Consumer Perceptions toward Vegetables Grown in Plant Factories Using Artificial Light- An Application of the Free Word Association Method

2015 ◽  
Vol 4 (0) ◽  
pp. 11 ◽  
Author(s):  
Yuki Yano ◽  
Tetsuya Nakamura ◽  
Atsushi Maruyama
Keyword(s):  
Word Association ◽  
Consumer Perceptions ◽  
Artificial Light ◽  
Association Method ◽  
Free Word

scholarly journals ANALYSIS OF STUDENTS’ COGNITIVE STRUCTURES USING FREE WORD-ASSOCIATION TEST IN CHEMISTRY LEARNING

2019 ◽  
Vol 4 (1) ◽  
pp. 10-21
Author(s):  
Norma - Muningsih
Keyword(s):  
Word Association ◽  
Cognitive Structure ◽  
Association Test ◽  
Buffer System ◽  
Cognitive Structures ◽  
Buffer Solution ◽  
Teaching Chemistry ◽  
Word Association Test ◽  
Association Method ◽  
Free Word

This study aims to determine the cognitive structure of high school students of class XI with free word-association method in teaching chemistry at the material buffer solution. The research was conducted in the second semester with a sample of 37 students at SMAN 89 Jakarta. The method used is qualitative in interpretivism paradigm, focused on the analysis of cognitive structures using free word-association method in teaching chemistry. Data obtained by interview, documentation, observation and student assignments through free word-association. Instruments free word-association tests contain stimulus word of "buffer" to collect information about students' conceptual structure in the material buffer solution. The data were subject to content analysis and divided into categories through coding. Results of this study is  there are five categories in the distribution of cognitive structures through free word-association test. These categories include the definition of a buffer solution, buffer solution properties, creation of buffer solution, pH buffer solution and calculate the buffer system in biological systems. The most dominant category is category nature buffer solution. The conclusion is that students have the cognitive structure of the most widely through recall or rote learning and there are learning difficulties experienced by students in learning material buffer solution.

scholarly journals ANALYSIS OF STUDENTS’ COGNITIVE STRUCTURES USING FREE WORD-ASSOCIATION TEST IN CHEMISTRY LEARNING

2019 ◽  
Vol 4 (1) ◽  
pp. 10-21
Author(s):  
Norma - Muningsih
Keyword(s):  
Word Association ◽  
Cognitive Structure ◽  
Association Test ◽  
Buffer System ◽  
Cognitive Structures ◽  
Buffer Solution ◽  
Teaching Chemistry ◽  
Word Association Test ◽  
Association Method ◽  
Free Word

This study aims to determine the cognitive structure of high school students of class XI with free word-association method in teaching chemistry at the material buffer solution. The research was conducted in the second semester with a sample of 37 students at SMAN 89 Jakarta. The method used is qualitative in interpretivism paradigm, focused on the analysis of cognitive structures using free word-association method in teaching chemistry. Data obtained by interview, documentation, observation and student assignments through free word-association. Instruments free word-association tests contain stimulus word of "buffer" to collect information about students' conceptual structure in the material buffer solution. The data were subject to content analysis and divided into categories through coding. Results of this study is  there are five categories in the distribution of cognitive structures through free word-association test. These categories include the definition of a buffer solution, buffer solution properties, creation of buffer solution, pH buffer solution and calculate the buffer system in biological systems. The most dominant category is category nature buffer solution. The conclusion is that students have the cognitive structure of the most widely through recall or rote learning and there are learning difficulties experienced by students in learning material buffer solution.

scholarly journals Students’ Word Associations with Different Terms Related to the Wadden Sea: Does the Place of Residence (Coast or Inland) Have an Influence?

2021 ◽  
Vol 11 (6) ◽  
pp. 284
Author(s):  
Till Schmäing ◽  
Norbert Grotjohann
Keyword(s):  
Wadden Sea ◽  
Word Association ◽  
Place Of Residence ◽  
Word Associations ◽  
Quantitative Content ◽  
Visitation Frequency ◽  
Written Form ◽  
Free Word ◽  
Different Levels ◽  
Out Of School

This paper presents students’ word associations with terms regarding the Wadden Sea. A continuous free word-association method was used in which the students from secondary schools (n = 3119, average age: 13.54 years) reported their associations with the stimulus words Wadden Sea, mudflat hiking tour, and tides in written form. Data were collected from students living close to the Wadden Sea and from students living inland. We performed a quantitative content analysis including the corresponding formation of categories. In addition, students’ school, out-of-school with the class, and private experiences the Wadden Sea ecosystem were recorded. The study shows that not only subject-related concepts should be considered at different levels, but non-subject-related aspects as well. The associations of the inland and non-inland students are statistically significantly different. The Wadden Sea and its biome were found to be completely unknown to some students. Students’ school, out-of-school with the class, and private experiences of the wetlands are also very mixed, regarding their Wadden Sea visitation frequency, and surprisingly cannot be directly derived from their place of residence. This research makes an important contribution towards the design of future biology didactic studies on the Wadden Sea.

