Frequency effects in reading are powerful – But is contextual diversity the more important variable?

Catherine L. Caldwell‐Harris

doi:10.1111/lnc3.12444

FREQUENCY EFFECTS OR CONTEXT EFFECTS IN SECOND LANGUAGE WORD LEARNING

Studies in Second Language Acquisition ◽

10.1017/s0272263113000375 ◽

2013 ◽

Vol 35 (4) ◽

pp. 727-755 ◽

Cited By ~ 20

Author(s):

Scott A. Crossley ◽

Nicholas Subtirelu ◽

Tom Salsbury

Keyword(s):

Second Language ◽

Word Frequency ◽

Context Effects ◽

Word Production ◽

Machine Learning Algorithms ◽

Oral Discourse ◽

Contextual Diversity ◽

Frequency Effects ◽

Verb Acquisition ◽

Post Hoc

This study examines frequency, contextual diversity, and contextual distinctiveness effects in predicting produced versus not-produced frequent nouns and verbs by early second language (L2) learners of English. The study analyzes whether word frequency is the strongest predictor of early L2 word production independent of contextual diversity and distinctiveness and whether differences exist in the lexical properties of nouns and verbs that can help explain beginning-level L2 word production. The study uses machine learning algorithms to develop models that predict produced and unproduced words in L2 oral discourse. The results demonstrate that word frequency is the strongest classifier of whether a noun is produced or not produced in beginning L2 oral discourse, whereas contextual diversity is the strongest classifier of whether a verb is produced or not produced. Post hoc tests reveal that nouns are more concrete, meaningful, imageable, specific, and unambiguous than verbs, which indicates that lexical properties may explain differences in noun and verb production. Thus, whereas distributional properties of nouns may allow lexical acquisition on the basis of association through exposure alone (i.e., nouns may adhere to frequency effects), the abstractness and ambiguity found in verbs make them difficult to acquire based solely on repetition. Therefore, verb acquisition may follow a principle of likely need characterized by contextual diversity effects.

Download Full-text

Real Ear Sound Pressure Levels Developed by Three Portable Stereo System Earphones

American Journal of Audiology ◽

10.1044/1059-0889.0104.52 ◽

1992 ◽

Vol 1 (4) ◽

pp. 52-55 ◽

Cited By ~ 4

Author(s):

Gail L. MacLean ◽

Andrew Stuart ◽

Robert Stenstrom

Keyword(s):

High Frequency ◽

Sound Pressure ◽

Low Frequency ◽

Test System ◽

Output Frequency ◽

Frequency Effects ◽

Adult Men ◽

Frequency Responses ◽

Significant Difference ◽

Sound Pressure Levels

Differences in real ear sound pressure levels (SPLs) with three portable stereo system (PSS) earphones (supraaural [Sony Model MDR-44], semiaural [Sony Model MDR-A15L], and insert [Sony Model MDR-E225]) were investigated. Twelve adult men served as subjects. Frequency response, high frequency average (HFA) output, peak output, peak output frequency, and overall RMS output for each PSS earphone were obtained with a probe tube microphone system (Fonix 6500 Hearing Aid Test System). Results indicated a significant difference in mean RMS outputs with nonsignificant differences in mean HFA outputs, peak outputs, and peak output frequencies among PSS earphones. Differences in mean overall RMS outputs were attributed to differences in low-frequency effects that were observed among the frequency responses of the three PSS earphones. It is suggested that one cannot assume equivalent real ear SPLs, with equivalent inputs, among different styles of PSS earphones.

Download Full-text

Experience Matters

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000423 ◽

2020 ◽

Vol 228 (4) ◽

pp. 254-263 ◽

Cited By ~ 1

Author(s):

Pedro S. Mendes ◽

Karlos Luna ◽

Pedro B. Albuquerque

Keyword(s):

Word Frequency ◽

High Frequency ◽

Recall Test ◽

Judgments Of Learning ◽

Direct Experience ◽

Frequency Effects ◽

Actual Frequency ◽

Actual Word ◽

High Frequency Words

Abstract. The present study tested if word frequency effects on judgments of learning (JOLs) are exclusively due to beliefs or if the direct experience with the items also plays a role. Across four experiments, participants read prompts about the frequency of the words (high/low), which could be congruent/incongruent with the words’ actual frequency. They made pre-study JOLs (except Experiment 1b), immediate JOLs, and completed a recall test. If experience drives the effect, JOLs should be based on actual word frequency rather than the prompts. Results showed higher pre-study JOLs for prompts of high frequency, but higher immediate JOLs for high-frequency words regardless of the prompt, suggesting an effect of direct experience with the words. In Experiments 2 and 3, we manipulated participants’ beliefs, finding a small effect of beliefs on JOLs. We conclude that, regarding word frequency, direct experience with the items seems more relevant than beliefs when making immediate JOLs.

Download Full-text