ASSOCIATIVE CLUSTERING AS A FUNCTION OF VERBAL ASSOCIATION STRENGTH

1958 ◽  
Vol 4 ◽  
pp. 127 ◽  
Author(s):  
JAMES J. JENKINS
Keyword(s):  
Association Strength ◽  
Verbal Association

Associative clustering in the recall of children as a function of verbal association strength

1965 ◽  
Vol 2 (1) ◽  
pp. 58-66 ◽  
Author(s):  
David A. Wicklund ◽  
David S. Palermo ◽  
James J. Jenkins
Keyword(s):  
Association Strength ◽  
Verbal Association

Response transfer as a function of verbal association strength.

1966 ◽  
Vol 71 (1) ◽  
pp. 138-142 ◽  
Author(s):  
Lynn K. Brown ◽  
James J. Jenkins ◽  
Joyce Lavik
Keyword(s):  
Association Strength ◽  
Verbal Association ◽  
Response Transfer

Associative Clustering as a Function of Verbal Association Strength

1958 ◽  
Vol 4 (1) ◽  
pp. 127-136 ◽  
Author(s):  
James J. Jenkins ◽  
Walter D. Mink ◽  
Wallace A. Russell
Keyword(s):  
Association Strength ◽  
Verbal Association

Verbal Association Strength and Response Transfer

1968 ◽  
Vol 39 (4) ◽  
pp. 1201
Author(s):  
Wylla D. Barsness ◽  
James J. Jenkins
Keyword(s):  
Association Strength ◽  
Verbal Association ◽  
Response Transfer

Forward Association Strength and False Memory

2011 ◽  
Author(s):  
Jason Arndt ◽  
Andy Hyatt ◽  
Divya Dethier ◽  
Emily Whitaker ◽  
Nina Hommel ◽  
...  
Keyword(s):  
False Memory ◽  
Association Strength ◽  
Forward Association

The Benefits of Quantifying Qualitative Brand Data

2016 ◽  
Vol 58 (3) ◽  
pp. 421-450
Author(s):  
Kaleel Rahman ◽  
Charles S. Areni
Keyword(s):  
Brand Equity ◽  
Knowledge Creation ◽  
Qualitative Data ◽  
Reliability And Validity ◽  
Free Association ◽  
Serial Order ◽  
Three Dimensions ◽  
Innovative Approach ◽  
Association Strength ◽  
Brand Associations

Researchers suggest quantification of qualitative data as an innovative approach to knowledge creation. Brand associations, a form of qualitative data, are common in measuring customer-based brand equity. The branding literature suggests that not all brand associations are equal. The strength, uniqueness and valence of brand associations need to be considered when assessing brand associations (Keller 1993). Although Keller's work is cited by many, no study has devised a method to quantify and integrate these three dimensions into a single index. This study provides an approach to address all three dimensions simultaneously. The approach first determines uniqueness of brand associations by coding associations into several mutually exclusive meaning categories. Then the serial order of free-association elicitation is used to assess association strength. The serial order, combined with a measure of valence, creates a quantification of open-ended brand associations called a ‘weighted valence index’ (WVI). In conclusion, the paper discusses the reliability and validity of the proposed measure.

N-gram use in EFL learners’ retelling and monologic tasks

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xiaopeng Zhang ◽  
Baoshan Zhao ◽  
Wenwen Li
Keyword(s):  
Foreign Language ◽  
Association Strength ◽  
College Level ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Oral Production ◽  
Speaking Proficiency ◽  
N Gram

Abstract This study examined n-gram use in oral production by Chinese college-level English as a foreign language (EFL) learners at four distinct proficiency levels. Thirty indices regarding range, frequency, and association strength of bi- and tri-grams obtained from retelling and monologic samples were analyzed. Results suggest that, i) the four proficiency levels differed in measures for frequency and association strength of bi- and tri-grams, ii) academic bi- and tri-gram proportions and association strength (captured by MI- and t-scores) were predictive of EFL speaking proficiency for both the retelling and monologic samples but the effects were small, and iii) EFL learners used more well-attested bi- and tri-grams in monologues than in retelling, demonstrating that higher rated samples tended to contain more strongly-associated bi- and tri-grams, a greater proportion of frequent attested academic tri-grams, and that EFL n-gram use was task-sensitive. These findings help enrich our understanding on EFL development of multi-word sequences and have potentially useful implications for EFL pedagogy.

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