Abstract: Vocabulary acquisition of lists of words drawn from standardized tests are facilitated through contiguity of audio, visual and kinesthetic stimuli. The positive association of each word and a meaning of the word is achieved by separately displaying each word and stimuli on a graphical user interface of an electronic device which simultaneously or immediately successively plays the audio segment and prompts the user to physically interact with the electronic device. Through an ordered combination of steps, the method facilitates rapid verifiable contextual vocabulary acquisition via two levels of assessment testing, one in which the knowledge of the user is potentially aided by the correlation between the audio and visual segments and kinesthetic features, and one which is not.

Abstract: Vocabulary acquisition of lists of words drawn from standardized tests are facilitated through contiguity of audio, visual and kinesthetic stimuli. The positive association of each word and a meaning of the word is achieved by separately displaying each word and stimuli on a graphical user interface of an electronic device which simultaneously or immediately successively plays the audio segment and prompts the user to physically interact with the electronic device. Through an ordered combination of steps, the method facilitates rapid verifiable contextual vocabulary acquisition via two levels of assessment testing, one in which the knowledge of the user is potentially aided by the correlation between the audio and visual segments and kinesthetic features, and one which is not.

Abstract: A method and system for providing contextual vocabulary acquisition through association is disclosed. The method and system include presenting one or more interfaces that can be utilized to provide a plurality of learning tools that are part of a vocabulary learning toolset and a plurality of assessment tools that are part of a vocabulary assessment toolset. The method and system also include determining whether to selectively present one or more contextual vocabulary features on one or more of the learning tools. Additionally, the method and system include determining whether to selectively present one or more contextual vocabulary features on one or more of the assessment tools. The one or more contextual vocabulary features provide visual, auditory and kinesthetic schemata that are associated with one or more vocabulary words being presented on the one or more learning tools and one or more assessment tools.