The Facilitatory Role of Rhyme During Word Learning: Behavioral and Event-Related Potential Evidence.

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Bibliographic Details
Title:	The Facilitatory Role of Rhyme During Word Learning: Behavioral and Event-Related Potential Evidence.
Authors:	Fan, Tengwen¹, Decker, Will^1,2, Momsen, Jacob P.^3,4, Haebig, Eileen¹, Schneider, Julie M.^1,5 julieschneider@g.ucla.edu
Source:	Journal of Speech, Language & Hearing Research. Sep2025, Vol. 68 Issue 9, p4415-4428. 14p.
Subject Terms:	Self-evaluation, Neurophysiology, Attention, Short-term memory, College students, Phonology, *Language acquisition, Pearson correlation (Statistics), Research funding, Electroencephalography, Statistical sampling, Psycholinguistics, Semantics, Data analysis software
Geographic Terms:	United States
Abstract:	Purpose: Rhyme increases the phonological similarity of phrases individuals hear and enhances recall from working memory. This study explores whether rhyme aids word learning and examines the underlying neural mechanisms through which rhyme facilitates word learning. Method: Fifty-seven adults completed a word learning task where they were exposed to 15 nonwords (NWs), four times each, in the sentence-final position as their electroencephalogram was recorded. Participants were randomly assigned to either a Rhyme or No-Rhyme group, where the NWs rhymed or did not rhyme with a prime real word in the sentence, respectively, during the exposure phase. Subjects were then tested on their recognition of the NWs. Results: Behavioral accuracy on the NW recognition task did not differ between the Rhyme and No-Rhyme groups; however, the Rhyme group showed an enhanced bilateral P2 in the early exposure phase, which has been linked to increased attention to the phonological and semantic features of speech. By contrast, the No-Rhyme group showed an attenuated N400 amplitude at left centroparietal sites in the later exposure phase, related to semantic retrieval of NWs. Conclusion: These findings indicate that rhyme may facilitate encoding of word meaning via attention to both phonology and semantic information; however, the absence of rhyme does not hinder adults' ability to map meaning to novel words. Supplemental Material: https://doi.org/10.23641/asha.29737478 [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Purpose: Rhyme increases the phonological similarity of phrases individuals hear and enhances recall from working memory. This study explores whether rhyme aids word learning and examines the underlying neural mechanisms through which rhyme facilitates word learning. Method: Fifty-seven adults completed a word learning task where they were exposed to 15 nonwords (NWs), four times each, in the sentence-final position as their electroencephalogram was recorded. Participants were randomly assigned to either a Rhyme or No-Rhyme group, where the NWs rhymed or did not rhyme with a prime real word in the sentence, respectively, during the exposure phase. Subjects were then tested on their recognition of the NWs. Results: Behavioral accuracy on the NW recognition task did not differ between the Rhyme and No-Rhyme groups; however, the Rhyme group showed an enhanced bilateral P2 in the early exposure phase, which has been linked to increased attention to the phonological and semantic features of speech. By contrast, the No-Rhyme group showed an attenuated N400 amplitude at left centroparietal sites in the later exposure phase, related to semantic retrieval of NWs. Conclusion: These findings indicate that rhyme may facilitate encoding of word meaning via attention to both phonology and semantic information; however, the absence of rhyme does not hinder adults' ability to map meaning to novel words. Supplemental Material: https://doi.org/10.23641/asha.29737478 [ABSTRACT FROM AUTHOR]
ISSN:	10924388
DOI:	10.1044/2025_JSLHR-24-00836