Effects of Age, Form Class, and Word Frequency on Homogeneous Word Associations

1974 ◽  
Vol 35 (1) ◽  
pp. 59-64
Author(s):  
Gary M. Ingersoll
Keyword(s):  
Word Frequency ◽  
High Frequency ◽  
Word Association ◽  
Low Frequency ◽  
Sixth Grade ◽  
Second Grade ◽  
Word Count ◽  
Word Associations ◽  
Form Class ◽  
Association Response

Second- and sixth-grade children and adults ( ns = 20) were presented with a word-association task used by Brown and Berko. Adults were given both high- and low-frequency stimuli of the same form classes to assess the effects of word frequency on word associations. The results suggest that whether the word-association response is of the same or different form class as the stimulus word is related to the word-count frequency of the stimulus and S's age. Adults, presented low-frequency stimuli, respond like second-grade children, presented high-frequency stimuli.

Continued Word Associations and Free Recall

1966 ◽  
Vol 18 (1) ◽  
pp. 31-38 ◽  
Author(s):  
W. A. Matthews
Keyword(s):  
Free Recall ◽  
Word Frequency ◽  
High Frequency ◽  
Low Frequency ◽  
Short Term ◽  
Word Associations ◽  
Word Lists ◽  
Degree Of Association ◽  
High Frequency Words

Two experiments on the short-term free recall of 12-word associated and non-associated lists are reported. Degree of association (derived from norms obtained by continuous controlled association) and word frequency were varied. Significant facilitation as a result of the associative manipulations was obtained and clustering of the responses was positively related to this. Clustering was also affected by the method of presentation of the associated words; this occurred more often when they were grouped in presentation than when they were presented randomly arranged among other words in the list. Low frequency associated word lists were generally found to be more efficiently recalled than those of comparable association values but consisting of high frequency words.

Word Frequency and Age Effects in Normally Developing Children's Phonological Processing

1996 ◽  
Vol 39 (5) ◽  
pp. 1099-1108 ◽  
Author(s):  
Gary A. Troia ◽  
Froma P. Roth ◽  
Grace H. Yeni-Komshian
Keyword(s):  
Reading Comprehension ◽  
Phonological Awareness ◽  
Word Frequency ◽  
Phonological Processing ◽  
High Frequency ◽  
Reading Ability ◽  
Word Reading ◽  
Low Frequency ◽  
Second Grade ◽  
Confrontation Naming

Eleven kindergarten-age students and 11 second-grade students were asked to perform each of four phonological processing tasks: (a) confrontation naming of object drawings, (b) rapid sequential naming of object drawings and letters, (c) segmentation of words into sounds, and (d) blending sounds to produce words. Response accuracy and, for the picture naming tasks, response latency were measured. In addition, single-word reading ability and silent reading comprehension were evaluated. Results indicated that high-frequency stimuli were named faster and, in one task, more accurately than low-frequency stimuli. Blending sounds to produce high-frequency words was less difficult than blending sounds to produce low-frequency words, but word frequency did not affect sound segmentation performance. Children in second grade generally were faster and more accurate than kindergarten children in naming pictures. They also were able to segment more sounds and correctly blend sounds to produce more target words than kindergarten students. Confrontation naming accuracy, rapid object-and letter-naming latency, and sound segmentation and blending accuracy were intercorrelated and were related to word recognition and to reading comprehension. Serial naming speed was highly related to phonological awareness in kindergarten, whereas confrontation naming accuracy was highly related to phonological awareness in second grade. A limited cognitive resources framework was adopted to interpret these findings.

A Longitudinal Study of the Effects of Word Frequency and Rime-Neighborhood Size on Beginning Readers' Rime Reading Accuracy in Words and Nonwords

2002 ◽  
Vol 34 (1) ◽  
pp. 39-58 ◽  
Author(s):  
J. Anne Calhoon ◽  
Lauren Leslie
Keyword(s):  
Longitudinal Study ◽  
Word Frequency ◽  
Word Learning ◽  
High Frequency ◽  
Low Frequency ◽  
Beginning Readers ◽  
Developmental Model ◽  
Neighborhood Size ◽  
Reading Accuracy ◽  
High Frequency Words

Beginning readers' rime reading accuracy was assessed over three years to examine the influence of word frequency and rime-neighborhood size (the number of single syllable words with the same rime) on words presented in lists and stories. Twenty-seven 1st- and 2nd- grade students read 54 words and 27 nonwords containing rimes from different size neighborhoods. In Year 1, children showed effects of neighborhood size in high frequency words read in stories and in low frequency words read in lists and stories. In Year 2, rimes from large neighborhoods were read more accurately than rimes from medium and small neighborhoods in high- and low-frequency words. In Year 3, no effects of rime-neighborhood size were found for high-frequency words, but effects on low-frequency words continued. These results support Leslie and Calhoon's (1995) developmental model of the effects of rime-neighborhood size and word frequency as a function of higher levels of word learning.

