013).…”

Section: Discussionmentioning

confidence: 99%

Developmental changes between childhood and adulthood in passive observational and interactive feedback‐based categorization rule learning

Hammer

Kloet

Booth

2015

Developmental Science

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As children start attending school they are more likely to face situations where they have to autonomously learn about novel object categories (e.g. by reading a picture book with descriptions of novel animals). Such autonomous observational category learning (OCL) gradually complements interactive feedback-based category learning (FBCL), where a child hypothesizes about the nature of a novel object, acts based on his prediction, and then receives feedback indicating the correctness of his prediction. Here we tested OCL and FBCL skills of elementary school children and adults. In both conditions, participants performed complex rule-based categorization tasks that required associating novel objects with novel category-labels. We expected children to perform better in FBCL tasks than in OCL tasks, whereas adults to be skilled in both tasks. As hypothesized, in early-phase learning children performed better in FBCL tasks than in OCL tasks. Unexpectedly, adults performed somewhat better in OCL tasks. Early-phase FBCL performance in the two age groups was matched, but the OCL performance of adults was higher than that of children. In late-phase learning there was only an age group main effect (adults > children). Moreover, performance in post-learning categorization tasks, that did not require label recollection, indicated that in FBCL tasks children were likely to directly learn the associations between an object and a category label, whereas in the OCL tasks they were likely to first learn which feature-dimensions were relevant. These findings shed light on developmental changes in cognitive control and learning mechanisms. Implications for educational settings are discussed.

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“…However, in L1 studies conducted with memory impaired (see Clare & Jones, 2008;Middleton & Schwartz, 2012 for critical reviews) and unimpaired participants, children (Warmington & Hitch, 2014) and adults (Bridger & Mecklinger, 2014;Warmington, Hitch & Gathercole, 2013), results are not clear-cut. Middleton and Schwartz (2012) point out that assumptions of errorless learning (EL) frameworks in cognitive rehabilitation are at odds with testing studies (of non-clinical populations) that show learning benefits associated with retrieval of information from long-term memory and a positive relationship between retrieval difficulty and learning (e.g., Karpicke & Roediger, 2007.…”

Section: The Effect Of Presence or Absence Of Errors During Vocabularmentioning

confidence: 97%

“…Warmington and Hitch (2014) reported some advantages for EL over EF in two deliberate word learning experiments with adult L1 participants. The first experiment involved learning novel word forms (i.e., non-words) for familiar concepts in a word-picture learning paradigm.…”

Section: The Effect Of Presence or Absence Of Errors During Vocabularmentioning

confidence: 99%

“…Compared to EF, EL resulted in a better performance on the naming task, but not on the nameto-object recognition task. In their second experiment, Warmington and Hitch (2014) used a word-definition learning paradigm and spaced repetitions for learning obscure L1 words (e.g., dossil), requiring the learning of both form and meaning. One familiarisation and two treatment blocks were administered.…”

Section: The Effect Of Presence or Absence Of Errors During Vocabularmentioning

confidence: 99%

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Incorrect inferences and contextual word learning in English as a second language

Elgort

2017

JESLA

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Elgort, I. (2017). Incorrect inferences and contextual word learning in English as a second language. Journal of the European Second Language Association, 1(1), 1-11, DOI: https://doi.org/10.22599/jesla.3 RESEARCH Incorrect inferences and contextual word learning in English as a second language Irina ElgortWhen readers encounter new words they may try to infer their meanings from context. Such contextual inferences may be correct or incorrect. This research considered the effect of incorrect meaning inferences on contextual word learning in English as a second language. Chinese speakers encountered 48 novel vocabulary items in informative single-sentence English contexts and were instructed to infer their meanings. They were able to verify their inferences by reviewing dictionary-type definitions at the end of the learning procedure. Participants' explicit knowledge of the critical vocabulary items was probed using a meaning generation task; their implicit knowledge was examined using a mixed-modality masked repetition priming lexical decision task. The results revealed a differential effect of incorrect inferences on the explicit and implicit knowledge of the vocabulary items. Explicit knowledge of meaning was less accurate after incorrect inferences than after correct inferences, but it was not worse than the knowledge gained when no explicit inference had been made. Implicit knowledge however was not affected by incorrect inferences. Pedagogical and research implications of the study findings are considered.Keywords: Contextual word learning; Vocabulary; Meaning inferences; Implicit knowledge 1. Introduction Inferring word meanings from context in a second languageRecently I interviewed fifty Chinese university students studying in an English-speaking country about their attitudes toward guessing word meanings from context when reading in English, their second language (L2). A common concern about this approach to learning new words expressed in these interviews was, 'What if I guess incorrectly?' Indeed, researchers have found that L2 readers make incorrect inferences about word meanings during reading (Bensoussan & Laufer, 1984;Frantzen, 2003;Kelly, 1990;Laufer, 1997;Mondria, 2003; Schoutenvan Parreren, 1992). Incorrect inferences may arise when the context in which an unfamiliar word occurs provides insufficient support for inferring the meaning (is lowconstraining, vague or ambiguous). Another reason for incorrect inferences is text difficulty for an individual reader; Hu and Nation (2000) found that about 98% of the running words in a text need to be known in order to achieve the level of understanding that supports the learning of new L2 words. Therefore, the same text may serve as informative context for one reader, but not another. Incorrect inferences may also arise when an unfamiliar L2 word is mistakenly identified as familiar (Laufer, 1997) or when a guess is made on the basis of form similarity to another word, unrelated in meaning, without adequate attention to context (Frantzen, 2003).The rela...

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Enhancing the learning of new words using an errorless learning procedure: Evidence from typical adults

Cited by 28 publications

References 109 publications

Behaviour change techniques: the development and evaluation of a taxonomic method for reporting and describing behaviour change interventions (a suite of five studies involving consensus methods, randomised controlled trials and analysis of qualitative data)

Behaviour change techniques: the development and evaluation of a taxonomic method for reporting and describing behaviour change interventions (a suite of five studies involving consensus methods, randomised controlled trials and analysis of qualitative data)

Developmental changes between childhood and adulthood in passive observational and interactive feedback‐based categorization rule learning

Incorrect inferences and contextual word learning in English as a second language

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