Learning new word meanings from context: a study of eye movements.
This study examined how readers establish the meaning of a new word from the sentence context during silent reading. Readers' eye movements were monitored while they read pairs of sentences containing a target word, context, and a word related to the target word. The target word varied in familiarity (high, low, or novel). The context varied in informativeness about the meaning of the target word (informative or neutral). The amount of time readers spent on the context depended on both the familiarity of the target word and the informativeness of the context. Readers spent additional time on the related word only when the context was neutral and the target was novel. These results indicate that readers were able to determine which areas of text were relevant and used the information to infer a meaning for the novel word.
Chaffin
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Department of Psychology, University of Connecticut, Storrs 06269, USA. chaffin@uconnvm.uconn.edu
Morris
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Seely
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D000328:Adult; D001245:Association Learning; D003210:Concept Formation; D003463:Cues; D005133:Eye Movements; D005260:Female; D006801:Humans; D008297:Male; D008960:Models, Psychological; D011932:Reading; D021641:Recognition, Psychology; D012033:Refractory Period, Psychological; D012660:Semantics