Word frequency does not moderate the degree to which people can selectively attend to parts of visually presented words

2020 ◽  
pp. 174702182096906
Author(s):  
Todd A Kahan ◽  
Louisa M Slowiaczek ◽  
Ned Scott ◽  
Brian T Pfohl
Keyword(s):  
Word Frequency ◽  
High Frequency ◽  
Congruency Effect ◽  
Response Times ◽  
Test Word ◽  
Low Frequency ◽  
Bigram Frequency ◽  
Capacity Model ◽  
Entire Word ◽  
High Frequency Words

Whether attention is allocated to an entire word or can be confined to part of a word was examined in an experiment using a visual composite task. Participants saw a study word, a cue to attend to either the right or left half, and a test word, and indicated if the cued half of the words (e.g., left) was the same (e.g., TOLD-TONE) or different (e.g., TOLD-WINE). Prior research using this task reports a larger congruency effect for low-frequency words relative to high-frequency words but extraneous variables were not equated. In this study ( N = 33), lexical (orthographic neighbourhood density) and sublexical (bigram frequency) variables were controlled, and word frequency was manipulated. Results indicate that word frequency does not moderate the degree to which parts of a word can be selectively attended/ignored. Response times to high-frequency words were faster than response times to low-frequency words but the congruency effect was equivalent. The data support a capacity model where attention is equally distributed across low-frequency and high-frequency words but low-frequency words require additional processing resources.

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 Word Frequency Effect in Word Processing: An Updated Review

2017 ◽  
Vol 27 (1) ◽  
pp. 45-50 ◽  
Author(s):  
Marc Brysbaert ◽  
Paweł Mandera ◽  
Emmanuel Keuleers
Keyword(s):  
Individual Differences ◽  
Word Frequency ◽  
High Frequency ◽  
Word Processing ◽  
Low Frequency ◽  
Frequency Effect ◽  
Word Frequency Effect ◽  
Frequency Measure ◽  
Language Exposure ◽  
High Frequency Words

The word frequency effect refers to the observation that high-frequency words are processed more efficiently than low-frequency words. Although the effect was first described over 80 years ago, in recent years it has been investigated in more detail. It has become clear that considerable quality differences exist between frequency estimates and that we need a new standardized frequency measure that does not mislead users. Research also points to consistent individual differences in the word frequency effect, meaning that the effect will be present at different word frequency ranges for people with different degrees of language exposure. Finally, a few ongoing developments point to the importance of semantic diversity rather than mere differences in the number of times words have been encountered and to the importance of taking into account word prevalence in addition to word frequency.

Lexical frequency and third-graders' stress accuracy in derived English word production

2008 ◽  
Vol 29 (2) ◽  
pp. 213-235 ◽  
Author(s):  
LINDA JARMULOWICZ ◽  
VALENTINA L. TARAN ◽  
SARAH E. HAY
Keyword(s):  
Word Frequency ◽  
High Frequency ◽  
Low Frequency ◽  
English Word ◽  
Third Graders ◽  
Lexical Frequency ◽  
Primary Stress ◽  
Word Task ◽  
The Individual ◽  
Production Accuracy

ABSTRACTThis study examined the effects of lexical frequency on children's production of accurate primary stress in words derived with nonneutral English suffixes. Forty-four third-grade children participated in an elicited derived word task in which they produced high-frequency, low-frequency, and nonsense-derived words with stress-changing suffixes (i.e., -tion, -ic, -ity). Derived word frequency affected stress production accuracy; however, the individual suffix also played an important role in stress placement, with -tion productions more accurate than either -ic or -ity productions. For the real words, derived word frequency relative to stem frequency was related to performance. Stress was less accurate on derived words that were much lower in frequency than their stems (e.g., tranquil/tranquility) and more accurate on derived words that approximated or exceeded their stem frequency (e.g., motivate/motivation). In addition to derived word and stem frequency, results are discussed with reference to several phonological characteristics that may also influence stress production accuracy.

