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Direct linkHa, Oh-Ryeong; Cashon, Cara H.; Holt, Nicholas A.; Mervis, Carolyn B. – Developmental Science, 2020
Associative word learning, i.e., associating a word with an object, is an important building block of early word learning for TD infants. This study investigated the development of word-I object associations by TD infants and infants and toddlers with Williams syndrome (WS), a rare genetic disorder associated with delayed language and cognitive…
Descriptors: Expressive Language, Vocabulary, Infants, Toddlers
Hayashi, Yuko; Murphy, Victoria – Language Learning Journal, 2011
Developing morphological awareness (MA) is an essential component of vocabulary growth, given that it can contribute to enhanced depth of vocabulary knowledge and provides a pathway to deeper associations with more members of a word family. Despite the considerable body of vocabulary research, specific relationships between different aspects of MA…
Descriptors: Semantics, Second Language Learning, Metalinguistics, Vocabulary Development
Peer reviewedHarrison, Robert H.; And Others – American Journal of Mental Deficiency, 1975
Descriptors: Associative Learning, Exceptional Child Research, Expressive Language, Mental Retardation
Download full textWebb, Stuart – Reading in a Foreign Language, 2007
This article examines the effects of synonymy (i.e., learning words with and without high-frequency synonyms that were known to the learners) on word knowledge in a study of 84 Japanese students learning English. It employed 10 tests measuring 5 aspects of word knowledge (orthography, paradigmatic association, syntagmatic association, meaning and…
Descriptors: Sentences, Vocabulary Development, English (Second Language), Japanese
Hennings, Dorothy G.; Grant Barbara M. – NJEA Review, 1972
Teacher needs to analyze the components of his style, discover excessive activity, experiment with motions and perfect his skill if he is to use body language as an effective communication medium. (RB)
Descriptors: Associative Learning, Classroom Communication, Expressive Language, Kinesthetic Methods
Peer reviewedHall, Penelope K.; Jordan, Linda S. – Language, Speech, and Hearing Services in Schools, 1987
An adaptation of the Fluency in Controlled Association subtest of the Boston Diagnostic Aphasia Examination was administered to language-disordered (N=123) and non-disabled (N=286) kindergarten through ninth-grade students. Lack of significant differences on this task suggests that it may not be an appropriate screening device for identifying…
Descriptors: Aphasia, Associative Learning, Elementary Education, Expressive Language
Johnson, Richard L.; George, Thomas W. – Tennessee Education, 1975
A sequential, developmental plan for teaching reading via the auditory process is discussed. (JC)
Descriptors: Associative Learning, Auditory Discrimination, Auditory Tests, Auditory Training
Hollis, John H.; And Others – Analysis and Intervention in Developmental Disabilities, 1986
Four severely/profoundly hearing-impaired preschool children (ages 4-5) were given six vocabulary tasks (receptive, associative, and expressive) involving auditory and visual sensory modalities. Data confirmed that lipreading (visual modality) could be substituted for speech. However, for novice lipreaders, words with auditory-visual confusions…
Descriptors: Associative Learning, Deafness, Expressive Language, Hearing Impairments
Peer reviewedSchmitt, Norbert; Meara, Paul – Studies in Second Language Acquisition, 1997
English-as-a-Second-Language students in Japan were tested at the beginning and the end of the school year to examine changes in word associations and grammatical suffix knowledge. Results showed an average vocabulary gain of 330 words, a poor knowledge of the allowable suffixes for the verbs learned, and 19 to 25 percentage points more receptive…
Descriptors: Achievement Gains, Associative Learning, English (Second Language), Expressive Language
