Some Effects of Stimulus Modality on Word Associations

1972 ◽  
Vol 30 (2) ◽  
pp. 624-626 ◽  
Author(s):  
Fred W. Ohnmacht ◽  
Angel M. Pacheco
Keyword(s):  
Significant Interaction ◽  
Word Association ◽  
Stimulus Modality ◽  
Word Associations ◽  
Visual Mode ◽  
Association Task ◽  
Structural Differences ◽  
Main Effects

114 Ss were administered a word-association task with stimuli presented to half the Ss in an aural mode, and to half in a visual mode. Responses were evaluated in terms of meaningfulness, quality, and structure. Qualitative and structural differences were negligible, whereas meaningfulness was affected by modality and stimulus characteristics. Interpretation of main effects was tempered by the presence of a significant interaction between modality and stimulus.

Effects of Mode of Presentation of Stimulus Materials in Word-Association Tasks

1971 ◽  
Vol 28 (1) ◽  
pp. 211-215
Author(s):  
Richard J. Reynolds ◽  
A. C. Bickley ◽  
Sharon Champion ◽  
Ocie Dekle
Keyword(s):  
Word Association ◽  
Age Groups ◽  
Stimulus Presentation ◽  
Visual Presentation ◽  
Stimulus Modality ◽  
Paradigmatic Shift ◽  
Visual Mode ◽  
Mode Of Presentation ◽  
Stimulus Materials

Differences in paradigmatic response to oral and visual presentation of word-association tasks were compared at 4 age levels ( n = 40). The syntagmatic/paradigmatic shift was investigated as a function of mode of stimulus presentation. Younger Ss produced more paradigmatic responses than older Ss. The oral mode produced more paradigmatic responses than the visual mode for all Ss. The syntagmatic/paradigmatic shift did not occur, nor was the variation across age groups consistent for the two modalities. Evidence indicated that response to. word-association tasks was a function of stimulus modality.

Testing the Revised Hierarchical Model: Evidence from word associations

2014 ◽  
Vol 18 (1) ◽  
pp. 118-125 ◽  
Author(s):  
JON CLENTON
Keyword(s):  
Hierarchical Model ◽  
Word Association ◽  
Relative Strength ◽  
Developmental Changes ◽  
L2 Proficiency ◽  
Word Associations ◽  
Response Behaviour ◽  
Association Task ◽  
Association Response ◽  
Model Evidence

The main purpose of the work described in this paper is to examine the extent to which the L2 developmental changes predicted by Kroll and Stewart's (1994) Revised Hierarchical Model (RHM) can be understood by word association response behaviour. The RHM attempts to account for the relative “strength of the links between words and concepts in each of the bilingual's languages” (Kroll, Van Hell, Tokowicz & Green, 2010, p. 373). It proposes that bilinguals with higher L2 proficiency tend to rely less on mediation, while less proficient L2 learners tend to rely on mediation and access L2 words by translating from L1 equivalents. In this paper, I present findings from a simple word association task. More proficient learners provided a greater proportion of collocational links, suggesting that they mediate less when compared to less proficient learners. The results provide tentative support for Kroll and Stewart's model.

scholarly journals The structure of developing semantic networks: Evidence from single and multiple nominal word associations in young monolingual and bilingual readers

2020 ◽  
Vol 41 (5) ◽  
pp. 1141-1169
Author(s):  
Tessa Spätgens ◽  
Rob Schoonen
Keyword(s):  
Word Association ◽  
Association Studies ◽  
Semantic Networks ◽  
Semantic Knowledge ◽  
Future Research ◽  
Coding System ◽  
Minority Children ◽  
Word Associations ◽  
Association Task ◽  
Multiple Association

ABSTRACTThe present study focuses on the effect of an important methodological choice in word association studies in children: the elicitation of single versus multiple responses. This choice has been shown to affect the numbers and types of associations adults produce, however, little is known about how it affects children’s word associations. A total of 11,725 associations to 80 nouns from 207 monolingual and bilingual minority children were classified according to a detailed coding system, and differences between the semantic characteristics of first, second, and third responses were examined. We show that in children as well, the multiple association task elicits more and qualitatively different responses, resulting in more diversified semantic networks surrounding the stimulus nouns. On the speaker level, reading comprehension scores were related differently to initial and later responses, suggesting a more complex measure of semantic knowledge emerges from the multiple word association task. No differences were found between monolingual and bilingual children’s associative preferences. We argue that the multiple association task produces more detailed data on language users’ semantic networks than the single association task, and suggest a number of ways in which this task could be employed in future research.

