https://learnlab.org/research/wiki/index.php?title=Learning_the_role_of_radicals_in_reading_Chinese&feed=atom&action=history
Learning the role of radicals in reading Chinese - Revision history
2024-03-29T14:34:37Z
Revision history for this page on the wiki
MediaWiki 1.31.12
https://learnlab.org/wiki/index.php?title=Learning_the_role_of_radicals_in_reading_Chinese&diff=7558&oldid=prev
Susan-Dunlap: /* Abstract */
2008-03-26T20:26:30Z
<p><span dir="auto"><span class="autocomment">Abstract</span></span></p>
<table class="diff diff-contentalign-left" data-mw="interface">
<col class="diff-marker" />
<col class="diff-content" />
<col class="diff-marker" />
<col class="diff-content" />
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 20:26, 26 March 2008</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l16" >Line 16:</td>
<td colspan="2" class="diff-lineno">Line 16:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Abstract ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Abstract ==</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Does providing reliable semantic information help second language learners acquire new words? Two experiments investigated whether adult learners of Chinese benefited from [[explicit instruction]] of semantic information when learning new characters. We manipulated whether semantic subcomponents were reliable cues to word meanings (reliable vs. unreliable predictors) and whether the semantic information was taught explicitly or not (explicit vs. implicit training conditions). Results showed that explicitly providing semantic cues promoted short-tem retention of target characters and aided somewhat in transferring knowledge to new characters. Reliability of cues had early effects on learning but no effect on long-term retention or on transfer. We theorize that learners benefit from explicit instruction of the connection between semantic subcomponents of words and the meanings of individual words, even when semantic cues are unreliable. However, it is still not clear whether early learners apply this knowledge when learning new vocabulary.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Does providing reliable semantic information help second language learners acquire new words? Two experiments investigated whether adult learners of Chinese benefited from [[explicit instruction]] of semantic information when learning new characters. We manipulated whether semantic subcomponents were reliable cues to word meanings (reliable vs. unreliable predictors) and whether the semantic information was taught explicitly or not (explicit vs. implicit training conditions). Results showed that explicitly providing semantic cues promoted short-tem retention of target characters and aided somewhat in transferring knowledge to new characters. Reliability of cues had early effects on learning but no effect on <ins class="diffchange diffchange-inline">[[</ins>long-term retention<ins class="diffchange diffchange-inline">]] </ins>or on <ins class="diffchange diffchange-inline">[[</ins>transfer<ins class="diffchange diffchange-inline">]]</ins>. We theorize that learners benefit from explicit instruction of the connection between semantic subcomponents of words and the meanings of individual words, even when semantic cues are unreliable. However, it is still not clear whether early learners apply this knowledge when learning new vocabulary.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Glossary ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Glossary ==</div></td></tr>
</table>
Susan-Dunlap
https://learnlab.org/wiki/index.php?title=Learning_the_role_of_radicals_in_reading_Chinese&diff=7557&oldid=prev
Susan-Dunlap: /* Abstract */
2008-03-26T20:26:07Z
<p><span dir="auto"><span class="autocomment">Abstract</span></span></p>
<table class="diff diff-contentalign-left" data-mw="interface">
<col class="diff-marker" />
<col class="diff-content" />
<col class="diff-marker" />
<col class="diff-content" />
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 20:26, 26 March 2008</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l16" >Line 16:</td>
<td colspan="2" class="diff-lineno">Line 16:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Abstract ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Abstract ==</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Does providing reliable semantic information help second language learners acquire new words? Two experiments investigated whether adult learners of Chinese benefited from explicit instruction of semantic information when learning new characters. We manipulated whether semantic subcomponents were reliable cues to word meanings (reliable vs. unreliable predictors) and whether the semantic information was taught explicitly or not (explicit vs. implicit training conditions). Results showed that explicitly providing semantic cues promoted short-tem retention of target characters and aided somewhat in transferring knowledge to new characters. Reliability of cues had early effects on learning but no effect on long-term retention or on transfer. We theorize that learners benefit from explicit instruction of the connection between semantic subcomponents of words and the meanings of individual words, even when semantic cues are unreliable. However, it is still not clear whether early learners apply this knowledge when learning new vocabulary.