Does children ,s provision of justifications in the association task increase with increased
exposure to the lexical items ?
• No significant differences were found over time.
Does the children’s prior knowledge of the lexical items influence the provision of
justifications in the association task?
• No significant differences were found by the children’s prior knowledge of the lexical
items.
Is the provision of justifications in the association task influenced by the semantic domain
of the lexical items?
• No significant differences were found by semantic domain.
To what extent does the child’s prior lexical knowledge (Comprehension and Naming)
influence the provision of justifications in the association task?”
Baseline Comprehension Vocabulary
• There was a trend for the children with high level baseline comprehension vocabulary
to provide more justifications than children with low level baseline comprehension
vocabulary. Separate analysis for each group demonstrated the same pattern.
Significant differences were found for the Lexical contrast group during post test 1.
Baseline Naming Vocabulary
• There was a trend for the children with high level baseline naming vocabulary to
provide more justifications than children with low level baseline naming vocabulary.
Significant differences were found for post test 1. The same analysis was repeated for
each group. The same pattern was found for all of them.
Types of justifications
• Children provided “perceptual”, “semantic”, and “thematic” justifications for their
associations. Across testing, they provided significantly more “perceptual” than
“semantic” and “thematic” justifications. In addition, during post test 2, they provided
significantly more “semantic” than “thematic” justifications.
248
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