Inferences and Word Associations of Children with Visual Impairments

2000 ◽  
Vol 94 (4) ◽  
pp. 204-217 ◽  
Author(s):  
Shirley R. Wyver ◽  
Rosalyn Markham ◽  
Sonia Hlavacek
Keyword(s):  
Visual Impairment ◽  
Word Association ◽  
Visual Impairments ◽  
Word Associations ◽  
Association Task ◽  
Children With Visual Impairments ◽  
The Way

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.

Implications for the Use of Projective Techniques in Organizational Consulting: Some Findings from a German Survey Study

1997 ◽  
Vol 84 (1) ◽  
pp. 171-175
Author(s):  
Pantaleon Fassbender
Keyword(s):  
Word Association ◽  
Survey Study ◽  
Board Members ◽  
Organizational Consulting ◽  
Projective Techniques ◽  
Association Task ◽  
Management Diagnosis ◽  
Meaningful Relationships ◽  
Value Preferences

Relevance and scope of projective techniques for the purpose of organizational consulting are discussed. As an example, responses to a word-association task requiring each participant to visualize his company as an animal were compared with the rated appraisal for different values and qualifications as elements of corporate success. The sample consisted of 219 German managers (48% of them were CEOs or board members). Meaningful relationships between the choice of certain animals and value preferences were shown. Finally, widespread disapproval of projective techniques in management diagnosis and organizational consulting may be challenged.

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.

An Exploratory Study of Word Associations of Negro College Students

1968 ◽  
Vol 23 (1) ◽  
pp. 119-134 ◽  
Author(s):  
Leon H. Belcher ◽  
Joel T. Campbell
Keyword(s):  
College Students ◽  
Exploratory Study ◽  
Word Association ◽  
Scholastic Aptitude Test ◽  
Reading Difficulty ◽  
Aptitude Test ◽  
Word Associations ◽  
Scholastic Aptitude

Two word-association lists of 50 words were each administered to 50 Negro college students. 41 words were taken from the Kent-Rosanoff list, 29 from the Palermo-Jenkins list, and 30 were words used in analogy items of the Scholastic Aptitude Test. Comparisons with previous normative studies showed generally similar results. The present study did result in slightly smaller proportions of matching from class primary responses to noun, pronoun, and adverb stimulus words and of opposite responses to “opposite-evoking stimuli.” A number of the responses indicated reading difficulty or misunderstanding of the word.

RESEARCHING VOCABULARY THROUGH A WORD KNOWLEDGE FRAMEWORK

1997 ◽  
Vol 19 (1) ◽  
pp. 17-36 ◽  
Author(s):  
Norbert Schmitt ◽  
Paul Meara
Keyword(s):  
Word Association ◽  
Native Speaker ◽  
Word Knowledge ◽  
Vocabulary Size ◽  
Word Associations ◽  
Knowledge Change ◽  
Japanese Students ◽  
Knowledge Framework ◽  
Percentage Points ◽  
Academic Year

This study examines how two types of word knowledge, word associations and grammatical suffix knowledge, change over time both receptively and productively. Ninety-five secondary and postsecondary Japanese students were tested on three word associations and inflectional and derivational suffixes for each of 20 verbs, once near the beginning of their academic year and once near the end. The results showed their average vocabulary gain was 330 words. The students showed rather poor knowledge of the allowable suffixes for the verbs, especially the derivative suffixes. Likewise, the subjects did not show very good mastery of the verbs' word associations. Even for verbs rated as known, the students as a group were able to produce only about 50% of the word associations possible on the test as judged by native speaker norms. Word association knowledge and suffix knowledge were shown to correlate with each other and with total vocabulary size. The subjects overall had from 19 to 25 percentage points more receptive knowledge than productive knowledge.

Separate Room Testing Accommodations for Students With and Without ADHD

2018 ◽  
Vol 37 (7) ◽  
pp. 852-862 ◽  
Author(s):  
Benjamin J. Lovett ◽  
Lawrence J. Lewandowski ◽  
Lindsey Carter
Keyword(s):  
Test Performance ◽  
Significant Interaction ◽  
Testing Accommodations ◽  
Hyperactivity Disorder ◽  
Level Data ◽  
Parallel Forms ◽  
Performance Patterns ◽  
Students With Adhd ◽  
Main Effects ◽  
Separate Room

Students with attention-deficit/hyperactivity disorder (ADHD) are frequently provided a separate room in which to take exams, to reduce external distractions. However, little research has explored the efficacy of this accommodation. In the present study, college students with ( n = 27) and without ( n = 42) ADHD diagnoses were administered two parallel forms of a timed silent reading comprehension test, one in a classroom with other students, and one in a private, proctored setting. A two-way analysis of variance found no significant main effects for either ADHD status or test setting on performance, and no significant interaction between the factors either. However, inspection of student-level data and exploration of continuous relationships between self-reported ADHD symptoms and test performance patterns suggested that separate room accommodations may be beneficial for a subgroup of students with ADHD.

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