Current Search: Vocabulary -- Study and teaching (x)
View All Items
- Title
- Children attend to intrinsic motions when learning nouns.
- Creator
- Iglesias, Adam, Florida Atlantic University, Kersten, Alan, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
The present research was designed to test whether 3-year-old-English-speaking children preferentially associate novel nouns with intrinsic motion rather than extrinsic motion, as predicted by the theory of Kersten (1998). Intrinsic motion refers to the ways the parts of an object move in relation to one another. In contrast, extrinsic motion refers to the motion of an object as a whole with respect to an external reference point (e.g. another object). In two separate experiments, we...
Show moreThe present research was designed to test whether 3-year-old-English-speaking children preferentially associate novel nouns with intrinsic motion rather than extrinsic motion, as predicted by the theory of Kersten (1998). Intrinsic motion refers to the ways the parts of an object move in relation to one another. In contrast, extrinsic motion refers to the motion of an object as a whole with respect to an external reference point (e.g. another object). In two separate experiments, we demonstrated that nouns are associated with intrinsic motion and verbs are associated with extrinsic motion. Specifically, children were able to detect differences between stimuli paired with novel nouns based on intrinsic motion and stimuli paired with novel verbs based on extrinsic motion. In other words, we shed light on the different motion cues children attend to when learning nouns and verbs. Thus, children utilize motion cues in addition to static characteristics when learning nouns and verbs. Therefore, distinct types of motion information play an important role in the learning of nouns and verbs.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/13270
- Subject Headings
- Motion, Vocabulary--Study and teaching (Primary), Language acquisition
- Format
- Document (PDF)
- Title
- A study examining the impact of vocabulary instruction on the vocabulary growth and acquisition of adults enrolled in a community college developmental reading course.
- Creator
- Robson, Jodi McGeary., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
The purpose of this study was to examine the effects of four instructional methods - context clues, definition, elaboration technique, or word parts and word families- on the vocabulary growth and acquisition of adults enrolled in a community college developmental reading course. The study investigated whether performance in any or all of the four instructional methods was moderated by age or language. Seventy-three respondents participated in the study. Participants were enrolled in one of...
Show moreThe purpose of this study was to examine the effects of four instructional methods - context clues, definition, elaboration technique, or word parts and word families- on the vocabulary growth and acquisition of adults enrolled in a community college developmental reading course. The study investigated whether performance in any or all of the four instructional methods was moderated by age or language. Seventy-three respondents participated in the study. Participants were enrolled in one of five sections of College Reading Preparatory II (REA0002) offered in the Spring of 2009 at Indian River State College in Fort Pierce, Florida. All five sections of REA0002 were taught by the same professor, a tenured faculty member, chair of the developmental reading department and Associate Professor of Developmental Reading at Indian River State College. The instruction and tests in all five sections of REA0002 were consistent with the research design which insured continuity and consistency in the use of the four instructional methods. All participants received the same treatment and quizzes. During the course of the study, participants first received a pretest, then the treatment or instruction, followed by an instructional quiz, and a delayed post-test was administered at the end of the study. An analysis of the data, which included the pretest, instructional quizzes with four quizzes independently and then combined for an aggregate score for an immediate post-test, and the delayed post-test, yielded mixed results. The four instructional quizzes independently showed definition instruction to have the highest positive impact on student learning. In a measure of gains from pretest to instructional quizzes immediately after treatment, significant improvement in student learning was found only with word parts instruction., In a measure of performance from pretest to immediate post-test (aggregate score of instructional quizzes) there was a significant gain in students' vocabulary competence, and from pretest to delayed post-test there was a significant decrement in students' vocabulary competence. Age and language moderated vocabulary competence. Further tests of equivalency were mixed and should be interpreted cautiously, as there were a very small number of students in the group of 25 years or older and non-native English speakers.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/369389
- Subject Headings
- Language and languages, Study and teaching, Academic achievement, Language experience approach in education, Educational tests and measurements, Vocabulary, Study and teaching
- Format
- Document (PDF)