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Contextual diversity facilitates learning new words in the classroom
In the field of word recognition and reading, it is commonly assumed that frequently repeated words create more accessible memory traces than infrequently repeated words, thus capturing the word-frequency effect. Nevertheless, recent research has shown that a seemingly related factor, contextual div...
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| Publicado no: | PLoS One |
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| Main Authors: | , , |
| Formato: | Artigo |
| Idioma: | Inglês |
| Publicado em: |
Public Library of Science
2017
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| Assuntos: | |
| Acesso em linha: | https://ncbi.nlm.nih.gov/pmc/articles/PMC5460874/ https://ncbi.nlm.nih.gov/pubmed/28586354 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1371/journal.pone.0179004 |
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