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1.
S G Krinsky 《American annals of the deaf》1990,135(5):389-395
Forty prelingually deaf high school students were asked to define words from the 1981 Peabody Picture Vocabulary Test (PPVT). The students then ranked the words they had missed in terms of the difficulty they would expect to have in picking out a picture of the word; that is, they were asked to judge their "feeling of knowing" for the missed words. The PPVT was then given to the students and served as a measure of accuracy for their rank-order judgments. Two comparison groups were established: one was a group of hearing adolescents of the same age as the deaf students, and the second was a group of hearing students of the same reading level as the deaf students. The deaf students were unable to judge their feeling of knowing, but both hearing groups were able to do so. 相似文献
2.
《The Journal of educational research》2012,105(2):96-107
AbstractThe effects of modeling, modeling with rule structure, and race of model on adopting standards for self-control were measured by exposing black boys to a black or a white adult male model who consistently chose a self-control response as a reaction to an intentional act of transgression combined with either a rule statement (rule-structure group) or a summary of the story (no-rule-structure group). Subjects in a control group were not exposed to a model. Treatment consisted of exposure to modeling procedures and testing over a three-week period. Results indicated that modeling is an effective means of modifying verbal responses in black boys (p .05). A significant interaction of race of model with repeated sessions indicated that from baseline to treatment sessions, black boys exposed to a black model increased in the number of self-control responses to a greater degree than did black boys exposed to a white model ip .05). There were no significant differences between the self-control scores and rule-statement scores of the rule-structure and no- rule-structure groups. However, the subjects in the no-rule-structure group as well as the rule-structure group gave more rule statements than the control group although the no-rule-structure group was not exposed to a model verbalizing this rule statement. This finding is explained in terms of Aronfreed's concept of social facilitation. 相似文献
3.
《The Journal of educational research》2012,105(7):312-314
AbstractThis study investigated the effectiveness of three different methods of presenting new words to children who are beginning to recognize words. Three groups of kindergarteners-twenty-five girls and boys each-were taught four words cither by a word, word-picture, or word-object method. Using analysis of variance procedures, no significant differences were found between the three methods of presentation for the kindergarten girls, but significant differences (p < .05 level) were found for the boys. A further analysis utilizing the Neuman-Keuls method revealed that the word-object method was significantly different from the word method at the .05 level. No differences were found when the word and word-picture methods, and the word-picture and word-object methods were compared. 相似文献
4.
由于汉英两个民族文化、风俗习惯及思维方式上存在着差异,对特定颜色词的观察和使用也不尽相同。以红、白、蓝、绿、黑为例,阐述其在两种文化中的共通之处以及不同之处,以期使异国语言学习者熟练掌握其熟语,避免在跨文化交际使用时引起误解。 相似文献
5.
The present study investigated the way in which the activation of semantic representations at the morpheme level affects the processing of two-kanji (morpheme) compound words. Three types of Japanese two-kanji compound words were used as stimulus items: (1) words consisting of two kanji representing opposite concepts (e.g., long + short = length), (2) words consisting of two kanji representing similar concepts (e.g., soft + flexible = pliable), and (3) control words consisting of two closely bound kanji (e.g., wild + field = wilderness). Words consisting of kanji of opposite concepts (M = 768 ms for LD and M = 645 ms for naming) were processed more slowly for lexical decision, but not for naming, than words with kanji of similar concepts (M = 743 ms for LD and M = 636 ms for naming), both of which were, furthermore, processed more slowly for lexical decision and naming than the control compound words (M = 716 ms for LD and M = 590 ms for naming). These results were explained in the framework of the multiple-level interactive-activation model as follows. Because kanji morphemes of opposite and similar concepts are semantically activated both as morpheme units and compound word units, semantic representations of the two morphemes and the compound word which they create compete with each other at the concept level, which slows down lexical decision and naming of the compound word. 相似文献
6.
