29.4803, Books: Developing semantic networks: Spätgens

[The LINGUIST List]

LINGUIST List: Vol-29-4803. Tue Dec 04 2018. ISSN: 1069 - 4875.

Subject: 29.4803, Books: Developing semantic networks: Spätgens

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Date: Tue, 04 Dec 2018 10:33:29
From: Karijn Hootsen [lot-fgw at uva.nl]
Subject: Developing semantic networks: Spätgens

 


Title: Developing semantic networks 
Subtitle: Individual differences in Dutch monolingual and bilingual children’s
semantic knowledge and reading comprehension 
Series Title: LOT Dissertation Series  

Publication Year: 2018 
Publisher: Netherlands Graduate School of Linguistics / Landelijke (LOT)
	   http://www.lotpublications.nl/
	

Book URL: https://www.lotpublications.nl/developing-semantic-networks 


Author: Tessa Marie Spätgens

Paperback: ISBN:  9789460932908 Pages: 199 Price: Europe EURO 31.00


Abstract:

Vocabulary knowledge is a fundamental requirement for school success, not
least because of its importance for the acquisition of literacy skills.
However, the acquisition of word knowledge entails more than simply extending
vocabulary size. In this dissertation, three other aspects of word knowledge
were studied: firstly, semantic access, that is the speed with which words’
semantic representations are retrieved; secondly, the structure of
individuals’ semantic networks, i.e. the relative prominence of different
types of semantic relations represented within these networks; and thirdly,
the amount of priming, i.e. automatic activation, of these semantic relations.
For each of these aspects of word knowledge, the contribution to individual
differences in reading comprehension was assessed, in an attempt to tease
apart the vocabulary components that feed into the complex skill that is
comprehension. Additionally, differences between monolingual and bilingual
minority children were studied.
 
The three empirical studies comprising this dissertation – word association,
single-word semantic priming and sentence-level semantic priming – showed
limited significant differences between monolingual and bilingual
participants. On each of the focal vocabulary aspects and most other tasks
such as reading comprehension and vocabulary size, the bilingual minority
children appeared to perform similarly to their monolingual peers. The
predictive value of the vocabulary measures for individual differences in
reading comprehension was also found to be limited: although significant
contributions of certain associative preferences could be identified, semantic
access and priming showed no significant influence on the reading
comprehension scores. Overall, the findings emphasize size as the main
component contributing to reading comprehension.
 



Linguistic Field(s): Language Acquisition
                     Semantics


Written In: English  (eng)

See this book announcement on our website: 
http://linguistlist.org/pubs/books/get-book.cfm?BookID=131933




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