Word association patterns: unpacking the assumptions

Fitzpatrick, Tess

doi:10.1111/j.1473-4192.2007.00172.x

Cited by 74 publications

(116 citation statements)

References 24 publications

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“…Both Aitchison (2012) and Fitzpatrick (2007) find the results of such studies to be unreliable especially because results elicit only one word, which is not a product of natural speech process and which also brings interpretative issues. Knowledge of words involves various aspects and words themselves used in such tests can be rather polysemic, so defining lexical development through this simplistic and conditioned mapping can cause misinterpretations.…”

Section: Resultsmentioning

confidence: 99%

Exploration of the relationship between word-association and learners’ lexical development with a focus on American L1 and Croatian L2 speakers

Séguin¹

2015

ExELL

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Vocabulary acquisition is a dynamic process and there is a constant change in the way words are stored in the mental lexicon. Word association tests are used in linguistic research to observe to which extent mental mapping can be understood. This paper presents the results of a word association game consisting of seven words administered to second language speakers, and native speakers for comparative purposes. The results indicate the possibility of a link between experiences and associations, which leads to the recommendation for teachers to create activities and new experiences that demand the learner"s personal involvement in expanding their vocabulary.

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Section: Resultsmentioning

confidence: 99%

Exploration of the relationship between word-association and learners’ lexical development with a focus on American L1 and Croatian L2 speakers

Séguin¹

2015

ExELL

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“…It is likely that association responses refl ect an interaction among the infl uence of a participant's group membership (child, adult, or L2 learner), their individual response tendency, features of the stimulus word itself (frequency, associative strength, syntactic class, etc. ), and individuals' strategies for responding based on what they suspect the researcher is looking for (Altarriba, Bauer, & Benvenuto, 1999 ;Brysbaert & Ghyselinck, 2006 ;Fitzpatrick, 2007Fitzpatrick, , 2009RodriguezAranda & Martinussen, 2006 ).…”

Section: Word Associations and Response Time Datamentioning

confidence: 99%

“…In terms of group differences, L1 users produced signifi cantly more responses in the categories meaning: defi ning synonym (e.g., sofa → couch ) and position: collocation (e.g., black → coffee ), whereas L2 users produced signifi cantly more responses in the categories of meaning: context association (e.g., goals → football ), meaning: conceptual association (e.g., immigration → politics ), and form: similar in form only (e.g., soup → soap ). The individual differences were further explored and results suggested that within individuals, response profi les are consistent across both the L1 and L2 (Fitzpatrick, 2007(Fitzpatrick, , 2009.…”

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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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“…Wolter (2001) feels the S-P shift would be better described as a "shift from semantically meaningless responses to semantically meaningful responses". Recent studies have also questioned whether a division between L1 and L2 lexicons is actually so prominent, based on the discovery that NSs are not so homogeneous after all (Nilson & Henriksen, 2006;Fitzpatrick, 2007). In addition, the use of lesser-known prompt words revealed that NS and NNS associations were similar in the proportions of paradigmatic, syntagmatic, and clang responses produced (Wolter, 2001;Fitzpatrick, 2006;Zareva, 2007).…”

Section: Introductionmentioning

confidence: 99%

Investigating the Role of L2 Language Proficiency in Word Association Behavior of L2 Learners: A Case of Iranian EFL Learners

Khazaeenezhad¹,

Alibabaee²

2013

TPLS

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Abstract-In the last few decades word association research has provided precise insight into the development and organization of the mental lexicon; however, there is still sufficient ground for more exploration to gain a better understanding of how L2 learners' mental lexicon might be organized and how word association behavior may vary according to L2 proficiency level. This paper was intended to investigate the development of mental lexicon through a psycholinguistic experiment and more specifically, to explore Index Terms-mental lexicon, language proficiency, word association behavior, syntagmatic relation, paradigmatic relation

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Word association patterns: unpacking the assumptions

Cited by 74 publications

References 24 publications

Exploration of the relationship between word-association and learners’ lexical development with a focus on American L1 and Croatian L2 speakers

Exploration of the relationship between word-association and learners’ lexical development with a focus on American L1 and Croatian L2 speakers

Word Association in L1 and L2

Investigating the Role of L2 Language Proficiency in Word Association Behavior of L2 Learners: A Case of Iranian EFL Learners

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