2021 Fiscal Year Final Research Report

A basic research for development of effective learning method of foreign language vocabulary: Effectiveness of repeated presentation with incidental stimuli

Research Project

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Project/Area Number	19K03243
Research Category	Grant-in-Aid for Scientific Research (C)
Allocation Type	Multi-year Fund
Section	一般
Review Section	Basic Section 10020:Educational psychology-related
Research Institution	Shizuoka Sangyo University
Principal Investigator	ISsarida Toshiko 静岡産業大学, 経営学部(磐田), 教授 (40161567)
Co-Investigator(Kenkyū-buntansha)	漁田武雄静岡産業大学, 経営学部(磐田), 研究員 (30116529) 久保田貴之静岡産業大学, 経営学部(磐田), 准教授 (50782877) 日隈美代子静岡産業大学, 経営学部(磐田), 講師 (70823714)
Project Period (FY)	2019-04-01 – 2022-03-31
Keywords	ビデオ文脈 / 対連合学習 / 学習促進法
Outline of Final Research Achievements	First of all, we found that the paired-associate learning of the foreign language word and the corresponding Japanese word was facilitated by repetition within the same context better than that under different contexts. This finding, along with Isarida and Isarida (2010), indicates that in addition to the context acting closely to the to-be-learned information and provides contextual cues (temporal context) for the learned information, there is a context that encloses the entire learning scene. On the basis of this result, paired-associate learning of both foreign word and corresponding Japanese word and face and name were facilitated by the repetitions within the same video context and within the same background photograph (still visual image of the videos) significantly better than the pairs that repeatedly presented on on an neutral gray background. This finding was used for the study of the method for facilitation of the paired-associate learning.
Free Research Field	認知心理学
Academic Significance and Societal Importance of the Research Achievements	同一環境的文脈内での反復が，対連合学習を促進することを見いだした。この発見は，学習される情報に密接し，学習された情報の検索手がかりを提供する文脈（時間的文脈）に加えて，学習場面全体をとり囲む文脈があることを示している。この発見は，これまで複合場所文脈でのみ確認されてきた（Isarida & Isarida, 2010）。本研究によって，ビデオ文脈でも同様のことが確認できた。この学術的意義は，大変に大きい。そして，同一ビデオあるいは背景写真とともに学習対を提示すると，背景がなにもない場合よりも，学習が有意に促進されるという発見は，時に外国語単語の学習を促進する方法の可能性を示している。