Chapter 12. Age of Acquisition Effects on Picture Naming in Chinese Anomia

2008 ◽  
pp. 222-239
Author(s):  
Sam-Po Law ◽  
Brendan S. Weekes ◽  
Olivia Yeung ◽  
Karen Chiu
Keyword(s):  
Picture Naming ◽  
Age Of Acquisition

Picture-naming agreement in monolingulas and biliguals

1994 ◽  
Vol 15 (2) ◽  
pp. 177-193 ◽  
Author(s):  
Judith P. Goggin ◽  
Patricia Estrada ◽  
Ronald P. Villarreal
Keyword(s):  
Word Frequency ◽  
Picture Naming ◽  
Word Length ◽  
Age Of Acquisition ◽  
Language Skill ◽  
Frequency Word ◽  
Line Drawings ◽  
Name Agreement ◽  
The Relationship

ABSTRACTName agreement in Spanish and English in response to 264 pictures was assessed in monolinguals and in bilinguals, who varied in rated skill in the two languages. Most of the pictures were adapted from a standardized set of line drawings of common objects (Snodgrass & Vanderwart, 1980). Name agreement decreased as language skill decreased, and agreement was lower when labels were given in Spanish rather than in English. The relationship between name agreement and word frequency, word length, and (in the case of English) age of acquisition was assessed; both word frequency and word length were found to be related to agreement. Modal responses given by monolingual subjects were nearly identical in the two languages, and the types of non-modal responses were affected by both naming language and language skill.

Omissions in aphasic picture naming: Late age-of-acquisition is the culprit, not low semantic density

2007 ◽  
Vol 103 (1-2) ◽  
pp. 132-133 ◽  
Author(s):  
Audrey K. Kittredge ◽  
Gary S. Dell ◽  
Myrna F. Schwartz
Keyword(s):  
Picture Naming ◽  
Age Of Acquisition

Effects of Age-of-Acquisition in the Word-Fragment Completion Task

2012 ◽  
Vol 59 (1) ◽  
pp. 22-29 ◽  
Author(s):  
Pietro Spataro ◽  
Neil W. Mulligan ◽  
Emiddia Longobardi ◽  
Clelia Rossi-Arnaud
Keyword(s):  
Implicit Memory ◽  
Repetition Priming ◽  
Picture Naming ◽  
Present Experiment ◽  
Age Of Acquisition ◽  
Naming Task ◽  
Word Fragment ◽  
Phonological Representations ◽  
Word Fragment Completion ◽  
Completion Task

Barry, Hirsh, Johnston, and Williams (2001) found that Age-of-Acquisition (AoA) interacted with repetition priming in the picture naming task (greater priming for late- than for early-acquired words), and proposed that AoA might affect the stage of access to lexical-phonological representations. The present experiment examined the possibility that AoA may influence the retrieval of visual-orthographic information, by studying its effects in the Word-Fragment Completion Task (WFCT). Results showed that the overall percentages of correct completion were greater for early- than for late-acquired words, while repetition priming was higher for late- than for early-acquired items. Furthermore, the interaction between AoA and WFCT priming remained significant even when the fragments were exposed for only 4 s, reducing possible contributions from phonological and semantic processes. These findings suggest that AoA can affect implicit memory by facilitating the retrieval of the orthographic properties of the studied words.

Age-of-Acquisition Effects in Novel Picture Naming: A Laboratory Analogue

2013 ◽  
Vol 66 (9) ◽  
pp. 1756-1763 ◽  
Author(s):  
Jonathan Catling ◽  
Kevin Dent ◽  
Emma Preece ◽  
Robert Johnston
Keyword(s):  
Picture Naming ◽  
Age Of Acquisition ◽  
Laboratory Analogue

scholarly journals Age of acquisition effects in picture naming: evidence for a lexical-semantic competition hypothesis

Cognition ◽  
2005 ◽  
Vol 96 (2) ◽  
pp. B45-B54 ◽  
Author(s):  
Eva Belke ◽  
Marc Brysbaert ◽  
Antje S. Meyer ◽  
Mandy Ghyselinck
Keyword(s):  
Picture Naming ◽  
Age Of Acquisition ◽  
Lexical Semantic ◽  
Semantic Competition ◽  
Competition Hypothesis

scholarly journals Age of Acquisition, Ageing, and Verb Production: Normative and Experimental Data

2003 ◽  
Vol 56 (4) ◽  
pp. 1-26 ◽  
Author(s):  
Catriona M. Morrison ◽  
Katherine W. Hirsh ◽  
Geoffrey B. Duggan
Keyword(s):  
Experimental Data ◽  
Older Adults ◽  
Multiple Regression ◽  
Word Frequency ◽  
Picture Naming ◽  
Significant Contribution ◽  
Lexical Processing ◽  
Age Of Acquisition ◽  
Naming Speed ◽  
Old Adults

Young and old adults were shown pictured or written verbs and asked to name them as quickly as possible. Simultaneous multiple regression was used to investigate which of a set of potential variables predicted naming speed. Age of acquisition was found to be an important predictor of naming speed in both young and old adults, and for both word and picture naming. Word frequency predicted picture-naming speed only in older adults and failed to make any significant contribution to word-naming speeds for either group of participants. The respective loci and roles of age of acquisition and frequency in lexical processing are discussed in the light of these findings.

The Search for Common Ground

2004 ◽  
Vol 47 (4) ◽  
pp. 877-890 ◽  
Author(s):  
Jennifer Windsor ◽  
Kathryn Kohnert
Keyword(s):  
Word Recognition ◽  
Language Impairment ◽  
Picture Naming ◽  
Common Ground ◽  
Negative Impact ◽  
Low Frequency ◽  
Age Of Acquisition ◽  
English Only ◽  
Lower Accuracy ◽  
Primary Language Impairment

This study examines lexical performance by 3 groups of linguistically diverse school-age learners: English-only speakers with primary language impairment (LI), typical English-only speakers (EO), and typical bilingual Spanish-English speakers (BI). The accuracy and response time (RT) of 100 8- to 13-year-old children in word recognition and picture-naming tasks were analyzed. Within each task, stimulus difficulty was manipulated to include very easy stimuli (words that were high frequency/had an early age of acquisition in English) and more difficult stimuli (words of low frequency/late age of acquisition [AOA]). There was no difference among groups in real-word recognition accuracy or RT; all 3 groups showed lower accuracy with low-frequency words. In picture naming, all 3 groups showed a longer RT for words with a late AOA, although AOA had a disproportionate negative impact on BI performance. The EO group was faster and more accurate than both LI and BI groups in conditions with later acquired stimuli. Results are discussed in terms of quantitative differences separating EO children from the other 2 groups and qualitative similarities linking monolingual children with and without LI.

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