Growth of a Functionally Important Lexicon
Growth of a Functionally Important Lexicon
复制标题
功能重要的词典的发展
DOI：
10.1080/10862969509547878
复制
发表时间：
1995
影响因子：
2.6
通讯作者：
Noreen A. Healy
中科院分区：
文献类型：
--
作者：
E. B. Zechmeister;Andrea M. Chronis;W. Cull;C. A. D'Anna;Noreen A. Healy
词汇量的文献目前提供了一个相当悲观的看法，直接教学在增加词汇量的作用。这种悲观情绪的一个主要原因是对个人所知道的单词总数的估计，以及为了影响正常的词汇增长而必须教授的单词数量。然而，当词汇量用词典中功能重要的单词的数量来表示时，对词汇量的估计就大大减少了。我们采用了一个中等规模的，但全面的英语词典中找到的主要条目列表作为功能重要词的定义。我们使用词典抽样方法和单词知识的多项选择测试，估计了初中生、大学生和老年人的词汇量。结果使我们建议，可能还没有一个作用，直接指令在影响词汇量的功能重要的话。
The vocabulary size literature currently provides a rather pessimistic view of the role for direct instruction in increasing vocabulary size. A major reason for this pessimism revolves around estimates of the total number of words that individuals know and, hence, the number of words that would have to be taught in order to affect significantly normal vocabulary growth. When vocabulary size is expressed in terms of the number of functionally important words in the lexicon, however, estimates of vocabulary size are dramatically reduced. We adopted as a definition of functionally important words the list of main entries found in a moderate-sized, yet comprehensive dictionary of the English language. Using a dictionary-sampling method and multiple-choice testing of word knowledge, we estimated the lexicon size of junior-high students, college students, and older adults. The results lead us to suggest that there may yet be a role for direct instruction in affecting lexicon size of functionally important words.
整个生命周期的日常记忆表现：年龄和非认知个体差异的影响。
影响因子：
3.7
作者：
West,RL;Crook,TH;Barron,KL
通讯作者：
Barron,KL
DOI：
10.1037//0278-7393.15.1.31
发表时间：
1989
期刊：
Journal of experimental psychology. Learning, memory, and cognition
影响因子：
--
作者：
Mitchell,DB
通讯作者：
Mitchell,DB