of the words was calculated. Each group could get a maximum score of 104 for each post
test. Figures 7.11 and 7.12 present the results for both sets of questions.

Figure 7.11 Total number of correct responses in the “categorisation questions” by
group across testing

I I Control           LJ PhO-ControI

I Oste-Definition    H Lex-Contrast

і j Definition

Figure 7.12 Total number of correct responses in the “world knowledge” questions by
group across testing

Posttestl Post test 2 Post test 3

I I Control            Fl Pho-Control

S Oste-Deflnltion   H Lex-Contrast

I___: Definition

The previous figures show the same pattern as that shown in Table 7.11, nevertheless, to a
lower degree. In addition, comparison between the two sets of questions revealed that the
children performed significantly better in the “world knowledge" than the “categorisation"
questions across testing (Wilcoxon, Pl: Z=5.8, p<.0000; P2: Z= 4.7, p<.0000; P3: Z=8.1,
p<.0000).

Is there a differential impact of the type of exposure to new lexical items that the children
receive on their performance in the short questions task ?

Categorisation questions

Three separate One Way Analyses of Variance were carried out with group as the
independent variable and score in the categorisation questions as the dependent variables.

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