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.

Paradigmatism and Syntagmatism of Word Responses of Normals and Patients

1983 ◽  
Vol 52 (2) ◽  
pp. 412-414 ◽  
Author(s):  
Louis Pons ◽  
Marie Françoise L'Homme
Keyword(s):  
Word Association ◽  
The State ◽  
Association Test ◽  
Word Association Test ◽  
The Subject ◽  
Free Word

It is demonstrated that in a free word-association test the paradigmatic-syntagmatic ratio of the most common responses (primary responses) is always higher than that for other responses, whatever the state of the subject (normal or patient). What differs between samples is not the nature of primary responses, but only their frequency.

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.

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.

scholarly journals Science Student Teachers’ Cognitive Structure on the Concept of “Food Pyramid”

2016 ◽  
Vol 9 (7) ◽  
pp. 21 ◽  
Author(s):  
Derya Cinar
Keyword(s):  
Student Teachers ◽  
Energy Flow ◽  
Word Association ◽  
Cognitive Structure ◽  
Ecological Factors ◽  
Association Test ◽  
Science Student ◽  
Word Association Test ◽  
Food Pyramid ◽  
Free Word

<p class="apa">The current study aims to determine science student teachers’ cognitive structure on the concept of food pyramid. Qualitative research method was applied in this study. Fallacies detected in the pre-service teachers’ conceptual structures are believed to result in students’ developing misconceptions in their future classes and will adversely affect their future teaching performance. The data were collected from 48 science student teachers. A free word association test was used as a data collection instrument. The data collected were subject to content analysis. Analyzing the science student teachers’ responses to the concept of food pyramid on the free word association test, these responses were coded and divided into categories. Based on the categories, frequency and percentages were provided. The data collected through the study were divided into 7 categories, which were stated as follows: -relationship between producer, consumer and decomposer in matter and energy flow-concepts related to nourishment pyramid-definition of food pyramid-energy and matter transfer-producer, consumer and decomposer-elements of ecosystem and ecological factors- scientific disciplines related to food pyramid. When the words provided as answers by the science student teachers to the concept of food pyramid were analyzed, it was noticed that they had more word connections with relationship between producer, consumer and decomposer in matter and energy flow. It can be argued that some students could not produce any sentences and some others could not make meaningful sentences. Moreover, it was determined that they had some misconceptions about food pyramid. Similar research can be conducted with different student groups and for the correction of alternative concepts related to the concept of food pyramid, extra biology courses should be included in undergraduate curriculums.</p>

scholarly journals Konceptualizacja prawdy w świadomości językowej Polaków, Rosjan i Niemców (perspektywa aksjologiczna)

2018 ◽  
pp. 231-242
Author(s):  
Barbara Rodziewicz
Keyword(s):  
Present Article ◽  
Word Association ◽  
Association Test ◽  
Word Association Test ◽  
Free Word

The present article is an attempt at establishing a way of understanding the term 'truth', as well as characterizing all the phenomena the term encompasses in communities of Polish, Russian and German students. The author analyses the results of a Free Word Association Test.

scholarly journals Investigation of Mathematics Teacher Candidates’ Conceptual Structures about “Measurement” through Word Association Test: The Example of Turkey

2017 ◽  
Vol 5 (12) ◽  
pp. 162 ◽  
Author(s):  
Ahmet Erdogan
Keyword(s):  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Word Association ◽  
Association Test ◽  
Word Association Test ◽  
Conceptual Structures ◽  
Measurement And Evaluation ◽  
The One ◽  
Study Participants ◽  
Free Word

The purpose of this research is to determine mathematics teacher candidates’ conceptual structures about the concept of “measurement” that is the one of the important learning fields of mathematics. Qualitative research method was used in this study. Participants of this study were 58 mathematics teacher candidates studying in one of the public universities in Turkey. The free word-association test was used as data collection tool. The “Measurement” stimulus concept was presented to mathematics teacher candidates through the free word-association test. A total of 118 response words obtained from the test have been arranged in frequency tables. The response words divided into 9 categories with the help of content analysis. A network of concepts has been created that the conceptual structures of mathematics teacher candidates about “measurement” using the frequencies and categories of response words. The findings of this study indicates that the response words with the highest frequency of the mathematics teacher candidates related to the “measurement” stimulus word are evaluation, exam, length, meter, test, etc. and the categories of response words are meaning of measurement, measurement and evaluation lesson, measurement learning domain, measurement in daily life, measurement units, etc.

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.

Iterative Association

1965 ◽  
Vol 20 (2) ◽  
pp. 617-627 ◽  
Author(s):  
Bill J. Baldridge ◽  
Frank H. Hustmyer
Keyword(s):  
Word Association ◽  
External Disturbance ◽  
Feedback System ◽  
Delayed Feedback ◽  
Association Test ◽  
Emotional Stimuli ◽  
Initial Stimulus ◽  
Word Association Test ◽  
Free Word

A method of combining free word association with the engineering principles of servomechanisms is presented. It provides a focusing and amplifying of the word association test by incorporating S into a closed delayed feedback system in which he provides both the stimulus and the response words. The system is set into motion by an external disturbance in the form of initial stimulus words provided by E. With this arrangement S continues to associate to his own responses until interrupted. His associations converge on a small number of topics in a manner which is characteristic of him and independent of the initial stimulus words. After 10 successive cycles of associating to their own responses, 25 Ss converged on 3 topics from an average of 9 of the 15 beginning stimulus words. Much affective material was introduced by Ss even in the absence of original emotional stimuli.

scholarly journals Investigation of Physics Teacher Candidates’ Cognitive Structures about “Electric Field”: A Free Word Association Test Study

2017 ◽  
Vol 5 (11) ◽  
pp. 146
Author(s):  
Ercan Türkkan
Keyword(s):  
Electric Field ◽  
Teacher Candidates ◽  
Word Association ◽  
Cognitive Structure ◽  
Association Test ◽  
Cognitive Structures ◽  
Physics Teacher ◽  
Word Association Test ◽  
Test Study ◽  
Free Word

The aim of this study is to investigate the cognitive structures of physics teacher candidates about “electric field”. Phenomenographic research method, one of the qualitative research patterns, was used in the study. The data of the study was collected from 91 physics teacher candidates who had taken General Physics II course at Education Faculty of a university in Anatolia. The stimulus word, “electric field” has been presented to teacher candidates through Free Word Association Test (FWAT). The totally 43 responses obtained from FWAT were presented as frequency tables. The responses were divided into 13 categories by the - content analysis. A concept network which reveals cognitive structure of physics teacher candidates about “electric field” was created considering frequencies and categories. According to results of the study, the highest frequency values related with "electric field" which stimulus of physics teacher candidates were power, charge, vector/vectoral quantity, current, magnet, etc. and the categories with the highest frequency of response words were figured out as electrical force, electric charge, magnetic field and magnitude of electric field, etc.

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