Araştırma Makalesi
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Development of Vocabulary Depth Test for Children in Group of Age between 4 - 6

Yıl 2020, Cilt: 35 Sayı: 1, 210 - 221, 31.01.2020

Öz

The purpose of this study is to develop a Vocabulary Depth Test (VDT), which assesses the depth trait of the semantic knowledge and to analyze the vocabulary depth performance of the typically developing children aged between 4 and 6. It is based on a cross-sectional design. In the designation of the study group, stratified sampling included in random sampling is used at the first stage and 3 schools from lower, medium and higher socio-economic level are designated. The study group contains in total 201 children who attend public or private pre-school education institutions in İzmir. The VDT contains 24 question words in syntagmatic relations, meronymy and paradigmatic relations in total presented in third sections with eight questions in each and all the illustrated question words in VDT, corresponding to one correct answer included in four alternatives in total, are presented verbally. The results obtained show that there is a developmental order from the words with syntagmatic relations to words with paradigmatic relations. When the VDT performances of children at different socio-economic levels are considered, there is a significant difference in the average of the children from lower socio-economic level when compared to those from medium or higher socio-economic level.

Kaynakça

  • Adlam, A. L. R., Patterson, K., Bozeat, S. and Hodges, J. R. (2010) The cambridge semantic memory test battery: detection of semantic deficits in semantic dementia and alzheimer's disease. Neurocase, 1; 1 – 15. doi: 10.1080/13554790903405693
  • Afshari, S. and Tavaloki, M. (2016). The relationship between depth and breadth of vocabulary knowledge and Iranian EFL learners’ listening comprehension. International Journal of Research Studies in Language Learning, 6; 3, 13 - 24.
  • Ahioğlu – Lindberg, E. N. (2011). Piaget ve ergenlikte bilişsel gelişim. Kastamonu Eğitim Dergisi, 19 (1), 1 – 10.
  • Aksu-Koç, A., Küntay, A., Acarlar, F., Maviş, İ., Sofu, H., Topbaş, S. ve Turan, F. (2009). Türkçe' de Erken Sözcük ve Dilbilgisi Gelişimini Ölçme ve Değerlendirme Çalışması Türkçe İletişim Gelişimi Envanterleri: TİGE-I ve TİGE - II. TÜBİTAK'a sunulmuş rapor, Proje No: 107K058.
  • Alt, M. and Plante, E. (2006). Factors that influence lexical and semantic fast mapping of young children with specific language impairment. Journal of Speech and Language Hearing Research, 49 (5), 941 - 54. DOI: 10.1044/1092-4388(2006/068)
  • Asher, R. E. (1994). The encyclopedia of language and linguistics. Journal of Linguistics, 30 (2), 551 – 555.
  • Baddeley, A. (1999). Essentials of human memory psychology East Sussex: Press Ltd.
  • Bardakçı, M. (2016). Breadth and depth of vocabulary knowledge and their effects on L2 vocabulary profiles. English Language Teaching, 9 (4), 239 – 250.
  • Battaglia, D. (2013). Word Assocsation and semantic priming in individuals with autism spectrum disorders. Dissertation Abstracts International, 74, i – 99.
  • Bolger, P. and Zapata, G. (2011). Semantic categories and context in L2 vocabulary learning. A Journal of Research in Language Studies, 61 (2), 614 – 646. doi: 10.1111/j.1467-9922.2010.00624.x
  • Boucher, J., Bigham, S., Mayes, A. ve Muskett, T. (2008). Recognition and language in low functioning autism. Journal of Autism Developmental Disorders, 38, 1259 – 1269.
  • Bowers, L., Huisingh, R., LoGiudice, C. & Orman, J. (2014). The Word Test 3. Janelle Publications.
  • Bozeat, S., Ralph, M. A. L., Patterson, K., Garrard, P. and Hodges, J. (2000). Non-verbal semanticimpairment in semantic dementia. Neuropsychologia, 38, 1207–1215. doi:10,1016/S0028-3932(00)00034-8.
  • Brown, A. N. (1975). The development of memory: knowing, knowing about knowing and knowing how to know. In H. Reese (Ed.). Advences in child development and behaviour. New York: Akademik Press.
  • Brown, R. and Berko, J. (1960). Word association and the acquisition of grammar. Child Development, 31, 1-14.
  • Christ, T. (2011). Moving past “right” or “wrong” toward a continuum of young children’s semantic knowledge.Journal of Literacy Research, 43, 130–158. doi:10.1177/1086296X11403267
