Subjective ratings of age-of-acquisition: exploring issues of validity and rater reliability

Barrow, Carla Wikse; Björkenstam, Kristina Nilsson; Strömbergsson, Sofia

doi:10.1017/s0305000918000363

Cited by 13 publications

(8 citation statements)

References 44 publications

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“…It is well evidenced that adults provide good estimates of when early childhood words are acquired, despite remembering little or nothing about these times (i.e., childhood amnesia; e.g., Bauer et al, 2007; Pathman et al, 2013). Nevertheless, one suggestion to improve the validity of the subjective ratings of AoA of these estimates is to assess rater characteristics including how much experience one has with preschool children (Barrow et al, 2019). For example, Barrow et al investigated the validity and reliability of subjective ratings of AoA by assessing rater characteristics.…”

Section: Theoretical Account Of Aoa Effectsmentioning

confidence: 99%

Age-of-acquisition effects: A literature review.

Elsherif¹,

Preece²,

Catling³

2023

Journal of Experimental Psychology: Learning, Memory, and Cogni

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and the current review conclude that AoA effects are likely to have three potential sources: first, due to plasticity mechanisms within the connections between levels of representations (between perceptual/orthography, semantic and/or phonology), second, through the levels of connectivity within the semantic system, and third, competition between concepts within the semantic system, such that a unique concept must be chosen from its competitors or several word candidates). However, within this review we have taken the second source and subsumed it under a "multiple loci" account such that the AoA effect is situated in more than one specific linguistic system (i.e., perceptual/orthographic, semantic and phonological). It should be noted that these three sources can be viewed as M. M. Elsherif https://orcid.org/0000-0002-0540-3998 We thank Magdalena Grose-Hodge and Vikki Anderson for proofreading the article.

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Section: Theoretical Account Of Aoa Effectsmentioning

confidence: 99%

Age-of-acquisition effects: A literature review.

Elsherif¹,

Preece²,

Catling³

2023

Journal of Experimental Psychology: Learning, Memory, and Cogni

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“…On the other hand, research shows that although subjective and objective AoA ratings do not result in the exactly the same values for each word, they are still highly correlated [84,102,103,116,117]. However, the reliability of the subjective AoA ratings may depend on raters’ experience with preschool children [118], as practitioners who work with children are more accurate in estimating exact values of words’ AoA, and this was not controlled in our study.…”

Section: Discussionmentioning

confidence: 99%

Age of acquisition of 299 words in seven languages: American English, Czech, Gaelic, Lebanese Arabic, Malay, Persian and Western Armenian

et al. 2019

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We present a new set of subjective Age of Acquisition (AoA) ratings for 299 words (158 nouns, 141 verbs) in seven languages from various language families and cultural settings: American English, Czech, Scottish Gaelic, Lebanese Arabic, Malaysian Malay, Persian, and Western Armenian. The ratings were collected from a total of 173 participants and were highly reliable in each language. We applied the same method of data collection as used in a previous study on 25 languages which allowed us to create a database of fully comparable AoA ratings of 299 words in 32 languages. We found that in the seven languages not included in the previous study, the words are estimated to be acquired at roughly the same age as in the previously reported languages, i.e. mostly between the ages of 1 and 7 years. We also found that the order of word acquisition is moderately to highly correlated across all 32 languages, which extends our previous conclusion that early words are acquired in similar order across a wide range of languages and cultures.

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“…Inter-rater reliability was relatively low, as is common in subjective ratings of age-of-acquisition (Barrow et al, 2019; mean pairwise inter-rater correlation = 0.48, SD = 0.12, Krippendorff's α = 0.29). Taken together, however, ratings showed high internal consistency (Cronbach's α = 0.93, 95% CI [0.93, 0.95]).…”

Section: Vocabulary Sophisticationmentioning

confidence: 91%

Handwriting versus keyboarding: Does writing modality affect quality of narratives written by beginning writers?

et al. 2021

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To date, there is no clear evidence to support choosing handwriting over keyboarding or vice versa as the modality children should use when they first learn to write. 102 Norwegian first-grade children from classrooms that used both electronic touchscreen keyboard on a digital tablet and pencil-and-paper for writing instruction wrote narratives in both modalities three months after starting school and were assessed on several literacy-related skills. The students’ texts were then analysed for a range of text features, and were rated holistically. Data were analysed using Bayesian methods. These permitted evaluation both of evidence in favour of a difference between modalities and of evidence in favour of there being no difference. We found moderate to strong evidence in favour of no difference between modalities. We also found moderate to strong evidence against modality effects being moderated by students’ literacy ability. Findings may be specific to students who are just starting to write, but suggest that for children at this stage of development writing performance is independent of modality.

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Subjective ratings of age-of-acquisition: exploring issues of validity and rater reliability

Cited by 13 publications

References 44 publications

Age-of-acquisition effects: A literature review.

Age-of-acquisition effects: A literature review.

Age of acquisition of 299 words in seven languages: American English, Czech, Gaelic, Lebanese Arabic, Malay, Persian and Western Armenian

Handwriting versus keyboarding: Does writing modality affect quality of narratives written by beginning writers?

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