How do different learning cues affect vocabulary acquisition? This study explores the impact of text modification and task type on incidental vocabulary learning in a foreign language. The research investigates how various cue types (appositives, single and multiple-choice marginal glosses) and a task (translation) influence processing, initial learning, and retention of target words in a text. Students in Japanese universities were randomly assigned to 10 condition groups, were given a reading task, and a cloze test. After a pretest, they were given a surprise vocabulary test. A week later, two unexpected delayed posttests were also given. (a) both single and multiple-choice marginal gloss conditions performed significantly better than the no cue and the appositive conditions, (b) no statistically significant difference existed between the single and the multiple-choice gloss conditions nor between the appositive and the no cue conditions, and (c) the translation task had no effect. The study's results offer valuable insights for language teachers and curriculum designers seeking to optimize vocabulary acquisition through reading activities. The paper is designed to analyze dynamic changes in autonomic tone preceding the onset of PAF in a large group of patients.