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OverviewThis monograph studies research conducted for the purpose of investigating the relationship between vocabulary recognition and morphological knowledge during the early and middle elementary school years. The findings suggest that lexical development can be characterized in terms of increasing morphological complexity, and as a child ages, the proportion of known complex words that the child figured out by analyzing their morphological structure increased. Full Product DetailsAuthor: Jeremy M. Anglin (University of Waterloo, Canada)Publisher: John Wiley and Sons Ltd Imprint: Wiley-Blackwell Edition: New edition Dimensions: Width: 15.60cm , Height: 1.00cm , Length: 22.90cm Weight: 0.255kg ISBN: 9780631224433ISBN 10: 0631224432 Pages: 196 Publication Date: 01 June 2000 Audience: College/higher education , Professional and scholarly , Undergraduate , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: Out of stock  The supplier is temporarily out of stock of this item. It will be ordered for you on backorder and shipped when it becomes available. Table of ContentsAbstract v I. Introduction 1 II. Estimating Children’s Vocabulary Knowledge 8 III. Morphological Development 27 IV. Constructing a Basis for Estimating Vocabulary Knowledge 43 V. A Study of Vocabulary Development in Elementary School Children 57 VI. Distinguishing Potentially Knowable Words from Psychologically Basic Vocabulary 80 VII. Vocabulary Development and the Growth of Morphological Knowledge 118 Appendix: The 196 Words on Which Children were Tested, with Comments on their Morphological Classifications 153 References 157 Acknowledgements 166 Commentary On Anglin’s Analysis of Vocabulary Growth 167 George A. Miller and Pamela C. Wakefield Reply Knowing Versus Learning Words 176 Jeremy M. Anglin Contributors 187 Statement of Editorial Policy 188ReviewsAuthor InformationJeremy M. Anglin received his Ph.D. from Harvard University in 1970. He is associate professor of psychology and currently the chair of the Developmental Psychology Division at the University of Waterloo. His research interests include language acquisition and cognitive development. Several of his recent studies have focused on lexical, semantic, and conceptual development during childhood. He has previously been a consulting editor for the Monographs of the Society for Research in Child Development and has served on the editorial board of Child Development. He is the author of The Growth of Word Meaning and of Word, Object, and Conceptual Development and the editor of Beyond the Information Given: Studies in the Psychology of Knowing. George A. Miller received his Ph.D. from Harvard University in 1946. He is a cognitive psychologist at Princeton University. Pamela C. Wakefield received her B.S. from Upsala College in 1982. She is a member of the research staff at Princeton University. Tab Content 6Author Website:Countries AvailableAll regions |
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