We investigated whether the presence of orthography promotes new word learning (orthographic facilitation). In Study 1 (N = 41) and Study 2 (N = 74), children were taught 16 unknown polysyllabic words. Half of the words appeared with orthography present and half without orthography. Learning assessments captured the degree of semantic and orthographic learning; they were administered one week after teaching (Studies 1 and 2), and, unusually, eight months later (Study 1 only). Bayesian analyses indicated that the presence of orthography was associated with more word learning, though this effect was estimated with more certainty for orthographic than semantic learning. Newly learned word knowledge was well retained over time, indicating that our paradigm was sufficient to support long-term learning. Our approach provides an example of how word learning studies can look beyond simple accuracy measures to reveal the cumulative nature of lexical learning.

我们调查了拼字法的存在是否促进了新单词学习（拼字法的促进）。在研究1（N  = 41）和研究2（N = 74），孩子们被教了16个未知的多音节单词。存在拼字法时出现一半单词，而没有拼字法则出现一半单词。学习评估反映了语义和正交学习的程度；他们在教学后一周（研究1和2）以及通常在八个月后（仅研究1）被给予。贝叶斯分析表明，拼字法的存在与更多的单词学习有关，尽管估计这种效果对拼字法的确定性要比语义学习的确定性高。随着时间的流逝，新学习的单词知识得到了很好的保留，这表明我们的范例足以支持长期学习。我们的方法提供了一个示例，说明了单词学习研究如何超越简单的准确性度量方法来揭示词汇学习的累积性质。