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Does providing reliable semantic information help second language learners acquire new words? Two experiments investigated whether adult learners of Chinese benefited from <ins class="diffchange diffchange-inline">[[</ins>explicit instruction<ins class="diffchange diffchange-inline">]] </ins>of semantic information when learning new characters. We manipulated whether semantic subcomponents were reliable cues to word meanings (reliable vs. unreliable predictors) and whether the semantic information was taught explicitly or not (explicit vs. implicit training conditions). Results showed that explicitly providing semantic cues promoted short-tem retention of target characters and aided somewhat in transferring knowledge to new characters. Reliability of cues had early effects on learning but no effect on long-term retention or on transfer. We theorize that learners benefit from explicit instruction of the connection between semantic subcomponents of words and the meanings of individual words, even when semantic cues are unreliable. However, it is still not clear whether early learners apply this knowledge when learning new vocabulary.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Glossary ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Glossary ==</div></td></tr>
</table>
Susan-Dunlap
https://learnlab.org/wiki/index.php?title=Learning_the_role_of_radicals_in_reading_Chinese&diff=7556&oldid=prev
Susan-Dunlap: /* Abstract */
2008-03-26T20:25:09Z
<p><span dir="auto"><span class="autocomment">Abstract</span></span></p>
<table class="diff diff-contentalign-left" data-mw="interface">
<col class="diff-marker" />
<col class="diff-content" />
<col class="diff-marker" />
<col class="diff-content" />
<tr class="diff-title" lang="en">
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 20:25, 26 March 2008</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l16" >Line 16:</td>
<td colspan="2" class="diff-lineno">Line 16:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Abstract ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Abstract ==</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">     </del>Does providing reliable semantic information help second language learners acquire new words? Two experiments investigated whether adult learners of Chinese benefited from explicit instruction of semantic information when learning new characters. We manipulated whether semantic <del class="diffchange diffchange-inline">information was a </del>reliable <del class="diffchange diffchange-inline">cue </del>to word <del class="diffchange diffchange-inline">meaning </del>and whether <del class="diffchange diffchange-inline">predictability </del>was taught <del class="diffchange diffchange-inline">[[</del>explicit <del class="diffchange diffchange-inline">instruction|</del>explicitly<del class="diffchange diffchange-inline">]]</del>. We <del class="diffchange diffchange-inline">measured learning outcomes with translation </del>and semantic <del class="diffchange diffchange-inline">judgment tasks</del>.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Does providing reliable semantic information help second language learners acquire new words? Two experiments investigated whether adult learners of Chinese benefited from explicit instruction of semantic information when learning new characters. We manipulated whether semantic <ins class="diffchange diffchange-inline">subcomponents were </ins>reliable <ins class="diffchange diffchange-inline">cues </ins>to word <ins class="diffchange diffchange-inline">meanings (reliable vs. unreliable predictors) </ins>and whether <ins class="diffchange diffchange-inline">the semantic information </ins>was taught <ins class="diffchange diffchange-inline">explicitly or not (</ins>explicit <ins class="diffchange diffchange-inline">vs. implicit training conditions). Results showed that </ins>explicitly <ins class="diffchange diffchange-inline">providing semantic cues promoted short-tem retention of target characters and aided somewhat in transferring knowledge to new characters. Reliability of cues had early effects on learning but no effect on long-term retention or on transfer</ins>. We <ins class="diffchange diffchange-inline">theorize that learners benefit from explicit instruction of the connection between semantic subcomponents of words </ins>and <ins class="diffchange diffchange-inline">the meanings of individual words, even when </ins>semantic <ins class="diffchange diffchange-inline">cues are unreliable. However, it is still not clear whether early learners apply this knowledge when learning new vocabulary</ins>.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Glossary ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Glossary ==</div></td></tr>
</table>
Susan-Dunlap
https://learnlab.org/wiki/index.php?title=Learning_the_role_of_radicals_in_reading_Chinese&diff=7555&oldid=prev
Susan-Dunlap: /* Background */
2008-03-26T20:22:00Z
