(Wilcoxon, Z=2.4, p<.05) and Lexical contrast condition (Wilcoxon: Z= 2.9, p<.005). There
was a trend for significance for the Definition condition.

To what extent does children ^,s performance on the multiple choice task differ by their
existing vocabulary?

The children with high existing vocabulary performed better than the children with low
existing vocabulary for both post tests (see Table in the Appendix 5.9). However, the
differences were not significant in neither of the post tests. The same pattern was found
within each age group but the differences were not significant, while the differences for the
youngest age group tended towards significance for both post tests. Furthermore, whether
the same pattern was evident within each linguistic condition was also investigated, however
no significant differences were found.

To what extent does children ^,s performance on the Multiple choice task differ by their
phonological memory?

The children with high phonological memory performed better than the children with low
phonological memory in both post tests (see Table in Appendix 5.10). No significant
differences were found during the immediate post test, while the differences tended towards
significance during the delayed post test. The same pattern was found within each age group,
however the differences were not significant (. Whether the same pattern was evident within
each linguistic condition was also investigated. No significant differences were found for any
of the conditions for both post tests, except for the Definition (Mann-Whitney: Z=2.2,
p<.05) and Lexical contrast condition (Mann-Whitney: Z=I .9, p<.05) during the delayed post
test. In both conditions, the children with high phonological memory performed significantly
better than the children with low phonological memory.

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