Language structure and the free recall of verbal messages by children.

Weener, Paul

doi:10.1037/h0031266

Cited by 20 publications

(14 citation statements)

References 12 publications

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“…A paradigm used by McNeil (1970), Weener (1971) and Frasure & Entwisle (1973) to compare semantic and syntactic development was employed. Three types of sentences were used which contained different categories of linguistic information.…”

Section: Designmentioning

confidence: 99%

Psycholinguistic Processing in Reading and Listening among Good and Poor Readers

Guthrie¹,

Tyler

1976

Journal of Reading Behavior

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Abstract. Differences in psycholinguistic processing of written and spoken language, and psycholinguistic deficiencies of poor readers were studied by giving meaningful, anomalous and random word strings to 18 good and 18 poor readers. In both spoken and written conditions the order of recall was meaningful > anomalous > random (p < .001), suggesting that syntactic and semantic demands of spoken and written sentences were similar. Poor readers were inferior to good readers on written presentations (p < .05). The groups were similar on spoken presentations. The reading comprehension deficiency could not be attributed to inadequate psycholinguistic processing, memory or automaticity in decoding. Incomplete decoding during silent reading by poor readers was supported as an explanation.

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Section: Designmentioning

confidence: 99%

Psycholinguistic Processing in Reading and Listening among Good and Poor Readers

Guthrie¹,

Tyler

1976

Journal of Reading Behavior

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“…For example, not all young children have mastered the ability to use syntactic information for verbal coding. Weener (1971) found that children in kindergarten through second grade remembered semantically anomalous sentences as well as they remembered random word strings. Only third graders were able to use the syntactic structure provided by anomalous sentences to enhance recall.…”

Section: Development Of Sentence Comprehension Strategies In Normal Cmentioning

confidence: 98%

“…To assess the use of semantic information independent of syntactic structure, Weener (1971) included a randomly ordered string in which content words were semantically related (e.g., "Boys mothers bad angry punish"). He found that even kindergarteners were able to use semantic associations between words to facilitate recall in both random and normal sentences.…”

Section: Development Of Sentence Comprehension Strategies In Normal Cmentioning

confidence: 99%

A Development Analysis of Sentence Comprehension Abilities in Good and Poor Readers

Corley¹

1988

Educational Psychologist

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“…Restricting the features to dichotomies and taking all possible combinations of the absence or presence of these three kinds of structure yields eight different sets of stimulus materials ranging from strings of words with no intonation pattern, no syntactic structure, and no semantic associativity to sets of words which have intonation, syntactic structure, and semantic associativity. (See Weener, 1971 for examples of stimulus items.) Immediate recall procedures will be used to measure the child's ability to utilize these three sources of structure in verbal messages.…”

Section: Measurement Proceduresmentioning

confidence: 98%

Toward a Developmental Model of Auditory Processing

Weener

1976

Journal of Childhool Communication Disorders

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At the outset, I would like to temper the expectations which may have been generated by the title of my presentation. The title might better be, &dquo;Some things which I have learned in search of a model to explain the development of auditory processing abilities in children'.' The focus of my presentation will be on the processing of structured auditory stimuli with an emphasis on speech perception and the processing of natural language. This focus arises out of an interest in eventually applying knowledge about auditory processing abilities and disabilities to the remediation or enrichment of the educational experiences of children with learning disabilities. This paper deals with the following questions: (a) What are some existing models or theories which have relevance to a developmental model of auditory processing in children? (b) What tentative model of auditory processing can best serve as a basis for integrating experimental work? (c) What are some empirical procedures which can be used to study the components of this model of auditory processing? (d) What are some remediation strategies that can be used to study this model?In looking for answers to these questions, my orientation is cognitivel information processing, and, as such, emphasizes the active role of the organism in structuring the available stimuli as opposed to the more passive role of the organism depicted in behaviorism. Such processes as recoding, structuring, hypothesizing, and selection strategies are important components of any cognitive model. Neisser states about the cognitive orientation, &dquo;The central assertion is that seeing, hearing, and remembering are all acts of construction, which may make more or less use of stimulus information depending on circumstances&dquo; (p. 10, 1967). The model and its applications to be presented consists of independent component processes which interact in ways specified by a central plan or program. at UNIV OF CALIFORNIA SANTA CRUZ on April 5, 2015 cdq.sagepub.com Downloaded from 153 CURRENT MODELS OF AUDITORY PROCESSING AND PERCEPTUAL DEVELOPMENTI think it is safe to say that no general model has been set forth to date which purports to explain auditory processing from a developmental point of view. The two primary sources to draw on in such an undertaking are (a) models of speech perception based on adult functioning, and (b) models of perceptual development in children based almost exclusively on work in visual perception. Neurological descriptions of auditory processing are available (Gecek, 1972) but are of little help in constructing a developmental model because the descriptions are scanty and based on adult functioning.Three salient concepts dominate the recent literature which deals with the nature of auditory processing. First, the concept of filtering or selective attention has been regarded as a necessary part of auditory processing models (Broadbent, 1958;Moray, 1960; Treisman, 1964). Second, the role of motor components in speech perception, ad developed by Liberman and his asso...

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Language structure and the free recall of verbal messages by children.

Cited by 20 publications

References 12 publications

Psycholinguistic Processing in Reading and Listening among Good and Poor Readers

Psycholinguistic Processing in Reading and Listening among Good and Poor Readers

A Development Analysis of Sentence Comprehension Abilities in Good and Poor Readers

Toward a Developmental Model of Auditory Processing

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