Learning Concepts from Contexts and Definitions

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Abstract
Two groups of college students learned the meanings of 15 unfamiliar words. One group (N=35) learned them through the pairing of word and definition; the second group (N=35) learned them through analysis of each word as it appeared in one-sentence contexts. Two posttests were given both groups. One posttest consisted of one-sentence contexts similar to those seen by the context group. The second test consisted of the definitions seen only during training by the definition group. On the context posttest the group that had seen only contexts did significantly better than the group that had seen the definitions (p < .01). On the definitions-only test there was no difference. The results indicate the conceptual meanings of the words were best acquired through an analysis of contexts.

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