This study examined the relation of 3‐year core information‐processing abilities to lexical growth and development. The core abilities covered four domains—memory, representational competence (cross‐modal transfer), processing speed, and attention. Lexical proficiency was assessed at 3 and 13 years with the Peabody Picture Vocabulary Test (PPVT) and verbal fluency. The sample (N = 128) consisted of 43 preterms (< 1750 g) and 85 full‐terms. Structural equation modeling indicated concurrent relations of toddler information processing and language proficiency and, independent of stability in language, direct predictive links between (a) 3‐year cross‐modal ability and 13‐year PPVT and (b) 3‐year processing speed and both 13‐year measures, PPVT and verbal fluency. Thus, toddler information processing was related to growth in lexical proficiency from 3 to 13 years. 相似文献
7.
Adults of varying reading comprehension skill learned a set of previously unknown rare English words (e.g., gloaming) in three different learning conditions in which the type of word knowledge was manipulated. The words were presented in one of three conditions: (1) orthography-to-meaning (no phonology); (2) orthography-to-phonology (no meaning); and (3) phonology-to-meaning (no orthography). Following learning, participants made meaning judgments on the learned words, familiar known words, and unpresented (unlearned) rare words while their ERPs were recorded. The behavioral results showed no significant effects of comprehension skill on meaning judgment performance. Contrastingly, the ERP results indicated comprehension skill differences in P600 amplitude; high-skilled readers showed stronger familiarity effects for learned words, whereas less-skilled readers did not distinguish between learned words, familiar words, and unlearned words. Evidence from the P600 and N400 illustrated superior learning of meaning when meaning information was coupled with orthography rather than phonology. These results suggest that the availability of word knowledge (orthography, phonology, and meaning) at learning affects subsequent word identification processes when the words are encountered in a new context. 相似文献
8.
This study examined the mechanisms underlying verbal learning in children with and without attention-deficit/hyperactivity disorder (ADHD), none of whom had reading disabilities. Children with ADHD were compared to typically developing children on both process and product scores from the California Verbal Learning Test for Children. The findings indicated that children with ADHD initially learned the same number of words as controls but showed weaknesses recalling the words after delays, suggesting that children with ADHD are less efficient learners. Regardless of ADHD status, boys and girls performed differently. Boys used semantic clustering less frequently and recalled fewer words from the middle region of the list than girls; girls also outperformed boys in terms of overall performance, despite lower verbal IQ scores. These findings show that children with ADHD can exhibit unexpected weaknesses in learning even without a formal learning disability. Gender differences in verbal learning are also illustrated. 相似文献
9.
Several samples of black and white students were drawn from the 1970 PSAT administration in Georgia and studied for item x race interaction on both the verbal and mathematical sections of the test. When subsamples of candidates were drawn from their respective racial groups, matched on mathematical for the study of verbal items and matched on verbal for the study of mathematical items, there was an observable decrease in the size of the item x race interaction, suggesting that one factor contributing to that interaction was simply the difference in performance levels on the test shown by the two races. Further analyses demonstrated a moderate item x group interaction for blacks native to different cities and a moderate item x group interaction for blacks native to areas of different population density. 相似文献
10.
The lexical restructuring model (LRM) is a theory that attempts to explain the developmental origins of phonological awareness (PA). According to the LRM, various characteristics of words should be related to the extent to which words are segmentally represented in the lexicon. Segmental representations of words allow children to access the parts of words needed to complete PA tasks. This study examined the relations between various lexical characteristics of Spanish and English words and the PA skills of Spanish-speaking language-minority children. Participants came from two independent samples of Spanish-speaking preschool children (Sample 1 N = 553, Sample 2 N = 600). For children in both samples, only phonotactic probability was related to children’s likelihood to respond correctly to Spanish PA items. Age of acquisition and word frequency were related to children’s likelihood to respond correctly to English PA items for children in both samples. Phonological neighborhood density and phonotactic probability were also related to children’s likelihood to respond correctly to English PA items; however, these effects were sample-specific. Children’s Spanish vocabulary knowledge moderated the effects of Spanish age of acquisition and word frequency on responses to Spanish PA items. Children’s English vocabulary knowledge moderated the effects of English phonological neighborhood density and phonotactic probability on responses to English PA items. These findings have implications for the development of PA assessments to be used with language-minority children. 相似文献
11.