  • Cronin, V. (2002). The syntagmatic – paradigmatic shift and reading development. Journal of Child Language, 29, 189 – 204.
  • Cruse, D. A. (1986). Lexical semantics. England: Cambridge University Press.
  • DiPisa, T. (2016). The syntagmatic-paradigmatic shift in word associations evidence from multilinguals and monolinguals.(MasterThesis).Retrievedfrom:https://search.proquest.com/openview/484b4931ff43948f4675df4b883afe64/1?pqorigsite=gscholar&cbl=18750&diss=y
  • DeLuca, J., Lengenfelder and P.J. Eslinger (2004). Memory and learning. In . M.Rizzo and P.J.Eslinger (Eds.). Principles and practice of behavioral neuropsychology. USA: Elsevier Inc.
  • Entwisle, D. R. (1966). Form class and children's word associations. Journal of Verbal Learning and Verbal Behavior, 5, 558 - 565.
  • Entwisle, D. R., Forsyth, D. F. and Muuss. (1964). The syntagmatic - paradigmatic shift in children's word associations. Journal of Verbal Learning and Verbal Behavior, 3, 19 - 29.
  • Ervin, S. M. (1961). Changes with age in the verbal determinants of word association. American Journal of Psychology, 74, 361 - 372.
  • Graf, P. and Schacter, D. L. (1985). Implicit and explicit memory for new associ-ations in normal and amnesic subjects. Journal of Experımental Psychology: Learning, Memory and Cognition, 11, 501 - 518.
  • Hackman, D. A. and Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13 (2), 65 – 73.
  • Hackman, D. A., Farah, M. J. and Meaney, M. J. (2010). Socioeconomic status and the brain: mechanistic insights from human and animal research. Nature Review Neuroscience, 11 (9), 651 - 9. doi: 10.1038/nrn2897.
  • Haebig, E., Kaushanskaya, M. and Weismer, S. E. (2015). Lexical processing in school – age childeren with autism spectrum disorder and children with specific language ımpairment: the role of semantics. Journal of Autism Developmental Disorder, 45, 4109 – 4123.
  • Hall, J., McGregor, K. K. and Oleson, J. (2017). Weaknesses in lexical-semantic knowledge among college students with specific learning disabilities: evidence from a semantic fluency task. Journal of Speech, Language, and Hearing Research, 60 (3), 640 – 653.
  • Herbert, R. (2016). Semantic assessment in aphasia. Research ID: TSA JRTF 2011/01,University of Sheffield.
  • Howard, D. and Patterson, K. (1992). Pyramids and palm trees: A test of semantic access from pictures and words. Bury St Edmunds: Thames Valley Test Company.
  • Jacoby, L. L., Shimizu, Y., Daniels, K. A. and Rhodes, M. G. (2005). Modes of cognitive control in recognition and source memory: Depth of retrieval. Journal of Psychonomic Bulletin & Review 12 (5), 852 - 857.
  • Jones, M. N., Willits J. and Dennis, S. (2015). Models of semantic memory. In J. R. Busemeyer and J. T. Townsend (Eds.) 232 - 254. Oxford Handbook of Mathematical and Computational Psychology. Oxford: Oxford Press.
  • Kalaycıoğlu, S., Çelik, K., Çelen, Ü. ve Türkyılmaz, S. (2010). Temsili Bir Örneklemde Sosyo-Ekonomik Statü (SES) Ölçüm Aracı Geliştirilmesi: Ankara Kent Merkezi Örneği. Sosyoloji Araştırmaları Dergisi, 13 (1), 182 – 220.
  • Keith, M. and Nicoladis, E. (2013). The role of within-language vocabulary size in children's semantic development: evidence from bilingual children. Jounal of Child Language, 40 (4): 873 - 84. doi: 10.1017/S0305000912000268.
  • Korat, O., Klein, P. S. and Segal-Drori, O. (2007). Maternal mediation in book reading, home literacy environment, and children's emergent literacy: A comparison between two social groups. Reading and Writing, 30, 361 - 398.
  • Laws G, Briscoe, J., Ang, S-Y., Brown, H., Hermena, E. and Kapikian, A. (2014). Child neuropsychology: a journal on normal and abnormal development in childhood and adolescence. Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence, doi: 10.1080/09297049.2014.917619
  • Lawrence, B. and Seifert, D. (2016): Test of Semantic Reasoning Manual, Academic Theraphy Publication
  • Li, M. and Kirby, J. R. (2015). The effects of vocabulary breadth and depth on english reading. Applied Linguistics, 36 (5), 611 – 634.
  • Löfkvist, U, Almkvist, O., Lyxell, B, and Tallberg, I. M. (2014). Lexical and semantic ability in groups of children with cochlear implants, language ımpairment and autism spectrum disorder, International Journal of Pediatric Ororhonolarygology, 78, 253 – 263.