<p><span dir="auto"><span class="autocomment">Background</span></span></p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 20:22, 26 March 2008</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l27" >Line 27:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Background ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Background ==</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">A '''background''' and significance section that briefly summarizes prior work on the research question and why it is important to answer it</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>     Previous research has shown that non-native learners of Chinese do not discern the presence of [[cue validity|helpful cues]] in the orthography unless such relationships are taught explicitly (Taft & Chung, 1999). But because semantic cues in Chinese are not always reliable predictors of word meaning (Hanley, 2005; Shu, Chen, Anderson, Wu, & Xuan, 2003), it may actually be more confusing for a beginning learner to be taught these relationships. The aim of this study was to determine how [[reliability]] of cues can affect learning. As in every language, Chinese has rules and exceptions to those rules. The written form of Chinese contains a high percentage of compound characters, which are single, one-syllable words made up of semantic and phonetic radicals. These radicals, or linguistic subcomponents, often provide cues to the character’s meaning and pronunciation. However, a reader cannot rely solely on using this strategy to decode new words in Chinese. Therefore, we wanted to ascertain whether it is helpful to teach the sometimes ambiguous relationship between linguistic subcomponents and whole word definitions.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>     Previous research has shown that non-native learners of Chinese do not discern the presence of [[cue validity|helpful cues]] in the orthography unless such relationships are taught explicitly (Taft & Chung, 1999). But because semantic cues in Chinese are not always reliable predictors of word meaning (Hanley, 2005; Shu, Chen, Anderson, Wu, & Xuan, 2003), it may actually be more confusing for a beginning learner to be taught these relationships. The aim of this study was to determine how [[reliability]] of cues can affect learning. As in every language, Chinese has rules and exceptions to those rules. The written form of Chinese contains a high percentage of compound characters, which are single, one-syllable words made up of semantic and phonetic radicals. These radicals, or linguistic subcomponents, often provide cues to the character’s meaning and pronunciation. However, a reader cannot rely solely on using this strategy to decode new words in Chinese. Therefore, we wanted to ascertain whether it is helpful to teach the sometimes ambiguous relationship between linguistic subcomponents and whole word definitions.</div></td></tr>
</table>
Susan-Dunlap
https://learnlab.org/wiki/index.php?title=Learning_the_role_of_radicals_in_reading_Chinese&diff=7554&oldid=prev
Susan-Dunlap: /* Independent variables */
2008-03-26T20:21:46Z
<p><span dir="auto"><span class="autocomment">Independent variables</span></span></p>
<table class="diff diff-contentalign-left" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 20:21, 26 March 2008</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l45" >Line 45:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Independent variables ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Independent variables ==</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">The '''independent variables''', which are typically include instructional environment, activity or method, and perhaps some student characteristics, such as gender or first language</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>     Training condition was either explicit (information was provided about the semantic radical’s meaning in relation to meaning of the character) or implicit (no additional information was provided). Being explicit about the radical is an instance of [[feature focusing]] [[instructional method]]. Each semantic radical was either reliable (its meaning was associated with the meaning of the characters) or unreliable (its meaning was unrelated to the meaning of the character in which it appeared).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>     Training condition was either explicit (information was provided about the semantic radical’s meaning in relation to meaning of the character) or implicit (no additional information was provided). Being explicit about the radical is an instance of [[feature focusing]] [[instructional method]]. Each semantic radical was either reliable (its meaning was associated with the meaning of the characters) or unreliable (its meaning was unrelated to the meaning of the character in which it appeared).</div></td></tr>
</table>
Susan-Dunlap
https://learnlab.org/wiki/index.php?title=Learning_the_role_of_radicals_in_reading_Chinese&diff=7553&oldid=prev
Susan-Dunlap: /* Dependent variables */
2008-03-26T20:21:16Z
<p><span dir="auto"><span class="autocomment">Dependent variables</span></span></p>
<table class="diff diff-contentalign-left" data-mw="interface">
<col class="diff-marker" />
<col class="diff-content" />
