Norms of age of acquisition and concreteness for 30,000 Dutch words

Brysbaert, Marc; Stevens, Michaël; Deyne, Simon De; Voorspoels, Wouter; Storms, Gerrit

doi:10.1016/j.actpsy.2014.04.010

Cited by 162 publications

(171 citation statements)

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“…Primjerice, baza konkretnosti koju su izradili Brysbaert, Warriner i Kuperman (2014b) sadr`ava 40.000 engleskih leksema, me|utim bez podatka o vrsti rije~i kojoj pripadaju. Sli~na baza izra|ena je i za nizozemski (Brysbaert et al 2014a). Baza za portugalski (Soares et al 2017) sadr`ava 3.800 rije~i i premda, ~ini se, sadr`ava podatke za razli~ite vrste rije~i, razlike me|u njima nisu navedene u istra`ivanju.…”

Section: Odnos Konkretnosti I Predo~ivostiunclassified

Psycholinguistic estimates of 3000 words of Croatian: concreteness and imageability

Stantić¹,

Anđel²,

Keresteš³

et al. 2018

suvlin

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Section: Odnos Konkretnosti I Predo~ivostiunclassified

Psycholinguistic estimates of 3000 words of Croatian: concreteness and imageability

Stantić¹,

Anđel²,

Keresteš³

et al. 2018

suvlin

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“…Finally, to investigate the interplay of different psycholinguistic norms in the resource, we use a lexical database of age of acquisition and concreteness norms for Dutch (Brysbaert et al, 2014). Figure 6 shows the distribution of the norms per each attested level in the resource.…”

Section: Psycholinguistic Normsmentioning

confidence: 99%

NT2Lex: A CEFR-Graded Lexical Resource for Dutch as a Foreign Language Linked to Open Dutch WordNet

Tack

Thomas²,

Desmet³

et al. 2018

Proceedings of the Thirteenth Workshop on Innovative Use of NLP For Building Educational Applications

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In this paper, we introduce NT2Lex, a novel lexical resource for Dutch as a foreign language (NT2) which includes frequency distributions of 17,743 words and expressions attested in expert-written textbook texts and readers graded along the scale of the Common European Framework of Reference (CEFR). In essence, the lexicon informs us about what kind of vocabulary should be understood when reading Dutch as a non-native reader at a particular proficiency level.The main novelty of the resource with respect to the previously developed CEFR-graded lexicons concerns the introduction of corpusbased evidence for L2 word sense complexity through the linkage to Open Dutch WordNet (Postma et al., 2016). The resource thus contains, on top of the lemmatised and part-ofspeech tagged lexical entries, a total of 11,999 unique word senses and 8,934 distinct synsets.

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“…Nevertheless, several studies have shown a positive relation between age of acquisition and word recognition response times when statistically controlling for word frequency, suggesting that age of acquisition has a unique effect (Brysbaert & Cortese, 2011;Juhasz, Yap, Dicke, Taylor, & Gullick, 2011;Kuperman, Stadthagen-Gonzalez, & Brysbaert, 2012). Estimates of age of acquisition were obtained from Brysbaert, Stevens, De Deyne, Voorspoels, and Storms (2014).…”

Section: Age Of Acquisitionmentioning

confidence: 99%

“…Hence, if the speeded word fragment completion task indeed involves more elaborate processing, as was suggested by Heyman et al (2015), one would expect a stronger relation between judged concreteness and response times. Concreteness ratings were again obtained from Brysbaert et al (2014). 4 Speeded word fragment completion variables Orthographic Levenshtein distance 20 distractor (OLD20D) In this context, the term Bdistractor^refers to the nonword formed by filling in the incorrect letter (e.g., tometo).…”

Section: Semantic Variablementioning

confidence: 99%

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Filling the gaps: A speeded word fragment completion megastudy

et al. 2015

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In the speeded word fragment completion task, participants have to complete fragments such as tom_to as quickly and accurately as possible. Previous work has shown that this paradigm can successfully capture subtle priming effects (Heyman, De Deyne, Hutchison, & Storms Behavior Research Methods, 47, 580-606, 2015). In addition, it has several advantages over the widely used lexical decision task. That is, the speeded word fragment completion task is more efficient, more engaging, and easier. Given its potential, we conducted a study to gather speeded word fragment completion norms. The goal of this megastudy was twofold. On the one hand, it provides a rich database of over 8,000 stimuli, which can, for instance, be used in future research to equate stimuli on baseline response times. On the other hand, the aim was to gain insight into the underlying processes of the speeded word fragment completion task. To this end, item-level regression and mixed-effects analyses were performed on the response latencies using 23 predictor variables. Since all items were selected from the Dutch Lexicon Project (Keuleers, Diependaele, & Brysbaert Frontiers in Psychology, 1, 174, 2010), we ran the same analyses on lexical decision latencies to compare the two tasks. Overall, the results revealed many similarities, but also some remarkable differences, which are discussed. We propose that both tasks are complementary when examining visual word recognition. The article ends with a discussion of potential process models of the speeded word fragment completion task.Keywords Speeded word fragment completion task . Lexical decision task . Visual word recognitionIn the last decade, the field of visual word recognition has seen a surge in so-called megastudies (see Balota, Yap, Hutchison, & Cortese, 2012, for an overview). Generally speaking, a typical megastudy comprises several thousand items for which lexical decision, naming, and/or word identification responses are collected. The rationale behind megastudies is that they complement (traditional) factorial studies in which stimuli are selected on the basis of specific lexical or semantic characteristics. That is, factorial studies require one to experimentally control for a number of variables that could potentially obscure the effect(s) of interest. Megastudies, on the other hand, aim to gather data for as many stimuli as possible, without many constraints. The idea is that one can then statistically control for confounding variables by conducting a multiple regression analysis. In addition, continuous variables such as word frequency need not be divided into distinct categories (i.e., high-frequency vs. low-frequency words). This is a critical advantage of the megastudy approach, because artificially dichotomizing continuous variables has been shown to reduce power and increase the probability of Type I errors (Maxwell & Delaney, 1993).In the present study we sought to build on this work, and we describe a megastudy involving the speeded word Electronic supplementary ma...

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Norms of age of acquisition and concreteness for 30,000 Dutch words

Cited by 162 publications

References 44 publications

Psycholinguistic estimates of 3000 words of Croatian: concreteness and imageability

Psycholinguistic estimates of 3000 words of Croatian: concreteness and imageability

NT2Lex: A CEFR-Graded Lexical Resource for Dutch as a Foreign Language Linked to Open Dutch WordNet

Filling the gaps: A speeded word fragment completion megastudy

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