  • Maviş, İ. (2000) Anlam gelişimi. S. Topbaş (Ed.), Çocukta dil ve kavram gelişimi. 3. Baskı. Eskişehir: Anadolu Üniversitesi Yayınları.
  • McKone, E. and Murphy, B. (2000). Implicit false memory: effects of modality and multiple study presentations on long-lived semantic priming. Journal of Memory and Language, 43 (1), 89 – 109.
  • Murphy, M. L. (2003). Semantic relations and the lexicon: antonymy, synonymy and other paradigms. England: Cambridge University Press.Nash, H. M. and Snowling, M. J. (2008). Semantic and phonological fluency in children with down sydrome: atypical organization of language or less efficient retrieval strategies? Cognitive Neuropsychology, 25 (5), 690 – 703.
  • Nelson, K. (1977). The sytagmatic – paradigmatic shift revisited: review of research and theory. Psychological Bulletin, 84, 93 – 116.
  • Nelson, N. W. (1995). Childhood language disorders. In context infancy through adolesence. USA: Allyn and Bacon.
  • Qian, D. D. (1998). Depth of Vocabulary Knowledge: Assessing Its Role in Adults' Reading Comprehension in English as a Second Language. (Doctoral disseration). Canada: University of Toronto, Canada.
  • Parraudin, S. and Mounoud, P. (2009). Contribution of the priming paradigm to the understanding of the conceptual developmental shift from 5 to 9 years of age. Developmental Science, 12 (6), 956 – 977. doi: 10.1111/j.1467-7687.2009.00847.x
  • Read, J. (1998). Validating a test to measure depth of vocabulary knowledge. In A. Kunnan (Ed.), Validation in language assessment. Mahwah, NJ: Erlbaum.
  • Sat, Ş. (2011). 7 – 14 Yaş aralığındaki Türkçe konuşan çocukların sözel akıcılık becerilerinin değerlendirilmesi. (Yüksek Lisans Tezi). https://tez.yok.gov.tr/’den alınmıştır.
  • Sheng, L. and McGregor, K. K. (2010). Lexical - semantic organization in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 53, 146–159. doi:10.1044/1092-4388(2009/08-0160.
  • Sheng, L., Pena, E. D., Bedore, L. M. and Fiestas, E. (2012). Semantic deficits in spanish – english bilingual children with language impairment. Journal of Speech, Language, and Hearing Research, 55; 1 – 15.
  • Singh, L. and Harrow, M. S. (2014). Influences of semantic and prosodic cues on word repetition and categorization in autism. Journal of Speech, Language, and Hearing Research, 57 (5), 1064 – 1078.
  • Sümer, H. M. (2014). Kaynaştırma Ortamında Öğrenim Gören İşitme Engelli Öğrencilerin Sözcükleri Anlamsal İşlemleme Becerilerinin İşiten Okuyucularla Karşılaştırılması. (Yüksek Lisans Tezi) https://tez.yok.gov.tr/ ’ den alınmıştır.
  • Tulving, E. (1972). Episodic and semantic memory. In E. Tulving and W. Donaldson (Eds.), Organization of memory. (381-403). New York: Academic Press.
  • Tulving, E. and Pearlstone, Z. (1966). Availability versus accessibility of information in memory for words. Journal of Verbal Learning and Verbal Behavior, 5 (4), 381 – 391.
  • Tunçer, A. M. (2011). Türkçe konuşan yetişkin popülasyonun sözel akıcılık becerilerinin yaş, eğitim ve cinsiyete göre incelenmesi ve sözcük normlarının oluşturulması. (Doktora Tezi) https://tez.yok.gov.tr/’ den alınmıştır.
  • Turan, F. (2012). Dil ve konuşma bozuklukları. (Ed. Nilgün Metin). Özel gereksinimli çocuklar, Ankara: Maya Akademi.
  • Verhallen, M. and Schoonen, R. (1993). Lexical knowledge of monolingual and bilingual children. Applied Linguistics, 14 (4), 344 – 363.
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  • Willits, J. A., Wojcik, E. H., Seidenberg, M. S. and Saffran, J. R. (2013). Toddlers activate lexical semantic knowledge in the absence of visual referents: evidence from auditory priming. Infancy, 1- 23.
  • Woodrow, H. and Lowell, F. (1916). Children's association frequency tables. Psychological Monographs, 22 (5), i-110.
  • Yılmaz, E. (2012). Türkçe Konuşan 15 – 17 yaş aralığındaki çocukların sözel akıcılık değerlendirilmelerinde en sık ürettikleri sözcüklerin belirlenmesi, (Tezsiz Yüksek Lisans Projesi) https://tez.yok.gov.tr/ ’ den alınmıştır.
  • Yılmaz, F. (2012). Türkçe Konuşan 15 – 17 yaş aralığındaki çocukların sözel akıcılık becerilerinin cinsiyet, yaş, okul türü ve aile eğitim durumu açısından değerlendirilmesi, (Tezsiz Yüksek Lisans Projesi) https://tez.yok.gov.tr/ ’ den alınmıştır.
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4 – 6 Yaş Grubu Çocuklar İçin Sözcük Derinliği Testinin Geliştirilmesi

