Abstract
Often the only source of information for learning a new word is its surrounding language context. For example, even if one has never seen a rambutan, it is possible to learn that "rambutan" is a kind of fruit just from hearing "I like sweet, juicy rambutans." What processes unfold at the moment upon encountering a new word in context that lead to successful word learning? We conducted three experiments to evaluate the role of working memory, which may be critical for linking a new word to the meaning implied by its surrounding language context. In each experiment, we assessed word learning from sentences in which new words occurred either before or after an informative context. In Experiment 1, we tracked gaze during reading to gain insight into the real-time processing of the surrounding language context and the new word. Results highlighted the importance of working memory resources for holding the language context in mind while processing the new word, regardless of which was encountered first. Experiment 2 replicated the importance of working memory resources for learning new words heard in fluent speech, and Experiment 3 replicated this finding while controlling for overall engagement measured from performance on an unrelated task. Together, these findings support the conclusion that successful word learning from context depends on maintaining the context in working memory while linking it to a new word. (PsycInfo Database Record (c) 2025 APA, all rights reserved).