<col class="diff-marker" />
<col class="diff-content" />
<tr class="diff-title" lang="en">
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 20:21, 26 March 2008</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l40" >Line 40:</td>
<td colspan="2" class="diff-lineno">Line 40:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div> - accuracy of definition recognition, accuracy of translating previously learned Chinese characters into English (Experiment 2)</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div> - accuracy of definition recognition, accuracy of translating previously learned Chinese characters into English (Experiment 2)</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>[[Transfer]] <del class="diffchange diffchange-inline">measure</del>:</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>[[Transfer]] <ins class="diffchange diffchange-inline">measures</ins>:</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>- accuracy on a multiple-choice translation task with new characters (Experiments 1 and 2)</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>- accuracy on a multiple-choice translation task with new characters (Experiments 1 and 2)</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
</table>
Susan-Dunlap
https://learnlab.org/wiki/index.php?title=Learning_the_role_of_radicals_in_reading_Chinese&diff=7552&oldid=prev
Susan-Dunlap: /* Dependent variables */
2008-03-26T20:20:58Z
<p><span dir="auto"><span class="autocomment">Dependent variables</span></span></p>
<table class="diff diff-contentalign-left" data-mw="interface">
<col class="diff-marker" />
<col class="diff-content" />
<col class="diff-marker" />
<col class="diff-content" />
<tr class="diff-title" lang="en">
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 20:20, 26 March 2008</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l35" >Line 35:</td>
<td colspan="2" class="diff-lineno">Line 35:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Normal post-test]] measures:</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Normal post-test]] measures:</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;"> - accuracy and response time on a semantic category judgment task with previously learned items (Experiment 1)</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div> - accuracy of translating previously learned Chinese characters into English (Experiment 2)</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> - <ins class="diffchange diffchange-inline">accuracy and response time on lexical decision, naming, and semantic category judgment tasks with previously learned items (Experiment 1)</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline"> - accuracy of definition recognition, </ins>accuracy of translating previously learned Chinese characters into English (Experiment 2)</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Transfer]] measure:</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Transfer]] measure:</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>- accuracy on a multiple-choice translation task with new <del class="diffchange diffchange-inline">Characters </del>(Experiments 1 and 2)</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>- accuracy on a multiple-choice translation task with new <ins class="diffchange diffchange-inline">characters </ins>(Experiments 1 and 2)</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Independent variables ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Independent variables ==</div></td></tr>
</table>
Susan-Dunlap
https://learnlab.org/wiki/index.php?title=Learning_the_role_of_radicals_in_reading_Chinese&diff=7551&oldid=prev
Susan-Dunlap: /* Dependent variables */
2008-03-26T20:19:32Z
<p><span dir="auto"><span class="autocomment">Dependent variables</span></span></p>
<table class="diff diff-contentalign-left" data-mw="interface">
<col class="diff-marker" />
<col class="diff-content" />
<col class="diff-marker" />
<col class="diff-content" />
<tr class="diff-title" lang="en">
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 20:19, 26 March 2008</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l32" >Line 32:</td>
<td colspan="2" class="diff-lineno">Line 32:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Dependent variables ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Dependent variables ==</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">The '''dependent variables''', which are observable and typically measure competence, motivation, interaction, meta-learning, or some other pedagogically desirable outcome</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Normal post-test]] measures:</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Normal post-test]] measures:</div></td></tr>
</table>
Susan-Dunlap
https://learnlab.org/wiki/index.php?title=Learning_the_role_of_radicals_in_reading_Chinese&diff=7550&oldid=prev
Susan-Dunlap: /* Independent variables */
2008-03-26T20:17:23Z
<p><span dir="auto"><span class="autocomment">Independent variables</span></span></p>
<table class="diff diff-contentalign-left" data-mw="interface">
<col class="diff-marker" />
<col class="diff-content" />
<col class="diff-marker" />
<col class="diff-content" />
