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How do children process words in stories? differential semantic and perceptual processing of words read in context and isolation

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How do children process words in stories? differential semantic and perceptual processing of words read in context and isolation

Levesque, Kyle (2010) How do children process words in stories? differential semantic and perceptual processing of words read in context and isolation. Masters thesis, Concordia University.

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Abstract

Many researchers have endeavoured to clarify whether children are more successful when learning words in context or in isolation. However, the cognitive processes elicited during contextual and isolated-word reading have yet to be examined in children. The current study investigated whether semantic and perceptual processes are differentially activated when words are read in context and isolation. Twenty-two younger children (7- 9 years old), 21 older children (11 -13 years old), and 24 undergraduates (18 - 35 years old) were exposed to a total of 20 target words: 10 words were read in a story (context) and 10 different words were read in a list (isolation). Participants then completed a surprise explicit recall task as a gauge of semantic processing and an implicit word stem-completion task as a gauge of perceptual processing. Words read in isolation were both explicitly recalled and used on the implicit word-stem task to a greater extent than words read in context. The results are discussed in terms of their relation to semantic and perceptual processes.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Thesis (Masters)
Authors:Levesque, Kyle
Pagination:v, 76 leaves : ill. ; 29 cm.
Institution:Concordia University
Degree Name:M.A.
Program:Child Study
Date:2010
Thesis Supervisor(s):Martin-Chang, Sandra
ID Code:979556
Deposited By: Concordia University Library
Deposited On:09 Dec 2014 18:01
Last Modified:18 Jan 2018 17:49
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