Zeelenberg René, de Jonge Mario, Tabbers Huib K, Pecher Diane
a Department of Psychology , Erasmus University Rotterdam , Woudestein, Rotterdam , The Netherlands.
Q J Exp Psychol (Hove). 2015;68(6):1101-15. doi: 10.1080/17470218.2014.975730. Epub 2014 Nov 14.
The present study examined the effect of presentation rate on foreign-language vocabulary learning. Experiment 1 varied presentation rates from 1 s to 16 s per pair while keeping the total study time per pair constant. Speakers of English studied Dutch-English translation pairs (e.g., kikker-frog) for 16 × 1 s, 8 × 2 s, 4 × 4 s, 2 × 8 s, or 1 × 16 s. The results showed a nonmonotonic relationship between presentation rate and recall performance for both translation directions (Dutch → English and English → Dutch). Performance was best for intermediate presentation rates and dropped off for short (1 s) or long (16 s) presentation rates. Experiment 2 showed that the nonmonotonic relationship between presentation rate and recall performance was still present after a 1-day retention interval for both translation directions. Our results suggest that a presentation rate in the order of 4 s results in optimal learning of foreign-language vocabulary.
本研究考察了呈现速度对外语词汇学习的影响。实验1将每对翻译词的呈现速度从1秒变化到16秒，同时保持每对翻译词的总学习时间不变。以英语为母语的人学习荷兰语-英语翻译对（如kikker-青蛙），呈现速度分别为16×1秒、8×2秒、4×4秒、2×8秒或1×16秒。结果表明，在两种翻译方向（荷兰语→英语和英语→荷兰语）上，呈现速度与回忆表现之间均呈非单调关系。中等呈现速度下的表现最佳，而短（1秒）或长（16秒）呈现速度下的表现则有所下降。实验2表明，在经过1天的保持间隔后，两种翻译方向上呈现速度与回忆表现之间的非单调关系依然存在。我们的研究结果表明，大约4秒的呈现速度对外语词汇学习最为有利。
