Poster exhibited at GPSC Student Showcase, February 24th, 2016, University of Arizona. / This study was designed to determine if high variability visual input would facilitate the development of conceptual representations of academic vocabulary for college-aged students. Students were trained on vocabulary in high- and low variability conditions. Their learning was assessed via a posttest which required them to identify both trained and novel images. Participants also rated accurate and inaccurate images on a scale of 1 to 9 (“accurate” –“inaccurate”) in order to assess their conceptual representations of the new vocabulary. Typical and learning-language disabled learners were studied in order to assess the effects of variability of input on different types of learners.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/603741 |
| Date | 24 February 2016 |
| Creators | Bourgoyne, Ashley, Alt, Mary |
| Contributors | Speech, Language, and Hearing Sciences |
| Source Sets | University of Arizona |
| Language | en_US |
| Detected Language | English |
| Rights | Copyright © is held by the author. |
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