Word association and the acquisition of reading

Cronin, Virginia; Pratt, Michael W.; Abraham, JoAnne; Howell, Diana; Bishop, Sandra J.; Manning, Andrew C.

doi:10.1007/bf01067388

Cited by 8 publications

(4 citation statements)

References 20 publications

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“…(a) The data of this study demonstrate that liguistic behavior in general, by EMR and NR children matched on verbal MA does not differ, unlike what other studies have shown (Bilsky-Hickson and Judd 1986;Bilsky-Hickson, Walker, and Sakales 1983;Cromer 1974Cromer /1978Cronin, Pratt, Abraham, Howell, Bishop and Manning 1986;Natsopoulos and Xeromeritou 1988a). In contrast, these findings accord with other results showing similar language performance by EMR and NR children on various tasks (Bridges and Smith 1984;Dewart 1979;Dodd 1976;Duchan and Ericson 1978;Ronda1 1980;Wheldall 1976).…”

Section: Discussioncontrasting

confidence: 68%

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Understanding Complement Clauses by Educable Mentally Retarded and Nonretarded Children and Young Adults*

Natsopoulos¹,

Xeromeritou

1988

Int J Psychol

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Two experiments are reported on understanding complement clauses embedded into four Greek matrix verbs, Ask (ask information), Promise, Request and Tell (give information), equivalent to English in syntactic and semantic constraints. Experiment 1 was conducted with educably mentally retarded (EMR) and nonretarded (NR) children matched on verbal mental age (MA), and the second with fifth and sixth graders and young high school adults. The results suggest that:(1) EMR and N R children are similar in performance, despite other differences, according to Guttman coefficients of reproducibility and scalability, (2) verbal MA and Digit Span cannot best predict EMR and young NR children's linguistic behavior, (3) the minimal distance principle (MDP) advocated by Chomsky (1969Chomsky ( , 1972Chomsky ( , 1982 fails to account for performance by either population sample on constructions conforming to the same syntactic and semantic constraints as in English, (4) the semantic role principle (SRP) approach (Lederberg and Maratsos 1981; Maratsos 1974) falls short of making consistent predictions of performance by EMR and N R children on constructions requiring the same semantic role allocation, ( 5 ) evidence from Experiment 2, despite differences, supports the results of Experiment 1, (6) the results on understanding complement clauses of the type tested are discussed within the framework of the SRP approach in general, but the emphasis is placed on interaction of semantic and pragmatic presuppositions.Since Chomsky's (1969) seminal study, understanding complement clauses by preschool and school-aged children has been the focus

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Section: Discussioncontrasting

confidence: 68%

“…(b) Unlike hypothesis (c) predicts, verbal MA, verbal IQ and Digit Span proved to be equally poor predictors of linguistic competence for EMR (cf. also Cromer 1974Cromer /1978Cronin et al 1986;Natsopoulos and Xeromeritou 1988a) and NR children (cf. also Natsopoulos and Xeromeritou 1988a).…”

Section: Discussionmentioning

confidence: 99%

Understanding Complement Clauses by Educable Mentally Retarded and Nonretarded Children and Young Adults*

Natsopoulos¹,

Xeromeritou

1988

Int J Psychol

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“…The frequency with which exemplars were generated to category stimuli also was inversely related to the number of words circled as unfamiliar, r(63) = -.25. These weak correlations suggest that either categorical relations are not as vital to literacy as has been suggested (e.g., Cronin et al, 1986) or that college entrance examinations are not the best means of evaluating associative knowledge. In the absence of other information, we tend toward the latter interpretation.…”

Section: Organization and Literacy Scores Of Deaf Studentsmentioning

confidence: 73%

Organization and use of the mental lexicon by deaf and hearing individuals

Marschark¹,

Convertino²,

McEvoy³

et al. 2001

PsycEXTRA Dataset

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“…The proportion of paradigmatic associations did not differ between the two groups of children or as a function of whether the probe word had visual or nonvisual attributes. A shift from syntagmatic to paradigmatic associations during the childhood years is considered universal (Folarin, 1989) and is believed to reflect changes in the level of reading skills (Cronin et al, 1986) and in cognitive structures as children interact with the environment. Over the age range included in the present study, some children appeared to have made the shift whereas others had not, with the extremes of the age range (ages 6 and 11-12) differing markedly for both the children with visual impairments and those who were sighted.…”

Section: Discussionmentioning

confidence: 99%

Inferences and Word Associations of Children with Visual Impairments

Wyver

Markham

Hlavacek

2000

Journal of Visual Impairment & Blindness

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A comparison of the performance of children with congenital visual impairments and sighted children on two tasks involving inferences found some differences between the two groups when the information was visual, but not when it was nonvisual. The results of a word association task found that visual impairment affected some aspects of responses to both visual and nonvisual items, but had little effect on other aspects. Differences in semantic and lexical functioning seem to be related to the way the two groups acquire information.

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Word association and the acquisition of reading

Cited by 8 publications

References 20 publications

Understanding Complement Clauses by Educable Mentally Retarded and Nonretarded Children and Young Adults*

Understanding Complement Clauses by Educable Mentally Retarded and Nonretarded Children and Young Adults*

Organization and use of the mental lexicon by deaf and hearing individuals

Inferences and Word Associations of Children with Visual Impairments

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