The acquisition of word meaning II: Later lexical and semantic development

Cruse, D. Alan; Hundsnurscher, Franz; Job, Michael; Lutzeier, Peter Rolf

doi:10.1515/9783110171471.2.40.1789

Cited by 3 publications

(2 citation statements)

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“…Typicality differences have an effect on many dependent variables used in psychological research. To give but a few examples, more typical members are learned earlier (Rosch 1973;Anglin 1976;Rosch et al 1976;Mervis & Pani 1980), recognized faster and more accurately as a member of the category (Rips et al 1973;Rosch & Mervis 1975;Rosch et al 1976;Armstrong et al 1983;Sedivy et al 1999), and produced earlier and more often when participants are asked to name members of the category (Battig & Montague 1969;Barsalou 1983;Van Overschelde et al 2004).…”

Section: What Is Typicality?mentioning

confidence: 99%

Embedded Scalars and Typicality

Tiel

2013

Journal of Semantics

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In recent years, the interpretation of scalar terms in embedded environments has been investigated extensively. Some experimentalists have been concerned with sentences like (1), in which a scalar term is embedded under a universal quantifier. The controversy involves the question whether 'some' in these sentences is interpreted as 'some but not all', thus leading to the embedded upper-bounded inference that no square is connected to all of the circles.(1) All the squares are connected with some of the circles.Geurts & Pouscoulous (2009) conducted a verification task that seemed to prove that the inference is not licensed. In response, Clifton & Dube (2010) and Chemla & Spector (2011) gathered evidence suggesting the opposite conclusion. By experimentally investigating the typicality structure of complex quantified sentences like (1) above, I show how the results of the latter two experiments can be explained as typicality effects. Typicality plays a significant role in the comprehension of quantified sentences, thus complicating the interpretation of data from the kinds of experiments that have been employed to test between theories of upper-bounded inferences.

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Section: What Is Typicality?mentioning

confidence: 99%

Embedded Scalars and Typicality

Tiel

2013

Journal of Semantics

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“…Algunos autores no han encontrado correlación entre la familiaridad y la tipicidad o la correlación encontrada ha sido baja (Mervis et al, 1976;Barsalou, 1985). Anglin (1977) tampoco encontró relación entre la familiaridad y la tipicidad en una tarea de categorización de figuras. En la medida en que una figura era más típica de su categoría era mejor clasificada en su categoría de pertenencia, mientras que la familiaridad fue irrelevante en la clasificación.…”

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Estudio de la familiaridad de un conjunto de figuras en niños

Piñeiro

Reigosa

Manzano

et al. 1999

Estudios de Psicología

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Un grupo de 60 niños de habla hispana evaluó la familiaridad de 257 figuras, tomadas del conjunto propuesto por Snodgrass y Vanderwart (1980). La pertenencia categorial y la tipicidad de las figuras fue determinada a partir del trabajo de Piñeiro et al. (en prensa). Cuando se examinó la relación entre la familiaridad y la tipicidad, las correlaciones obtenidas no fueron significativas. Sólo para dos categorías: aves y frutas se encontraron correlaciones significativas entre la familiaridad y la tipicidad. Lo anterior sugiere que la familiaridad y la tipicidad son índices independientes. Además los valores de la familiaridad obtenids en este estudio fueron comparados con los reportados en un grupo de niños de habla inglesa (Berman et al., 1989), y para un grupo de adultos de habla hispana (Manzano et al., 1997). Se encontraron diferencias de tipo cultural en la primera comparación (grupos de niños). Las diferencias fueron menores cuando se compararon los juicios de familiaridad de los niños de habla hispana y los adultos. Los resultados sugieren que los juicios de familiaridad están mas influidos por diferencias de tipo cultural que por factores maduracionadles.

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Wortschatzerwerb – Wortschatzdidaktik – Wortschatzarbeit

Ballmer,

Greber,

Juska-Bacher

2024

Zeitschrift Für Angewandte Linguistik

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Well-developed vocabulary skills are crucial for effective communication. Didactically speaking, it is therefore essential to explicitly foster the development of lexical competence in the classroom. This applies to both learners of German as a first and second language. The design of systematic vocabulary activities should aim to increase both the quality and quantity of learners‘ word knowledge and to ensure long-term retention of acquired words. While various approaches exist for teaching vocabulary in foreign language teaching, systematic and targeted approaches for supporting vocabulary acquisition in teaching German as a first language have yet to be established and, more importantly, effectively implemented in the classroom. Drawing upon findings from language acquisition research and linguistic models, we propose a framework for explicit vocabulary activities that facilitates the integration of new words into learners‘ mental lexicons (vocabulary breadth) and, in connection with this, promotes the development of semantic, relational, and formal word knowledge (vocabulary depth). The article will demonstrate how this framework was implemented in Deutsch Kindergarten, a new teaching resource developed in Switzerland. It will also highlight broader didactic principles, such as criteria for vocabulary selection and principles for vocabulary teaching, which should be considered in the classroom.

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The acquisition of word meaning II: Later lexical and semantic development

Cited by 3 publications

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Embedded Scalars and Typicality

Embedded Scalars and Typicality

Estudio de la familiaridad de un conjunto de figuras en niños

Wortschatzerwerb – Wortschatzdidaktik – Wortschatzarbeit

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