NVESTIGATING LEXICAL ACQUISITION PATTERNS: CONTEXT AND COGNITION



Comparison of children’s performance between the two post tests within each linguistic
condition revealed the same pattern.

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

No significant differences were found in children’s performance on the definition task by
their existing vocabulary (see Table in Appendix 5.9) and linguistic condition.

To what extent does children’s performance on the definition task differ by their
phonological memory?

Children with high phonological memory performed significantly better than children with
low phonological memory during the Immediate post test (Mann-Whitney: Z=2.2, p<.05) (see
Table in Appendix 5.10). A trend for significance was found during the delayed post test. The
same pattern was found within each age group and linguistic condition. Significant
differences were found for the Lexical contrast condition (Mann-Whitney: Z=1.8, p<.05) in
the immediate post test.

Error Analysis

An Error analysis was carried out to identify the different types of properties mentioned in
children’s definitions. These are presented in Table 5.11 below.

Table 5.11 Properties mentioned in children’s definitions___________________________

Properties_________________

_________________Description__________________________________

Don’t know

If no attempt was made by the child to define the word

Irrelevant responses

When the child made an attempt to define the object but this
was unsuccessful, e.g. “Make bubbles” for the abez.

Perceptual properties

Mention of perceptual properties e.g., “it is long and brown
for the abez”

Functional properties

Mention of functional properties e.g. “you play a song” for the
abez and “someone sleeps in it, Indians go in it” for the feber

Basic level word

Use of a basic level word from the same category, e.g. “ a
flute, a recorder, ” for the abez and “ a tent, a camp” for the
feber

Superordinate level word

Use of a superordinate level word, e.g. “musical instrument”
for the abez and “Ьопче” for the feber___________________________

140



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