To learn meanings of new words from the context, or from the surrounding words, their are three distinct operations: Selecting the relevant information that will define the new word. (selective encoding) Combining this information to make a meaningful whole. (selective combination) Interrelating this information to what is already know. (selective comparison) Selective Encoding The first step in determining the meaning of the new word is to pick out the information around it that is relevant. Most of us already do this automatically, but most of us don't know why. Knowing why we can find meaning from context, allows us to improve the use of context to build vocabulary. From Robert Sternberg's examples below, think about the types of cues that you use to

find the meaning of the word "macropodida" in exercise 1: Here is another example in which the word sommelier is the target. Underline all the information you think is relevant to the word, then figure out its meaning in exercise 2: After the cues have been selectively encoded, they need to combined to form an accurate definition for the target word. This can happen when the second cue is encoded. Selective combination can be described by thinking of the job of a detective. The clues are gathered to determine if the accused is guilty. If the detective misreads the clues or uses the wrong ones an innocent man might go to jail. Reread exercise1and exercise 2 and think about how the cues are combined to reach the meaning of macropodida, and sommelier. Then try your selective encoding (finding the cues), and selective combination (combining the cues) skills to define "oont" in exercise 3: Selective comparison Selective comparison involves retrieving information from long term memory and comparing it to the information being encoded; you are linking what you already knew to what you are learning. It is easiest to describe it as reducing the possibilities. As each cue is encoded and combined they are compared with what you already have stored in your mind (possibly a schema). As the number of cues increases the number of possiblities decreases. It may end with only one possibility, in which case the target word is a synonym. It may end with no possibilities in which case a new concept is formed or an old one is changed. New information is related to old information by the use of similes, metaphors, analogies and models. The goal here is to connect new information to old, making as many connections as you can, bringing together skills learned in other sections of Learning to Learn Reconsider the first exercise. As the cues bought meaning to macropodida , actively think about how each additional cue limited the number of possibilities. Note the various possibilities after each cue. In this next exercise be aware of the selective processes as you read the paragraph and define the words: oam and ceilidh in exercise 4 Try a couple more examples and define the words: bolide and spaneria in exercise 5.