Wauters LN Tellings AE van Bon WH Mak WM 《Journal of deaf studies and deaf education》2008,13(2):175-192
This article examines the role of mode of acquisition (MoA) of word meanings in reading comprehension: children acquire word meanings using perceptual information (e.g., hearing, seeing, or smelling the referent) and/or linguistic information (e.g., verbal explanations). A total of 72 deaf and 99 hearing children between 7 and 15 years of age performed a self-paced reading task. Comprehension scores increased with age in both groups, but reading speed increased over age only for the hearing participants. For both groups, reading times on linguistically acquired words were longer than on perceptually acquired words. Although deaf children scored lower than hearing children in both conditions, comprehension scores for both groups were lower on linguistic items than on perceptual items. Thus, MoA influences reading comprehension, but the deaf show difficulty on both the perceptual and the linguistic items. 相似文献
12.
13.
J. M. Lansdell 《Educational studies》1999,25(3):327-333
This paper explores the nature of the language used when teaching mathematics to young children. It proposes that an important part of the teaching of a mathematical concept is the introduction of specific terminology. Children may need to be taught new meanings for already familiar words. The timing of these introductions to new words or meanings is critical to their understanding of the concepts being taught. It will be argued that there are two aspects of the children's learning that need to be considered. First, their understanding of the concept being introduced, and secondly, their learning the appropriate word to describe that concept. By assessing children's understanding of new mathematical concepts through their own use of the terminology, the teacher can then negotiate new meanings with them through practical experiences, introducing new word meanings only when the concepts have been understood. 相似文献
14.
The present study examines the development of sight word reading in young children by examining changes in their self‐reported reading strategies over time. A sample of 65 five to seven year olds were asked to read 40 real word items, all carefully matched for letter length and word frequency, on three separate occasions. Changes in the children’s word identifications were measured using immediately retrospective verbal self‐reports. Overall, the results showed some variability in the children’s self‐reported reading strategies. Over time the children relied less on phonological strategies and moved towards reliance on directly retrieving words from memory. This change was most evident in the older children; while both year groups showed similar patterns of shifting reliance from explicit phonological strategies to retrieval, this shift was simply less frequent among the younger children. An analysis of word‐specific changes in reading strategies showed that the older children had a better sight vocabulary for more complex word items. These findings provide further support for Ehri’s mediated phase theory in explaining children’s development in learning to read. 相似文献
15.
Adults process speech incrementally, rapidly identifying spoken words on the basis of initial phonetic information sufficient to distinguish them from alternatives. In this study, infants in the second year also made use of word-initial information to understand fluent speech. The time course of comprehension was examined by tracking infants' eye movements as they looked at pictures in response to familiar spoken words, presented both as whole words in intact form and as partial words in which only the first 300 ms of the word was heard. In Experiment 1, 21-month-old infants (N = 32) recognized partial words as quickly and reliably as they recognized whole words; in Experiment 2, these findings were replicated with 18-month-old infants (N = 32). Combining the data from both experiments, efficiency in spoken word recognition was examined in relation to level of lexical development. Infants with more than 100 words in their productive vocabulary were more accurate in identifying familiar words than were infants with less than 60 words. Grouped by response speed, infants with faster mean reaction times were more accurate in word recognition and also had larger productive vocabularies than infants with slower response latencies. These results show that infants in the second year are capable of incremental speech processing even before entering the vocabulary spurt, and that lexical growth is associated with increased speed and efficiency in understanding spoken language. 相似文献
16.
