View in EDS

The Effect of Initial Accuracy on the Learning and Retention of Novel Words

Saved in:
Bibliographic Details
Title: The Effect of Initial Accuracy on the Learning and Retention of Novel Words
Language: English
Authors: Allyson Kuznia, Erin Conwell (ORCID 0000-0002-8592-4194)
Source: Cognitive Science. 2026 50(4).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Accuracy, Vocabulary Development, Novelty (Stimulus Dimension), Retention (Psychology), Difficulty Level, Task Analysis, Cognitive Style, Error Patterns
DOI: 10.1111/cogs.70201
ISSN: 0364-0213
1551-6709
Abstract: During word learning, incorrect guesses about meaning are inevitable, particularly in difficult learning situations. Prior research has shown that optimally difficult tasks improve word learning and retention, but found no item-level effects of first-guess inaccuracy on learning, raising the question of how difficulty and guessing accuracy interact in this process. Effects of first-guess accuracy on retention are unknown. To unpack the effects of task difficulty and first-guess accuracy on word learning and retention, we conducted two cross-situational word-learning (CSWL) studies. In Study 1, 49 English-speaking adults completed a difficult CSWL task with four items presented on each trial. Their word learning was tested immediately following the learning phase and then again 48 h later. Data were analyzed with respect to the accuracy of the first guess of a word's meaning. Participants in this study learned "and" retained words best when their first guess had been correct. Study 2 simplified learning, presenting three items per trial. Fifty-two English-speaking participants showed high levels of learning and retention, with no significant differences based on first-guess accuracy. Comparing data across these studies revealed effects of both task difficulty and first-guess accuracy on learning, as well as an interaction of these factors, revealing a greater cost to inaccurate first guesses on the more difficult task. Retention of word meanings, however, was associated only with task difficulty. These results have implications for theories of error-driven versus difficulty-driven learning.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504452
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1504452
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Effect of Initial Accuracy on the Learning and Retention of Novel Words
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Allyson+Kuznia%22">Allyson Kuznia</searchLink><br /><searchLink fieldCode="AR" term="%22Erin+Conwell%22">Erin Conwell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8592-4194">0000-0002-8592-4194</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Cognitive+Science%22"><i>Cognitive Science</i></searchLink>. 2026 50(4).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Novelty+%28Stimulus+Dimension%29%22">Novelty (Stimulus Dimension)</searchLink><br /><searchLink fieldCode="DE" term="%22Retention+%28Psychology%29%22">Retention (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Patterns%22">Error Patterns</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/cogs.70201
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0364-0213<br />1551-6709
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: During word learning, incorrect guesses about meaning are inevitable, particularly in difficult learning situations. Prior research has shown that optimally difficult tasks improve word learning and retention, but found no item-level effects of first-guess inaccuracy on learning, raising the question of how difficulty and guessing accuracy interact in this process. Effects of first-guess accuracy on retention are unknown. To unpack the effects of task difficulty and first-guess accuracy on word learning and retention, we conducted two cross-situational word-learning (CSWL) studies. In Study 1, 49 English-speaking adults completed a difficult CSWL task with four items presented on each trial. Their word learning was tested immediately following the learning phase and then again 48 h later. Data were analyzed with respect to the accuracy of the first guess of a word's meaning. Participants in this study learned "and" retained words best when their first guess had been correct. Study 2 simplified learning, presenting three items per trial. Fifty-two English-speaking participants showed high levels of learning and retention, with no significant differences based on first-guess accuracy. Comparing data across these studies revealed effects of both task difficulty and first-guess accuracy on learning, as well as an interaction of these factors, revealing a greater cost to inaccurate first guesses on the more difficult task. Retention of word meanings, however, was associated only with task difficulty. These results have implications for theories of error-driven versus difficulty-driven learning.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1504452
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1504452
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/cogs.70201
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Novelty (Stimulus Dimension)
        Type: general
      – SubjectFull: Retention (Psychology)
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Error Patterns
        Type: general
    Titles:
      – TitleFull: The Effect of Initial Accuracy on the Learning and Retention of Novel Words
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Allyson Kuznia
      – PersonEntity:
          Name:
            NameFull: Erin Conwell
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0364-0213
            – Type: issn-electronic
              Value: 1551-6709
          Numbering:
            – Type: volume
              Value: 50
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Cognitive Science
              Type: main
ResultId 1