multiple choice task than the other tasks. They also performed significantly better on the
naming than the analogy and contrast task. They performed significantly better on the
inference task than the other tasks except the multiple choice task. Children’s performance
was also significantly better on the definition and sentence generation task than the analogy
and contrast task. Children also performed significantly better on the sentence generation than
the naming task. No significant differences were found between children’s performance on
the analogy and contrast tasks (a floor effect was observed) as well as between the definition
and sentence generation tasks and the definition and naming tasks (see Appendix 5.29 for the
statistics).
During the delayed post test the children performed significantly better on the multiple choice
task than the other tasks except for the inference task. They also performed significantly
better on the naming than the contrast task. Children also performed significantly better on
the inference task than the other tasks except for the multiple choice task. Children’s
performance was also significantly better on the analogy than the contrast task. They also
demonstrated significantly better performance on the definition than the naming, analogy and
contrast tasks. Lastly, children performed significantly better on the sentence generation task
than the naming, contrast and definition tasks (see Appendix 5.30 for the statistics).
5.4.3.2 Are there any correlations between children’s performance on the
naming and multiple choice task?
A series of bivariate correlations were carried out to investigate whether children’s
performance on the multiple choice task was correlated with their performance on the naming
task. There was a trend for children’s performance on the multiple choice task to correlate
with children’s performance on the naming task during the immediate post test, whereas a
significant correlation between the two measures was found during the delayed post test (see
Appendix 5.31 for correlations).
5.4.3.3 Are there any correlations between children ,sperformance on the naming
and the other comprehension tasks for both post tests ?
A series of bivariate correlations between scores in the naming task and the other
comprehension tasks were carried out. During the immediate post test children’s performance
on the naming task was significantly correlated with their performance on the analogy,