Musical meaning modulates word acquisition

Fritz, Thomas Hans; Schütte, F.‐J.; Steixner, Agnes; Contier, Oliver; Obrig, Hellmuth; Villringer, Arno

doi:10.1016/j.bandl.2018.12.001

Cited by 6 publications

(5 citation statements)

References 42 publications

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“…We suppose that this effect is contrary to semantic congruence, demonstrated with musical excerpts (Fritz et al, 2019; Koelsch et al, 2004; Steinbeis & Koelsch, 2008), because music is associated with socially important information (facial stimuli). It can be viewed as similar to the data provided by studies examining the incongruence effect with non-musical stimuli.…”

Section: Discussionmentioning

confidence: 80%

“…When reviewing studies on congruence and memory, different research areas can be distinguished: (1) acquisition of vocabulary, when stimuli (music) match the words (Fritz, Schütte, Steixner, Contier, Obrig, & Villringer, 2019; Koelsch et al, 2004; Steinbeis & Koelsch, 2008); (2) congruence related to the detection of an imbalance between a product of first necessity (food) and its description (Mieth et al, 2015); and (3) congruence in the social area (communication) when stimuli (verbal, audio) match a particular behavior or emotion (for a meta-analysis, see Stangor & McMillan, 1992).…”

Section: Congruencementioning

confidence: 99%

Section: Congruencementioning

confidence: 99%

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Effects of emotionally incongruent musical excerpts on memory retrieval

Panteleeva

Courvoisier

Glowinski

et al. 2021

Psychology of Music

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Music’s power to trigger memories has rarely been tested; in particular, it is not clear what mechanisms govern memory retrieval elicited by musical cues. Previous research has suggested that memory retrieval is underpinned by two mechanisms: (1) distinctiveness—the probability that a cue will retrieve a memory declines with the number of stimuli previously encoded with that same cue and (2) incongruence—a cue encoded with emotionally incongruent targets triggers more memories of the stimuli associated with it than a cue encoded with emotionally congruent stimuli. Our participants experienced an implicit encoding phase where they were presented with auditory-visual pairs of stimuli (pieces of music and images of facial expressions). In the retrieval phase, participants were asked to remember encoded stimuli triggered by music. As expected, musical cues encoded with emotionally incongruent facial expressions triggered more memories than cues encoded with congruent facial expressions. Contrary to our prediction and to previous findings, music from distinctive pairs of stimuli triggered fewer memories than cue pairs displayed multiple times in the encoding phase. Our finding suggests that the manipulation of stimuli at encoding is crucial when using musical cues to trigger memories.

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Section: Discussionmentioning

confidence: 80%

Section: Congruencementioning

confidence: 99%

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Effects of emotionally incongruent musical excerpts on memory retrieval

Panteleeva

Courvoisier

Glowinski

et al. 2021

Psychology of Music

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“…However, within word learning, its application is most frequently restricted to implicitly testing the degree of integration into memory, with priming success during retention as a measure of linguistic depth of encoding (Batterink, & Neville, 2011;Rabovsky, Sommer, & Abdel Rahman, 2012). Studies that depart from this, such as Fritz, Schütte, Steixner, Contier, Obrig, & Villringer, (2019), most often make use of simultaneous rather than sequential priming, for instance accompanying novel word exposure with semantically congruent or incongruent music. This study in particular demonstrated that associated, evoked meaning across domains -linguistic vs non-linguisticsupports learning success, indicating that word learning remains malleable to other cognitive mechanisms.…”

Section: Cognitive Priming Word Learning and Theory Of Mindmentioning

confidence: 99%

Engaging Nonverbal Theory-of-Mind Boosts Novel Word Retention in Adults

Trice,

Cohen,

2024

Preprint

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Previous research has argued that theory-of-mind (ToM) plays a critical role to motivate early language acquisition.Vocabulary learning is a lifelong journey from infancy to adulthood. As ToM and vocabulary grows in tandem through development, little is known whether ToM continues to be important for word learning in adults, and if so, whether there is a causal interplay between the ToM state and adults’ word learning outcomes. This study tests whether engaging nonverbal ToM assists novel word encoding and retention. We examined young adults (N = 51)’ word learning outcomes for meanings that were either introduced in a word-to-world direct mapping context or a pragmatically inferred context. Preceding each block of word learning for each context was a brief, nonverbal animation that either primed the ToM system or did not engage ToM. We found that initial meaning mapping via pragmatic inference was assisted specifically by priming ToM prior to word learning. Furthermore, word retention, tested 20 minutes after initial encoding, was strengthened for both pragmatically inferred and directly mapped words, when learning was preceded with a ToM video, as opposed to a non-ToM video. These results demonstrate that ToM causally interacts with word learning processes and facilitates both encoding and retention. Our findings strengthen previous arguments that ToM plays a critical role in language development and broaden this to encompass lifelong vocabulary learning.

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“…In the light of this research, generated by the scientific literature, studies into the benefits of using music when teaching a second language, such as, increasing short-term memory (Ludke et al, 2014) and textual retention (Kilgour et al, 2000); promoting involuntary training (Murphey, 1990); increasing semantic understanding (Fritz et al, 2019;Poulin-Charronnat et al, 2005); developing oral skills (Fernández-García & Fonseca-Mora, 2019;Intartaglia et al, 2017); improving reading comprehension (Carmen Fonseca-Mora & Gómez-Domínguez, 2015) and contributing to phonological improvement (Schön et al, 2008) have been carried out. It has been determined that the use of music reduces the…”

Section: Music and Foreign Language Learningmentioning

confidence: 99%

Learning Spanish as a foreign language through Music

Pérez-Carmona

Vicente-Bújez²,

Díaz-Mohedo

et al. 2021

AULA_ABIERTA

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Music has multiple characteristics that make it an ideal tool for teaching and learning languages. Although some research has been done on this subject, there are still many areas to explore. This quantitative research presents survey data from 178 students of Spanish as a Foreign Language to better understand how adult learners use music and other media in their practice of Spanish. Non-parametric statistical tests were carried out. Data showed participants used music more frequently than other media as a means to practice Spanish outside of the classroom, despite having difficulties understanding the lyrics. Also, musical training was found to be an indicator of a higher level of lyrical comprehension. It was concluded that the growing popularity of Spanish language music, changes in music consumption, and the democratization of listening platforms— along with the ability that songs have to generate well-being and to create links, as well as to represent the target culture—were decisive factors in the use of songs in the learning of Spanish as a foreign language.

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Musical meaning modulates word acquisition

Cited by 6 publications

References 42 publications

Effects of emotionally incongruent musical excerpts on memory retrieval

Effects of emotionally incongruent musical excerpts on memory retrieval

Engaging Nonverbal Theory-of-Mind Boosts Novel Word Retention in Adults

Learning Spanish as a foreign language through Music

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