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dc.contributor.authorMartin, Clara D.
dc.contributor.authorUnderwood, Amy
dc.contributor.authorMolinaro, Nicola
dc.date.accessioned2019-06-12T07:57:14Z
dc.date.available2019-06-12T07:57:14Z
dc.date.issued2019
dc.identifier.citationMartin CD, Underwood A and Molinaro N (2019) I’m Doing Better on My Own: Social Inhibition in Vocabulary Learning in Adults. Front. Psychol. 10:1350. doi: 10.3389/fpsyg.2019.01350es_ES
dc.identifier.issn1664-1078
dc.identifier.urihttp://hdl.handle.net/10810/33226
dc.descriptionPublished: 05 June 2019es_ES
dc.description.abstractVocabulary learning is better achieved by children facing a teacher than when presented to the same teacher through video (so-called “video deficit” effect), which has significant implications for toddlers’ education. Since millions of adults also learn new vocabulary when acquiring a second language (L2), it is important to explore whether adults suffer from “video deficit” effects, as children do. In the present study, we report two experiments in which Spanish native late learners of English were involved in a vocabulary learning task. In Experiment 1, participants had to learn English (L2) labels associated to real objects. In Experiment 2, participants had to learn English (L2) and Spanish (L1) labels associated to novel objects. In both experiments, vocabulary learning was divided into three conditions: In the NoFace condition, participants were presented with the objects and their auditory labels, through video. In the Video condition, a teacher was showing the objects and uttering their names, through video. The Live condition was equivalent, except that the teacher was facing the participants in the room. Each condition was followed by a recall test. Better learning in Video compared to NoFace condition revealed that adults benefit from the teacher’s display with direct gaze, confirming the fundamental role of face display with direct gaze in social communication in adults. Interestingly, adults learned better through Video than in the Live condition. Those results were obtained in L2 vocabulary learning in both Experiments 1 and 2, and also generalized to native language in Experiment 2. We argue that adults suffer from social inhibition, meaning that they perform worse when in the presence of another person during task performance. In sum, we show that video-mediated teaching might not be detrimental for adults learning new vocabulary lists, as it is the case for young children. These results might have important implications for pedagogical programs targeting adults’ second language vocabulary learning, since proper acquisition of vocabulary list can be achieved through video including a teacher’s display.es_ES
dc.description.sponsorshipThis research was funded by a grant from the FP7/2007–2013 Cooperation grant agreement 613465-AThEME, an ERC grant from the European Research Council (ERC-2011-ADG-295362), grants from the Spanish Government (PSI2014-54500, PSI2015-65694, and PSI2017-82941-P), and from the Basque Government (PI_2015_1_25 and PIBA18_29).es_ES
dc.language.isoenges_ES
dc.publisherFrontiers in Psychologyes_ES
dc.relationinfo:eu-repo/grantAgreement/EC/SFP7/FP-SSH-2013-1/613465es_ES
dc.relationinfo:eu-repo/grantAgreement/ERC-2011-ADG-295362es_ES
dc.relationinfo:eu-repo/grantAgreement/MINECO/PSI2014-54500-Pes_ES
dc.relationinfo:eu-repo/grantAgreement/MINECO/PSI2015-65694es_ES
dc.relationinfo:eu-repo/grantAgreement/MINECO/PSI2017-82941-Pes_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.subjectvocabulary learninges_ES
dc.subjectsecond language acquisitiones_ES
dc.subjectvideo deficit effectes_ES
dc.subjectsocial inhibitiones_ES
dc.subjecteducationes_ES
dc.titleI’m Doing Better on My Own: Social Inhibition in Vocabulary Learning in Adultses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.holder© 2019 Martin, Underwood and Molinaro. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.es_ES
dc.relation.publisherversionhttps://www.frontiersin.org/journals/psychology#es_ES
dc.identifier.doi10.3389/fpsyg.2019.01350


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