Overview

This 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 Details

Author:   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:  

9780631224433

ISBN 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  
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Table of Contents

Abstract 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 188

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Author Information

Jeremy 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.

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