Kembrew McLeod 《Quarterly Journal of Speech》2013,99(4):421-426
A self‐report instrument, a test of Predispositions toward Verbal Behavior, was designed to measure the cognitive orientation that persons hold toward the extent of their verbal participation in social settings. A word association task was devised to test correspondence among self reports of verbal activation, interaction patterns, and subsequent social attributions. Results showed a significant linear trend among levels of verbal activation and (1) duration of verbal responses, (2) number of words per response, and subjects’ subsequent impressions of (3) their own verbal activity and (4) interviewer understanding of what they had said. 相似文献
17.
The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items. Two weeks after training, trained items were assessed again in a retention test. Participants either received phonics feedback, in which each word was spelled out and repeated; word feedback, in which each word was repeated; or no feedback. During the training, both good and poor readers improved in accuracy and speed. The increase in speed was stronger for poor readers than for good readers. The good readers demonstrated a stronger increase for pseudowords than for words. This increase in speed was most prominent in the first four sessions. Two weeks after training, the levels of accuracy and speed were retained. Furthermore, transfer effects on speed were found for pseudowords in both groups of readers. Good readers performed most accurately during the training when they received no feedback while poor readers performed most accurately during the training with the help of phonics feedback. However, feedback did not differentiate for reading speed or for effects after the training. The effects of repeated word reading were found to be stronger for poor readers than for good readers. Moreover, these effects were found to be stronger for pseudowords than for words. This indicates that repeated word reading can be seen as an important trigger for the improvement of decoding skills. 相似文献
18.
专书词汇研究是辞书编纂的基础。通过对《大唐新语》词汇的研究,我们发现《汉语大词典》不但漏收了其中的诸多词汇,而且漏收了诸多词汇的义项。发现这些词语和义项并加以论证是完善《汉语大词典》所不可缺少的,今试为之。 相似文献
19.
This qualitative video study explores how two elementary school teachers taught for conceptual understanding throughout different phases of science inquiry. The teachers implemented teaching materials with a focus on learning science key concepts through the development of word knowledge. A framework for word knowledge was applied to examine the students’ level of word knowledge manifested in their talk. In this framework, highly developed knowledge of a word is conceptual knowledge. This includes understanding how the word is situated within a network of other words and ideas. The results suggest that students’ level of word knowledge develops toward conceptual knowledge when the students are required to apply the key concepts in their talk throughout all phases of inquiry. When the students become familiar with the key concepts through the initial inquiry activities, the students use the concepts as tools for furthering their conceptual understanding when they discuss their ideas and findings. However, conceptual understanding is not promoted when teachers do the talking for the students, rephrasing their responses into the correct answer or neglecting to address the students’ everyday perceptions of scientific phenomena. 相似文献
20.
Anila Fejzo 《Reading and writing》2016,29(2):207-228
The goal of this study was to explore the relationship between morphological awareness and the spelling of morphemes and morphologically complex words among 75 third- and fourth-grade Francophone students of low socio-economic status. To reach this objective, we administered a dictation comprised of morphologically complex words with prefixes, bases, morphogrammes and suffixes. The target items had inconsistent or infrequent spellings, so their spelling required children to apply morphological knowledge. The children also completed three tests that measured morphological awareness. Correlational analyses indicated that a higher level of morphological awareness was significantly associated with the spelling of each type of morpheme. Regression analyses showed that it made a unique contribution only to the spelling of morphogrammes (4 %), suffixes (9 %), and morphologically complex words (5 %) after grade level, word identification, non-verbal intelligence and phonological awareness were partialled out. However, morphological awareness no longer predicted the spelling of morphologically complex words when the spelling of morphemes was entered in the regression model. These findings extending those of previous studies with respect to the role of morphological awareness in the production of morphologically complex written words and contribute to the discussion on the nature of the link between morphological awareness and word spelling. 相似文献