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Learning test on expressive phonetic symbolism.

A Langenmayr·H Schmitz
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Abstract

We asked 249 students to learn three different vocabulary lists, each containing 19 word pairs (Indonesian, Suaheli, and one mixed list composed of items from 13 different languages) in three versions: "normal" (factual classification), "reversed" (opposite classification), and "disarranged" (word meaning imputed in a completely different dimension). That those word-pairs with "normal" classification would lead to best learning was not generally confirmed but was corroborated for favourable learning conditions (items at the top of the list, items at the beginning of the questioning, easy to learn items), whereas the effect of phonetic symbolism combined with "normal" presentation proved rather abstruse. We assume that in the latter cases encoding worked rather automatically, and additional information used energy. The encoding process uses so much energy that further information is not useful under unfavourable learning conditions. We found a relation between performance on each mode of presentation and sex. Independent of presentation mode, learning depends on age, sex, membership in a seminar, and subject matter studied. Therefore, we examined the distribution of these in our nine groups (three languages by three versions). Since no statistically relevant differences in distribution arose, our results do not have to be qualified.

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AdultFemaleHumansMaleMental RecallMultilingualismPaired-Associate LearningPhoneticsSemanticsStudentsSymbolismJournal Article

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BibTeXRIS

A Langenmayr, H Schmitz. 1996. Learning test on expressive phonetic symbolism.. https://doi.org/10.2466/pms.1996.83.1.227

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