p<.005). Separate analysis for each group revealed the same pattern. Significant differences
were found for the Control group (Mann-Whitney U: Z=2.3, p<.05).
World knowledge questions
Children with high level baseline comprehension vocabulary performed better in the “world
knowledge” questions than children with low level baseline comprehension vocabulary.
However, the differences were not significant. Separate analysis for each group
demonstrated the same pattern. Significant differences were found for the Ostensive
definition group (Mann-Whitney U: Z=2.1, p<.05) and the Definition group (Mann-Whitney
U: Z=2.2, p<.05) during post test 1.
Furthermore, children with high level baseline naming vocabulary performed better than
children with low level vocabulary knowledge. Significant differences were found for post
test 3 (Mann-Whitney U: Z=2.8, p<.005). Separate analysis for each group revealed the same
pattern, however the differences were not significant.
Key findings from the short questions task
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
• Children’s performance on the “categorisation questions” differed significantly by
group during post test 2 and post test 3 but not post test 1.
• During post test 2 the Definition group performed significantly better than the
Ostensive definition and Lexical contrast group. During post test 3 the Definition
group performed significantly better than all the other groups.
Word knowledge questions
• Children’s performance in the world knowledge questions differed significantly by
group across testing.
• During post test 2 the Lexical contrast and Definition group performed significantly
better than the Ostensive definition group. During post test 3 the Lexical contrast and
233
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