Literaturnachweis - Detailanzeige
| Autor/inn/en | Deacon, S. Helene; Campbell, Emily; Tamminga, Meredith; Kirby, John |
|---|---|
| Titel | Seeing the "Harm" in "Harmed" and "Harmful": Morphological Processing by Children in Grades 4, 6, and 8 |
| Quelle | In: Applied Psycholinguistics, 31 (2010) 4, S.759-775 (17 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0142-7164 |
| DOI | 10.1017/S0142716410000238 |
| Schlagwörter | Language Processing; Morphology (Languages); Grade 4; Grade 6; Grade 8; Task Analysis; Cues; Scores; Morphemes |
| Abstract | This study examined morphological processing of inflected and derived words by children in Grades 4, 6, and 8. Participants were shown root forms and inflected, derived, and orthographic control items (e.g., "harm", "harmed", "harmful", or "harmony"), followed by a fragment completion task (e.g., completing "h a_ _"). Participants were equally likely to complete the fragment with the target root (e.g., "harm" for "h a_ _") following priming with inflected or derived forms. This reflected a morphological effect; priming scores were higher for the inflected and derived forms than for orthographic counterparts. These effects were consistent across the grades studied, suggesting that morphological processing of inflected and derived words has a similar time course across Grades 4, 6, and 8. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/action/displayJournal?jid=APS |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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