Do word associations assess word knowledge? A comparison of L1 and L2, child and adult word associations

2010 ◽  
Vol 15 (2) ◽  
pp. 187-204 ◽  
Author(s):  
Marjolein Cremer ◽  
Daphne Dingshoff ◽  
Meike de Beer ◽  
Rob Schoonen
Keyword(s):  
Conceptual Development ◽  
Assessment Tool ◽  
Word Association ◽  
Word Knowledge ◽  
Word Associations ◽  
Bilingual Speakers ◽  
Association Behavior ◽  
Log Linear ◽  
L1 And L2 ◽  
Free Word

Differences in word associations between monolingual and bilingual speakers of Dutch can reflect differences in how well seemingly familiar words are known. In this (exploratory) study mono-and bilingual, child and adult free word associations were compared. Responses of children and of monolingual speakers were found to be more dispersed across response categories than responses of adults and of L2 speakers, respectively. Log linear analyses show that the distributional patterns of association responses differ among the groups. Age has the largest effect on association responses. Adults give more meaning-related responses than children. Child L1 speakers give more meaning-related responses than child L2 speakers. Form-based and ‘Other’ associations were mostly given by (L2) children. The different findings for mono- and bilingual children and for mono- and bilingual adults show the influence of bilingualism on the development of word associations. The prominent effect of age emphasizes the role of conceptual development in word association behavior, and makes free word association tasks less suitable as an assessment tool for word knowledge.

Associates by Age, Sex, and Method to Aggressive Words with Double Meaning

1978 ◽  
Vol 43 (1) ◽  
pp. 151-155 ◽  
Author(s):  
Sara R. Staats ◽  
Cynthia Brockman ◽  
Molly Gates
Keyword(s):  
Sex Differences ◽  
Word Association ◽  
Sensitive Indicator ◽  
Middle Aged ◽  
Association Method ◽  
General Correspondence

Associates for 12 words with at least one aggressive meaning were obtained from 80 middle-aged and 92 college individuals using the word-association method. A second sample of 120 individuals (30 in each of 4 age-sex groups) used the same words in a sentence. A general correspondence of the primary associates across age, sex, and method was observed. The sentence method appeared to be a more sensitive indicator of age-sex differences than the word association method. While being female or being over 35 was associated with fewer aggressive responses, age was seen as a more powerful moderator of aggressive responses than sex.

Correlation between Two Indices of Commonality and of Repetition in Free Word-Association Responses

1985 ◽  
Vol 56 (3) ◽  
pp. 931-938 ◽  
Author(s):  
Daniel Pack ◽  
Louis Pons
Keyword(s):  
Word Association ◽  
Reference Sample ◽  
Association Tests ◽  
Two Samples ◽  
Two Indices ◽  
Two Parameters ◽  
Free Word

Two samples of subjects, one French ( n = 50) and one American ( n = 29), were given free word-association tests consisting of two successive presentations of the same list of stimulus words separated by a 15-min. interval. Both the frequency of “most common responses” (as defined by Palermo and Jenkins' word association norms for the Americans and a reference sample for the French) and the frequency of repeated responses (responses repeated on successive presentations) remained consistent for individual subjects tested on separate occasions with two different lists of 20 words. There was also a significant correlation between these two parameters for individual subjects.

Perception of traditional food products in six European regions using free word association

2010 ◽  
Vol 21 (2) ◽  
pp. 225-233 ◽  
Author(s):  
Luis Guerrero ◽  
Anna Claret ◽  
Wim Verbeke ◽  
Geraldine Enderli ◽  
Sylwia Zakowska-Biemans ◽  
...  
Keyword(s):  
Word Association ◽  
Food Products ◽  
Traditional Food ◽  
European Regions ◽  
Free Word

scholarly journals Representations of Research among Newly Graduated Paramedical Professionals: A Qualitative Study

2021 ◽  
Vol 18 (21) ◽  
pp. 11331
Author(s):  
Evelyne Decullier ◽  
Mathilde Chauliaguet ◽  
Arnaud Siméone ◽  
Julie Haesebaert ◽  
Agnès Witko
Keyword(s):  
Speech Therapy ◽  
Research Collaboration ◽  
Word Association ◽  
Active Role ◽  
Research Process ◽  
Individual Interviews ◽  
Association Task ◽  
Key Points ◽  
Training Institutions ◽  
Free Word

Despite a keen interest in clinical research, most paramedical professionals are unwilling to play an active role. Our objective was to explore paramedical professionals’ representations of research. Using an existing database of final year paramedical students (speech therapy, occupational therapy, psychomotricity, audiometry, physiotherapy, orthoptics), we deployed a qualitative approach composed of two successive steps: (1) a free word association task, and (2) semi-structured individual interviews. Out of the 54 students who agreed to be contacted, we received 21 responses to the free word association questionnaire, and 11 interviews were conducted. The hierarchical evocation matrix revealed that the scientific representation of research is based on words defining the research and the purpose of the research. “Collaboration” was identified as being an essential part of the research process. The central core of the representation is coherent with all its components perceived as positive. The content analysis of the interviews showed a polarization around two key points: (1) participants are interested in accessing and using evidence in their practice (2) but feel less confident about and/or motivated to generate evidence themselves. This study highlights the need to develop more research-friendly environments, especially in training institutions.

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