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We conducted two experiments to investigate incidental word learning through a self-paced reading task. The primary aim of these studies was to examine the time-course of incidental word learning in adolescents and the role of prior vocabulary knowledge. Each experiment included 70 adolescent participants who were exposed to 15 sentence-embedded pseudowords without explicit instructions to learn these words. The study was structured into three phases: exposure, implicit evaluation, and explicit evaluation. Participants were also assessed using the TEVI-R vocabulary test. In the exposure phase, participants read pairs of sentences; the first contained a pseudoword, while the second provided contextual clues necessary for inferring the pseudoword’s meaning. The implicit evaluation phase assessed recognition and understanding of the pseudowords without direct reference to them. In the final phase, pseudoword learning was explicitly tested through a multiple-choice questionnaire that assessed participants' knowledge of the meanings inferred from the initial context. The main distinction between the two experiments lay in the sentence structures used during the implicit evaluation phase. In Experiment 1, participants encountered sentences where the pseudoword (e.g., "galeidada") was always at the end of the first sentence. In Experiment 2, the pseudoword appeared at the beginning of the first sentence. The control condition sentences in both experiments were identical, as were the second sentences in both conditions and phases one and three across the experiments. Here are examples from each condition: (1) Julieta disliked organizing events because she was galeidada. Being grumpy made her very tired. (2) Because she was galeidada, Julieta disliked organizing events. Being grumpy made her very tired. (3) Julieta disliked organizing events. Being grumpy made her very tired.

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