Effects of part of speech: Primitive or derived from word frequency?

This study investigated Vietnamese EFL learners’ knowledge of verb–noun and adjective–noun collocations at the first three 1,000 word frequency levels, and the extent to which five factors (node word frequency, collocation frequency, mutual information score, congruency, and part of speech) predicted receptive knowledge of collocation. Knowledge of single-word items at the same word frequency levels was also examined. The results indicated that the participants were not close to a level of mastery of collocational knowledge at any word frequency level; knew less than 50% of each type of collocation overall; and that their knowledge of collocation significantly decreased at each level. The analysis also revealed that there were significant large positive correlations between knowledge of collocations and single-word items, and that node word frequency was the strongest predictor of receptive knowledge of collocation.

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RELATION OF STUTTERING TO WORD ABSTRACTION PART OF SPEECH, WORD LENGTH, AND WORD FREQUENCY

Perceptual and Motor Skills ◽

10.2466/pms.1973.37.3.959 ◽

1973 ◽

Vol 37 (3) ◽

pp. 959-962 ◽

Cited By ~ 9

Author(s):

MIRIAM DANZGER ◽

HARVEY HALPERN

Keyword(s):

Word Frequency ◽

Word Length ◽

Part Of Speech

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A method of Chinese organization named entities recognition based on statistical word frequency, part of speech and length

2011 4th IEEE International Conference on Broadband Network and Multimedia Technology ◽

10.1109/icbnmt.2011.6156013 ◽

2011 ◽

Author(s):

Xiying Yao

Keyword(s):

Word Frequency ◽

Named Entities ◽

Part Of Speech ◽

Named Entities Recognition

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Relation of Stuttering to Word Abstraction, Part of Speech, Word Length, and Word Frequency

Perceptual and Motor Skills ◽

10.1177/003151257303700358 ◽

1973 ◽

Vol 37 (3) ◽

pp. 959-962

Author(s):

Miriam Danzger ◽

Harvey Halpern

Keyword(s):

Word Frequency ◽

Word Length ◽

Visual Modality ◽

Frequency Of Occurrence ◽

Levels Of Abstraction ◽

Oral Responses ◽

Abstraction Level ◽

Part Of Speech ◽

Significant Difference ◽

Low Levels

Oral responses from 16 stutterers to word stimuli counterbalanced according to abstraction level, part of speech, word length, and frequency of occurrence, and presented through the visual modality indicated that long words produced significantly more non-fluencies than short ones; words of infrequent occurrence in language produced significantly more non-fluencies than frequent ones; no significant differences existed among words of high, medium, and low levels of abstraction; no significant difference existed among nouns, verbs, and adjectives.

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Experience Matters

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000423 ◽

2020 ◽

Vol 228 (4) ◽

pp. 254-263 ◽

Cited By ~ 1

Author(s):

Pedro S. Mendes ◽

Karlos Luna ◽

Pedro B. Albuquerque

Keyword(s):

Word Frequency ◽

High Frequency ◽

Recall Test ◽

Judgments Of Learning ◽

Direct Experience ◽

Frequency Effects ◽

Actual Frequency ◽

Actual Word ◽

High Frequency Words

Abstract. The present study tested if word frequency effects on judgments of learning (JOLs) are exclusively due to beliefs or if the direct experience with the items also plays a role. Across four experiments, participants read prompts about the frequency of the words (high/low), which could be congruent/incongruent with the words’ actual frequency. They made pre-study JOLs (except Experiment 1b), immediate JOLs, and completed a recall test. If experience drives the effect, JOLs should be based on actual word frequency rather than the prompts. Results showed higher pre-study JOLs for prompts of high frequency, but higher immediate JOLs for high-frequency words regardless of the prompt, suggesting an effect of direct experience with the words. In Experiments 2 and 3, we manipulated participants’ beliefs, finding a small effect of beliefs on JOLs. We conclude that, regarding word frequency, direct experience with the items seems more relevant than beliefs when making immediate JOLs.

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