Influence of Selected Semantic Variables on Word Associations of Aphasics

1976 ◽  
Vol 43 (4) ◽  
pp. 155-160
Author(s):  
John G. Dudley ◽  
Linda Oliver
Keyword(s):  
College Students ◽  
Word Association ◽  
Semantic Feature ◽  
Feature Interaction ◽  
Response Type ◽  
Linguistic Performance ◽  
Word Association Test ◽  
French Speaking ◽  
English Speaking ◽  
English Students

A word association test consisting of 10 animate noun and 10 inanimate noun stimuli was administered to 30 French-speaking and 30 English-speaking college students, 14 hospitalized non-aphasics, 7 fluent aphasics, and 7 dysfluent aphasics. The purpose of the study was to compare the response types and to investigate the effects of the semantic feature of animacy on response type and response latency. It was found that dysfluent aphasics gave significantly more paradigmatic responses than the hospitalized non-aphasics, and that the aphasics responded much more slowly than the hospitalized non-aphasics. There was no difference between English and French students on the number of paradigmatic and syntagmatic responses given; however, the English students responded significantly faster than the French students. Both the college students and the fluent aphasics responded significantly faster to inanimate nouns than to animate nouns. There was no response type-semantic feature interaction found for any of the groups. These findings provided evidence that aphasics do not respond similarly to normals, and that the animacy feature has an influential effect on linguistic performance.

Understanding College Students’ Thought Toward Social Events by Qualitative Meta-Synthesis Technologies

2011 ◽  
Vol 2 (4) ◽  
pp. 15-30 ◽  
Author(s):  
Xijin Tang ◽  
Bin Luo
Keyword(s):  
College Students ◽  
Word Association ◽  
Association Test ◽  
Proper Actions ◽  
Word Association Test ◽  
Social Events ◽  
Public Concerns

It is necessary to consider community opinions about social events and respond with proper actions. Support is needed to acquire a basic or rough idea of community opinions quickly. In this paper, the authors show how to elicit main points from community opinions with a simple word association test on college students about the highlighted social events in China in 2010. Two supporting technologies for qualitative meta-synthesis CorMap and iView are applied to analyze the opinions. Unlike basic descriptive statistical figures, CorMap/iView help identify the structures of opinions, which show the primary concerns of students or features of events, as a simple way to acquire a rough synthesis of public concerns rapidly.

Consistency and Reactivation of Word Responses in Different Cases of Mental Illness

1982 ◽  
Vol 50 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Louis Anne ◽  
Louis Pons ◽  
Thérèse Lemperiere
Keyword(s):  
College Students ◽  
Mental Illness ◽  
Cognitive Process ◽  
Word Association ◽  
Psychiatric Patients ◽  
Absolute Value ◽  
Word Association Test ◽  
The Subject ◽  
Two Parameters ◽  
Free Word

Two groups of subjects, 32 college students and 72 psychiatric patients, were submitted to a free-word association test with 2 or 4 repeated presentations of the same list of 20 word stimuli. It was demonstrated that: the commonality (frequency) of responses and their repetition measured for each subject gave reliable measurements for the two groups. The correlation between these two parameters was significant. Independent of the state of the subject, a positive correlation between commonality and repetition indicates a continuity between normalcy and mental illness, the absolute value of these two parameters being a measure of a cognitive process.

Cognitive Responses under Stress: The Effect of Examination Stress on Commonality of Verbal Associations

1978 ◽  
Vol 43 (3_suppl) ◽  
pp. 1131-1138 ◽  
Author(s):  
Paul Schmolling
Keyword(s):  
College Students ◽  
Word Association ◽  
Response Strength ◽  
Cognitive Responses ◽  
Classroom Setting ◽  
Mild Form ◽  
Word Association Test ◽  
Drive Theory ◽  
Examination Stress ◽  
The Impact

The present study determined the impact of a familiar stress situation, the college examination, on commonality of verbal associations. Three groups of college students responded to a word-association test under the following conditions: one group was tested first under examination stress and then in a normal classroom setting; a second group was tested in the reverse of this order while a third group, serving as an over-all control, was tested twice under normal conditions. Contrary to drive theory, the results indicated that anxiety tends to weaken the bond between pairs of verbal associates, reducing the frequency of common responses. The decrement in commonality was least in words of high response strength. It was concluded that loosened verbal associations—in mild form—are typical reactions to stress in normal persons. The implications of the results are discussed in reference to dedifferentiation theory and psychopathology.

Controlled Oral Word Association Test

1983 ◽  
Author(s):  
A. L. Benton ◽  
de S. K. Hamsher ◽  
A. B. Sivan
Keyword(s):  
Word Association ◽  
Association Test ◽  
Word Association Test

Rethinking Canada: Canadian Studies and Study Abroad

2000 ◽  
Vol 6 (1) ◽  
pp. 59-72 ◽  
Author(s):  
Richard Beach ◽  
George Sherman
Keyword(s):  
United States ◽  
The United States ◽  
University Admissions ◽  
American University ◽  
Canadian Universities ◽  
Canadian Education ◽  
Studying Abroad ◽  
Canadian Studies ◽  
French Speaking ◽  
English Speaking

Americans have been studying “abroad” in Canada on a freelance basis for generations, and for many different reasons. Certain regions of Canada, for example, provide excellent, close-to-home opportunities to study French and/or to study in a French-speaking environment. Opportunities are available coast-to-coast for “foreign studies” in an English-speaking environment. Additionally, many students are interested in visiting cities or areas from which immediate family members or relatives emigrated to the United States.  Traditionally, many more Canadians have sought higher education degrees in the United States than the reverse. However, this is about to change. Tearing a creative page out of the American university admissions handbook, Canadian universities are aggressively recruiting in the United States with the up-front argument that a Canadian education is less expensive, and a more subtle argument that it is perhaps better.

Differences in Reaction Times of Extraverts and Introverts to Rapaport's Word Association Test

1979 ◽  
Vol 45 (1) ◽  
pp. 75-80 ◽  
Author(s):  
Kunio Shiomi
Keyword(s):  
Defense Mechanisms ◽  
Word Association ◽  
Reaction Times ◽  
Personality Inventory ◽  
Association Test ◽  
Word Association Test ◽  
Positive Correlations

For 40 Japanese undergraduates reaction times to the Rapa-port Word Association Test were recorded. Significant negative correlations were obtained between reaction times and Extraversion scores on the Maudsley Personality Inventory, but positive correlations with Neuroticism scores were obtained. These results were discussed in terms of the defense mechanisms of the ego and differences in types of personality.

When Do They Learn? A Study of Drug Awareness in Children in a Rural Elementary School

1977 ◽  
Vol 7 (2) ◽  
pp. 133-140 ◽  
Author(s):  
Janice K. Freeman ◽  
William H. Freeman
Keyword(s):  
Elementary School ◽  
Word Association ◽  
Significant Rise ◽  
Rural Students ◽  
School Students ◽  
Word Association Test ◽  
The Third ◽  
Drug Culture ◽  
Local Students ◽  
Rural Elementary School

The “awareness” of drugs among rural elementary school students was studied with a word-association test of drug slang and words with no drug connotations given to students randomly selected from each of the six grades. The first grades were conscious primarily of alcohol. The significant rise in drug-related responses came between the third and fourth grades, while the biggest shift to non-alcohol drug responses came between the fourth and fifth grades. The study suggests that rural students are not immune to the influence of the drug culture. Curriculum planners should determine when the local students develop an awareness of drugs.

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