<tr class="diff-title" lang="en">
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 20:17, 26 March 2008</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l47" >Line 47:</td>
<td colspan="2" class="diff-lineno">Line 47:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>     Training condition was either explicit (information was provided about the semantic radical’s meaning in relation to meaning of the character) or implicit (no additional information was provided). Being explicit about the radical is an instance of [[feature focusing]] [[instructional method]]. Each semantic radical was either reliable (its meaning was associated with the meaning of the characters) or unreliable (its meaning was unrelated to the meaning of the character in which it appeared).</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>     Training condition was either explicit (information was provided about the semantic radical’s meaning in relation to meaning of the character) or implicit (no additional information was provided). Being explicit about the radical is an instance of [[feature focusing]] [[instructional method]]. Each semantic radical was either reliable (its meaning was associated with the meaning of the characters) or unreliable (its meaning was unrelated to the meaning of the character in which it appeared).</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>== Hypothesis</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>== Hypothesis <ins class="diffchange diffchange-inline">==</ins></div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">The '''hypothesis''', which is a concise statement of the relationship among the variables that answers the research question</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>     We predict an interaction between [[reliability]] and [[explicit instruction|explicitness]], such that learners will perform better on items studied in the explicit condition compared to the implicit condition, and this effect will be greater for characters with reliable semantic radicals than characters with unreliable semantic radicals.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>     We predict an interaction between [[reliability]] and [[explicit instruction|explicitness]], such that learners will perform better on items studied in the explicit condition compared to the implicit condition, and this effect will be greater for characters with reliable semantic radicals than characters with unreliable semantic radicals.</div></td></tr>
</table>
Susan-Dunlap
https://learnlab.org/wiki/index.php?title=Learning_the_role_of_radicals_in_reading_Chinese&diff=7549&oldid=prev
Susan-Dunlap: /* Explanation */
2008-03-26T20:15:54Z
<p><span dir="auto"><span class="autocomment">Explanation</span></span></p>
<table class="diff diff-contentalign-left" data-mw="interface">
<col class="diff-marker" />
<col class="diff-content" />
<col class="diff-marker" />
<col class="diff-content" />
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 20:15, 26 March 2008</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>In Experiment 1, initial learning was better for items with reliable rather than unreliable semantic cues. However, once students were explicitly shown a special characteristic of L2, they could apply it to learning new examples. Our within-subjects design allowed application of the explicit strategy to implicit items. In Experiment 2, we used a block design to separate effects of learning before and after explicit instruction. Again, learners did best with reliable items and explicit instruction.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>In Experiment 1, initial learning was better for items with reliable rather than unreliable semantic cues. However, once students were explicitly shown a special characteristic of L2, they could apply it to learning new examples. Our within-subjects design allowed application of the explicit strategy to implicit items. In Experiment 2, we used a block design to separate effects of learning before and after explicit instruction. Again, learners did best with reliable items and explicit instruction.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>    </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>    </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>We theorize that learners benefit from explicit instruction of the connection between semantic subcomponents of words and the meanings of individual words, even when semantic cues are unreliable. However, it is not clear whether early learners apply this knowledge when learning new vocabulary.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>We theorize that learners benefit from explicit instruction of the connection between semantic subcomponents of words and the meanings of individual words, even when semantic cues are unreliable. However, it is <ins class="diffchange diffchange-inline">still </ins>not clear whether early learners apply this knowledge when learning new vocabulary.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Descendents ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Descendents ==</div></td></tr>
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Susan-Dunlap