The syntagmatic-paradigmatic shift revisited: A review of research and theory.

Nelson, Katherine

doi:10.1037/0033-2909.84.1.93

Cited by 195 publications

(185 citation statements)

References 59 publications

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“…That is, although children across all age groups produced more paradigmatic than syntagmatic associates, 11-year-olds made very few syntagmatic responses. This change in type of associative response with age demonstrates a reorganization of existing knowledge (Nelson, 1977).…”

Section: Resultsmentioning

confidence: 99%

“…We were interested in what type of responses children across different ages would make (i.e., meaningful word associates versus non-meaningful responses). In addition, we explored whether there was a syntagmatic-paradigmatic shift in children's responses (see Nelson, 1977, for an overview). Syntagmatic refers to words from different grammatical classes that appear together in discourse (e.g., dog -bark) whereas paradigmatic refers to words from the same grammatical class (e.g., dog -cat).…”

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confidence: 99%

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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Do not quote without authors' consent.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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Section: Resultsmentioning

confidence: 99%

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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 finding suggests that some conceptually-related aspects (i.e., functional components) of words -at least as defined in this study -appear to be better developed in preschool children who stutter than conceptual as well as perceptual aspects of words (cf. Nelson, 1977). At this point in development, CWS appear to be organizing lexical information functionally more so than physically.…”

Section: Cws Are Faster In Response To a Functional Prime Than A Physmentioning

confidence: 97%

Effects of perceptual and conceptual similarity in lexical priming of young children who stutter: Preliminary findings

Hartfield

Conture

2006

Journal of Fluency Disorders

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The purpose of this study was to investigate the influence of conceptual and perceptual properties of words on the speed and accuracy of lexical retrieval of children who do (CWS) and do not stutter (CWNS) during a picture-naming task. Participants consisted of 13 3-to 5-year-old CWS and the same number of CWNS. All participants had speech, language, and hearing development within normal limits, with the exception of stuttering for CWS. Both talker groups participated in a picturenaming task where they named, one at a time, computer-presented, black-on-white drawings of common age-appropriate objects. These pictures were named during four auditory priming conditions: (a) a neutral prime consisting of a tone, (b) a word prime physically related to the target word, (c) a word prime functionally related to the target word, and (d) a word prime categorically related to the target word. Speech reaction time (SRT) was measured from the offset of presentation of the picture target to the onset of participant's verbal speech response. Results indicated that CWS were slower than CWNS across priming conditions (i.e., neutral, physical, function, category) and that the speed of lexical retrieval of CWS was more influenced by functional than perceptual aspects of target pictures named. Findings were taken to suggest that CWS tend to organize lexical information functionally more so than physically and that this tendency may relate to difficulties establishing normally fluent speech and language.

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“…A number of important and infl uential studies in the 1960s and 1970s used word association behavior to draw inferences about the developmental organization of the fi rst-language (L1) lexicon (e.g., Entwisle, 1966 ;Ervin, 1961 ;Lippman, 1971 ;McNeill, 1966 ;Nelson, 1977 ). A body of work subsequently emerged that used similar techniques in the exploration of the bilingual lexicon.…”

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confidence: 99%

Word Association in L1 and L2

Fitzpatrick

Izura

2011

Stud Second Lang Acquis

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Word association responses in fi rst-language (L1) Spanish and secondlanguage (L2) English were investigated by means of response latencies and types of associative response produced. The primary aims were to establish whether (a) some response types are produced more often or faster than others, (b) participants' L2 response time profi les mirror those of their L1, and (c) participants' L2 association responses are mediated by their L1 and modulated by proficiency. Results indicate that responses are faster when a double association link is produced-that is, when the response is associated by form and meaning ( postman → postbox ) or meaning and collocation ( spider → web ). L2 response time profi les broadly mirror those of the L1, although L2 times are generally slower. A signifi cant priming effect from L1 translation equivalents of cues used in the L2 association task was observed, suggesting L1 mediation in the production of L2 associative responses. Findings are discussed in light of the revised hierarchical model (Kroll & Stewart, 1994). New approaches to modeling and understanding the bilingual lexicon are also suggested.We would like to thank the editor and fi ve anonymous SSLA reviewers for their very helpful comments on earlier drafts of this article. Thanks also go to Dr. Natividad Hernández-Muñoz (University of Salamanca) for helping with the categorization of data and to participants for generously contributing their time to this project.

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The syntagmatic-paradigmatic shift revisited: A review of research and theory.

Cited by 195 publications

References 59 publications

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

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

Effects of perceptual and conceptual similarity in lexical priming of young children who stutter: Preliminary findings

Word Association in L1 and L2

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