Children's Use of Context in Word Recognition: A Psycholinguistic Guessing Game

Schwantes, Frederick M.; Boesl, Sharon L.; Ritz, E

doi:10.1111/j.1467-8624.1980.tb02607.x

Cited by 25 publications

(19 citation statements)

References 9 publications

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“…Moreover, data from developmental psycholinguistic research showed that the influence of contextual and stimulus factors on word recognition have differential effects as a function of age and L2 proficiency (e.g., Garlock, Walley, & Metsala, 2001; Schwantes, Boesl, & Ritz, 1980; West, Stanovich, Feeman, & Cunningham, 1983). Children seem to rely more on contextual information to aid word recognition than adults do (Schwantes et al , 1980; West et al , 1983). The differences in visual word recognition as a function of age can be observed if we compare our results with the results obtained in a recent study carried out by Lima et al (2010).…”

Section: Discussionmentioning

confidence: 99%

Lexical and semantic representations in the acquisition of L2 cognate and non‐cognate words: Evidence from two learning methods in children

Comesaña

Soares

Sánchez‐Casas

et al. 2011

British J of Psychology

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How bilinguals represent words in two languages and which mechanisms are responsible for second language acquisition are important questions in the bilingual and vocabulary acquisition literature. This study aims to analyse the effect of two learning methods (picture- vs. word-based method) and two types of words (cognates and non-cognates) in early stages of children's L2 acquisition. Forty-eight native speakers of European Portuguese, all sixth graders (mean age = 10.87 years; SD= 0.85), participated in the study. None of them had prior knowledge of Basque (the L2 in this study). After a learning phase in which L2 words were learned either by a picture- or a word-based method, children were tested in a backward-word translation recognition task at two times (immediately vs. one week later). Results showed that the participants made more errors when rejecting semantically related than semantically unrelated words as correct translations (semantic interference effect). The magnitude of this effect was higher in the delayed test condition regardless of the learning method. Moreover, the overall performance of participants from the word-based method was better than the performance of participants from the picture-word method. Results were discussed concerning the most significant bilingual lexical processing models.

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Section: Discussionmentioning

confidence: 99%

Lexical and semantic representations in the acquisition of L2 cognate and non‐cognate words: Evidence from two learning methods in children

Comesaña

Soares

Sánchez‐Casas

et al. 2011

British J of Psychology

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“…Researchers have reported that it was the less-skilled L2 readers, as opposed to skilled readers, who relied more on higher-level contextual strategies when processing L2 written words (Bernhardt, 1986;Stanovich, 2000). However, the contextual processes operate primarily through conscious prediction (Hyona & Lindeman, 1994;Schwantes, Boesl, & Ritz, 1980;, which would produce more inhibition effects because of attentional costs West, Stanovich, Feeman, & Cunningham, 1983). This is what the present study found: low sub-level learners made more context-based miscues and had less accurate reading scores.…”

Section: Oral Passage Readingsupporting

confidence: 66%

Constructing informal diagnostic reading assessment instruments for lower-level Chinese as second language readers

Yang¹

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Assessment is important for second language (L2) reading instruction. Compared to standardized tests, informal assessment tools reveal richer information about learners' reading processes and problems, so they provide more helpful information for teachers. To date, few informal diagnostic tools have been developed for L2 reading, and none that is practical and reliable exists for Chinese L2 reading. This study aims to fill this gap by investigating how performance of oral word reading, word segmentation, and oral passage reading relate to comprehension. It also seeks to determine how well the three tasks detect reading problems and evaluate the difficulty levels of instructional materials. A total of 70 beginning English-speaking learners of Chinese participated in this study. The results showed that all three tasks assess comprehension as effectively as the standardized test, and oral passage reading is the most robust assessment tool. The three diagnostic instruments can also be used to evaluate instructional material difficulty. Two of the three textbook-equivalent texts examined in this study fit learners' reading level, although most learners felt one of the texts was too difficult to read. L2 readers develop their componential skills in different ways, although the crucial role of word-level processing remains stable across reader patterns. The quantity and quality of the learners' errors in completing the three tasks provide useful insights into their reading processes and problems. The study's findings suggested that the three tasks are effective diagnostic tools for Chinese L2 reading and indicated the importance of developing reading fluency and training word-level processing skills. v

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“…Apesar de alguns estudos com monolíngues apenas, comparando crianças (grupo menos proficiente) e adultos (grupo mais proficiente), sugerirem que leitores iniciantes, menos proficientes, se beneficiam mais do contexto semântico em tarefa de decisão lexical (SCHWANTES;BOESL;RITZ, 1980;FOSTER, 1986;LORSBACH, 1983), o presente estudo com a amostra de multilíngues corrobora parcialmente com tal hipótese. As diferenças encontradas entre adultos brasileiros e chineses, em termos de proficiência na língua portuguesa, não refletiram diferenças em termos de acesso implícito à informação semântica de palavras lidas na tarefa de decisão lexical.…”

Section: Discussionunclassified

Estudo comparativo do acesso semântico no processamento visual de palavras entre brasileiros monolíngues e chineses multilíngues falantes do português do Brasil como língua estrangeira

2010

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O priming semântico é uma forma de avaliar o processamento semântico de palavras. Se a semântica é um importante fator contribuinte no reconhecimento visual de palavras, surge a questão de se chineses multilíngues (mandarin como L1 e inglês como L2), que estão aprendendo o português como L3, podem se beneficiar do contexto semântico em tarefa de decisão lexical na Língua Portuguesa, comparado aos controles (brasileiros universitários e crianças). Além de comparar a magnitude do efeito de priming semântico entre a amostra de chineses e de brasileiros, objetivou-se investigar nos chineses a relação entre o desempenho no experimento de priming semântico e na tarefa de consciência fonológica, ambos na língua portuguesa. Participaram do estudo 40 universitários chineses multilíngues, 31 universitários brasileiros e 26 crianças de 3ª série. Houve efeito de priming semântico nos chineses e nos brasileiros, universitários e crianças, ou seja, respostas mais rápidas na condição com prime relacionado do que na condição com prime não relacionado. Não houve diferenças significativas na magnitude do efeito entre os grupos de adultos, mas as crianças apresentaram maior magnitude de efeito do que os chineses. Considerando apenas o grupo de chineses, não houve correlação entre os escores na tarefa de decisão lexical no paradigma de priming semântico e a avaliação da consciência fonológica. Chineses parecem ter acessado o significado dos primes apresentados visualmente na Língua Portuguesa, não se diferenciando dos brasileiros adultos e crianças.

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Children's Use of Context in Word Recognition: A Psycholinguistic Guessing Game

Cited by 25 publications

References 9 publications

Lexical and semantic representations in the acquisition of L2 cognate and non‐cognate words: Evidence from two learning methods in children

Lexical and semantic representations in the acquisition of L2 cognate and non‐cognate words: Evidence from two learning methods in children

Constructing informal diagnostic reading assessment instruments for lower-level Chinese as second language readers

Estudo comparativo do acesso semântico no processamento visual de palavras entre brasileiros monolíngues e chineses multilíngues falantes do português do Brasil como língua estrangeira

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