The syntagmatic–paradigmatic shift and reading development

Cronin, Virginia

doi:10.1017/s0305000901004998

Cited by 49 publications

(61 citation statements)

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“…Age-related differences were expected. These differences would be consistent with previous studies suggesting developmental changes in the way semantic concepts are organized and used (e.g., Bjorklund & Schneider, 1996;Macizo, Gómez-Ariza, & Bajo, 2000), and age-related changes in (schematic and taxonomic) knowledge structures (e.g., Carneiro et al, 2004;Cronin, 2002;Francis, 1972;A. B. Markman & Dietrich, 2000;E.…”

Section: Methodssupporting

confidence: 91%

“…For example, studies have shown that the number of words produced in verbal fluency tasks increases with age (e.g., Bjorklund, 1987;Bjorklund & Marchena, 1984), indicating an increase in vocabulary size (Kausler & Puckett, 1980). Other studies showed lexical and conceptual changes at around 7-8 years of age (Carneiro, Albuquerque, Fernandez, & Esteves, 2004;Cronin, 2002;Francis, 1972;Nelson, 1977;Petrey, 1977)-in particular, a higher number of syntagmatic responses (words that are associated in a syntactic sequence-e.g., cold-outside) than of paradigmatic responses (associates from the same grammatical class-e.g., cold-hot) in younger than in older children. A rise in the commonality of responses and paradigmatic responding, in both older children and adults, has also been reported (Rosenzweig, 1984;Sharp & Cole, 1972).…”

Section: P Smentioning

confidence: 99%

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Sentence-final word completion norms for European Portuguese children and adolescents

Pinheiro

Soares

Comesaña

et al. 2010

Behavior Research Methods

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This study presents a set of sentence contexts and their cloze probabilities for European Portuguese children and adolescents. Seventy-three sentence contexts (35 low-and 38 high-constraint sentence stems) were presented to 90 children and 102 adolescents. Participants were asked to complete the sentence contexts with the first word that came to mind. For each sentence context, responses were listed and cloze probabilities of the words that were chosen to complete the sentence context were computed. Additionally, idiosyncratic and invalid responses (structural and semantic errors) were analyzed. A high degree of consistency in responses among the two age samples (children and adolescents) was found, along with a decrease of idiosyncratic and invalid responses in older participants. These results shed light on age-related changes in the effects of linguistic context on word production, and also in knowledge's representation. The full set of norms may be downloaded from

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Section: Methodssupporting

confidence: 91%

Section: P Smentioning

confidence: 99%

Sentence-final word completion norms for European Portuguese children and adolescents

Pinheiro

Soares

Comesaña

et al. 2010

Behavior Research Methods

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“…The word association paradigm has long been used in psychology to screen patients for possible idiosyncratic associations (Lukavsky, 2004;Mohr, Graves, Gianotti, Pizzagalli, & Brugger, 2001;Slechta, 2001). In first language (L1) studies, it has been used to investigate children's lexical and semantic development (Cronin, 2002). Schmitt (1998) claims that word associations reflect the strongest mental connections between words in the mind.…”

Section: Introductionmentioning

confidence: 99%

Do word associations assess word knowledge? A comparison of L1 and L2, child and adult word associations

Cremer

Dingshoff

Beer

et al. 2010

International Journal of Bilingualism

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and adult word associations Do word associations assess word knowledge? A comparison of L1 and L2, child Published by: http://www.sagepublications.com can be found at: International Journal of Bilingualism Additional services and information for AbstractDifferences in word associations between monolingual and bilingual speakers of Dutch can reflect differences in how well seemingly familiar words are known. In this (exploratory) study monoand bilingual, child and adult free word associations were compared. Responses of children and of monolingual speakers were found to be more dispersed across response categories than responses of adults and of L2 speakers, respectively. Log linear analyses show that the distributional patterns of association responses differ among the groups. Age has the largest effect on association responses. Adults give more meaning-related responses than children. Child L1 speakers give more meaningrelated responses than child L2 speakers. Form-based and 'Other' associations were mostly given by (L2) children. The different findings for mono-and bilingual children and for mono-and bilingual adults show the influence of bilingualism on the development of word associations. The prominent effect of age emphasizes the role of conceptual development in word association behavior, and makes free word association tasks less suitable as an assessment tool for word knowledge.

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“…The time of occurrence of this shift is around the age 5-9. Specifically, in word association tasks, younger children are more likely to give syntagmatic responses in comparison to older children and adults who are more likely to give paradigmatic responses (Cronin, 2002) 1 .…”

mentioning

confidence: 99%

The development of automatic associative processes and children’s false memories

Wimmer

Howe

2009

Journal of Experimental Child Psychology

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent repository link IN PRESS: Journal of Experimental Child Psychology.Do not quote without authors' consent. AbstractWe investigated children's ability to generate associations and how automaticity of associative activation unfolds developmentally. Children generated associative responses using a single-(Experiment 1) or a DRM-like multiple-associates paradigm (Experiment 2). The results indicated that children's ability to generate meaningful word associates, and the automaticity with which they were generated, increased between the ages of 5, 7, and 11 years. These findings suggest that children's domain-specific knowledge base and the associative connections among related concepts are present and continue to develop from a very early age. Moreover, there is an increase in how automatically these concepts are activated with age, something that results from domain general developments in speed of processing. These changes are consistent with the neurodevelopmental literature and together, may provide a more complete explanation of the development of memory illusions.

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The syntagmatic–paradigmatic shift and reading development

Cited by 49 publications

References 0 publications

Sentence-final word completion norms for European Portuguese children and adolescents

Sentence-final word completion norms for European Portuguese children and adolescents

Do word associations assess word knowledge? A comparison of L1 and L2, child and adult word associations

The development of automatic associative processes and children’s false memories

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