Memorability, Word Frequency and Negative Recognition

1977 ◽  
Vol 29 (3) ◽  
pp. 461-473 ◽  
Author(s):  
J. Brown ◽  
V. J. Lewis ◽  
A. F. Monk
Keyword(s):  
Word Frequency ◽  
Recognition Test ◽  
High Frequency ◽  
Low Frequency ◽  
Category Rating ◽  
Input List ◽  
Specific Prediction ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship

Brown (1976) has provided an analysis of the effect of the memorability of an item on the confidence with which it is accepted or rejected in a test of recognition or recall. When the subject has no clear recollection of the inclusion of an item in an input list, he is assumed to evaluate its memorability in the context of the experiment before he decides whether to accept or reject it. If the judged memorability is high, the absence of a clear recollection is stronger evidence against the item than if it is low. A specific prediction is that memorable distractors in a recognition test will be more confidently rejected than non-memorable ones. This prediction was tested and confirmed in three experiments in which recognition was tested by 4-category rating. Except in Experiment I, items memorable to individual subjects were identified by administering a questionnaire. For example, in Experiment III forenames of immediate family were assumed to have high memorability. This experiment also included word frequency as a variable. Low-frequency distractors were rejected significantly more firmly than high-frequency distractors: extraction of memorable names enhanced this effect. The relationship of memorability to word frequency is discussed.

scholarly journals ROC Modelling Data of the Word Frequency Effect: A Formal Model of Visual Word Recognition

2019 ◽  
pp. 1-5
Author(s):  
Manuel Pelegrina del Río ◽  
Agustín Wallace Ruiz ◽  
Maria Concepcion ◽  
Moreno Fernandez ◽  
Alvaro Pelegrina Fernández
Keyword(s):  
Recognition Memory ◽  
Signal Detection ◽  
Word Frequency ◽  
High Frequency ◽  
Signal Detection Theory ◽  
Formal Model ◽  
Low Frequency ◽  
Frequency Effect ◽  
False Alarms ◽  
Word Frequency Effect

This article presents a formal statistical model for assessing the word frequency effect in recognition memory. This topic is relevant because word frequency is the best predictor of performance in recognition memory tasks. Signal Detection Theory was applied using high-frequency and low-frequency words as item-signals. Signal Detection Theory test assumes orthogonality of responses: hits, false alarms, correct rejections, and incorrect rejections. Ninety-six adult male and female students participated in two experiments: one conducted in the laboratory and the other in the class-room. The selected words for memory contained 3 to 5 letters and 1 or 2 syllables to control for length. Significant differences were found between high-frequency and low-frequency words in the number of false alarms for the two experiments. The differences were statistically significant in two experiments. The Cohen effect size was 0.6 and 0.45 respectively. The word frequency effect in first- and second-experiments was F (1, 46) = 4.13, MCE. = 2.34, p = 0.003 and F (1, 46) = 3.71, MCE. = 12.36, p = 0. 01 respectively. A formal model is presented based on the Receiver Operating Characteristic data to assess data trends for high- and low frequency words. Two differentiated models were obtained: a continuous model based on high frequency stimuli and a threshold model based on low frequency stimuli.

Frequency Effects on Spelling Error Recognition: An ERP Study

2022 ◽  
Author(s):  
Ekaterina Larionova ◽  
Olga Martynova
Keyword(s):  
Word Frequency ◽  
High Frequency ◽  
Word Processing ◽  
Time Course ◽  
Time Window ◽  
Low Frequency ◽  
Spelling Error ◽  
Spelling Errors ◽  
Error Recognition ◽  
High Frequency Words

Spelling errors are ubiquitous in all writing systems. Most studies exploring spelling errors focused on the phonological plausibility of errors. However, unlike typical pseudohomophones, spelling errors occur in naturally produced written language with variable frequencies. We investigated the time course of recognition of the most frequent orthographic errors in Russian (error in an unstressed vowel at the root) and the effect of word frequency on this process. During ERP recording, 26 native Russian speakers silently read high-frequency correctly spelled words, low-frequency correctly spelled words, high-frequency words with errors, and low-frequency words with errors. The amplitude of P200 was more positive for correctly spelled words than for misspelled words and did not depend on the frequency of the words. Word frequency affected spelling recognition in the later stages of word processing (350-700 ms): high-frequency misspelled words elicited a greater P300 than high-frequency correctly spelled words, and low-frequency misspelled words elicited a greater N400 than low-frequency correctly spelled words. We observe spelling effects in the same time window for both the P300 and N400, which may reflect temporal overlap between mainly categorization processes based on orthographic properties for high-frequency words and phonological processes for low-frequency words. We concluded that two independent pathways can be active simultaneously during spelling recognition: one reflects mainly orthographic processing of high-frequency words and the other is the phonological processing of low-frequency words. Our findings suggest that these pathways are associated with different ERP components. Therefore, our results complement existing reading models and demonstrate that the neuronal underpinnings of spelling error recognition during reading depend on word frequency.

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