https://www.selleckchem.com/products/3po.html
The effects of cognate synonymy in L2 word learning are explored. Participants learned the names of well-known concrete concepts in a new fictional language following a picture-word association paradigm. Half of the concepts (set A) had two possible translations in the new language (i.e., both words were synonyms) one was a cognate in participants' L1 and the other one was not. The other half of the concepts (set had only one possible translation in the new language, a non-cognate word. After learning the new words, participants' memory
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