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1. Naming task: |
“What is this ?” |
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2. Definition task: |
“What do you think is an x ?” |
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3. Inference task: |
“How do we use it ?” |
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4. Analogy task: |
“Do you know anything else like that?” |
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5. Lexical contrast task: |
“Do you know something else different from this one ?” |
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6. Multiple choice task: |
“Can you point at the x ?” |
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7. Sentence generation task: |
Prompt in order to make up a sentence. |
The four cards that were used for the multiple choice task had the format of the BPVS plates.
Each plate showed four pictures. One of them was the target picture, the second one was a
phonological foil, the third was a semantic foil and the fourth one was an irrelevant foil.
However, in order to control that the children did not choose the target word because it was
the only one presented in the illustrations of the story, all the other three pictorial
representations of the foils that were presented in the post test were also included in the
illustrations of the stories.
Stage 3: Follow-up session-Post Test 2: One week was allowed to elapse before this session
begun. The children were again withdrawn from the class under the excuse of playing a game
with the experimenter. The experimenter asked the same questions as those used in the
introducing event for each target item.
4.3.3 Results
Stage 1: Pretest
All children could correctly identify pictures that were going to be used in the contrast
condition. In the case of the target words, all of the items -except from the sackets (sandals)
that many children knew the word-were chosen as experimental items because the majority
of the children did not know them, and for those children who offered an alternative answer,
this was not appropriate. The word sandals was not used in the main study.
Stage 2: Introducing Task - Post Test 1 & Post Test 2
The stories were quite understandable for the children as well as the illustrations. Also, the
children showed understanding of the questions they had to answer. The tasks worked well.
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