Yıl 2020, Cilt: 35 Sayı: 1, 210 - 221, 31.01.2020

Öz

Bu çalışmada semantik bilginin derinlik boyutunu değerlendiren Sözcük Derinliği Testi’nin (SDT) geliştirilmesi ve 4 – 6 yaşlar arasındaki normal gelişim gösteren çocuklarda sözcük derinliği performansının incelenmesi amaçlanmıştır. Çalışma tarama modellerinden kesitsel araştırma deseni ile yapılandırılmıştır. Çalışma grubunun belirlenmesinde ilk aşamada seçkisiz örnekleme yöntemlerinden tabakalı örnekleme yöntemi kullanılarak alt, orta ve üst sosyoekonomik düzeyden üçer okul belirlenmiştir. Bu okullara devam eden çocuklar arasından çalışma grubunun belirlenmesinde ise seçkisiz olmayan örnekleme yöntemlerinden amaçsal örneklemeye dayalı ölçüt örnekleme yönteminden yararlanılmıştır. Bu yolla oluşturulan çalışma grubunda İzmir ilinde yer alan resmi ve özel okul öncesi eğitim kurumlarına devam eden 103’ü kız, 98’i erkek olmak üzere toplam 201çocuk yer almaktadır. Yatay, parça – bütün ve dikey ilişkili sözcüklerin yer aldığı üç bölüm ve her bir bölümde sekiz soru sözcüğü olmak üzere toplam 24 soru sözcüğünden oluşan SDT’te resimlendirilmiş her bir soru sözcüğüne karşılık bir doğru cevabın bulunduğu dört seçenek sözel olarak sunulmaktadır. Elde edilen sonuçlar, yatay ilişkili sözcüklerden dikey ilişkili sözcüklere doğru gelişimsel bir sıranın olduğunu göstermektedir. Farklı sosyoekonomik düzeydeki çocukların SDT performanslarına bakıldığında ise alt sosyoekonomik düzeydeki çocukların ortalamalarının orta ve üst sosyoekonomik düzeydeki çocuklardan anlamlı düzeyde farklılık gösterdiği bulunmuştur.

Kaynakça

  • Adlam, A. L. R., Patterson, K., Bozeat, S. and Hodges, J. R. (2010) The cambridge semantic memory test battery: detection of semantic deficits in semantic dementia and alzheimer's disease. Neurocase, 1; 1 – 15. doi: 10.1080/13554790903405693
  • Afshari, S. and Tavaloki, M. (2016). The relationship between depth and breadth of vocabulary knowledge and Iranian EFL learners’ listening comprehension. International Journal of Research Studies in Language Learning, 6; 3, 13 - 24.
  • Ahioğlu – Lindberg, E. N. (2011). Piaget ve ergenlikte bilişsel gelişim. Kastamonu Eğitim Dergisi, 19 (1), 1 – 10.
  • Aksu-Koç, A., Küntay, A., Acarlar, F., Maviş, İ., Sofu, H., Topbaş, S. ve Turan, F. (2009). Türkçe' de Erken Sözcük ve Dilbilgisi Gelişimini Ölçme ve Değerlendirme Çalışması Türkçe İletişim Gelişimi Envanterleri: TİGE-I ve TİGE - II. TÜBİTAK'a sunulmuş rapor, Proje No: 107K058.
  • Alt, M. and Plante, E. (2006). Factors that influence lexical and semantic fast mapping of young children with specific language impairment. Journal of Speech and Language Hearing Research, 49 (5), 941 - 54. DOI: 10.1044/1092-4388(2006/068)
  • Asher, R. E. (1994). The encyclopedia of language and linguistics. Journal of Linguistics, 30 (2), 551 – 555.
  • Baddeley, A. (1999). Essentials of human memory psychology East Sussex: Press Ltd.
  • Bardakçı, M. (2016). Breadth and depth of vocabulary knowledge and their effects on L2 vocabulary profiles. English Language Teaching, 9 (4), 239 – 250.
  • Battaglia, D. (2013). Word Assocsation and semantic priming in individuals with autism spectrum disorders. Dissertation Abstracts International, 74, i – 99.
  • Bolger, P. and Zapata, G. (2011). Semantic categories and context in L2 vocabulary learning. A Journal of Research in Language Studies, 61 (2), 614 – 646. doi: 10.1111/j.1467-9922.2010.00624.x
  • Boucher, J., Bigham, S., Mayes, A. ve Muskett, T. (2008). Recognition and language in low functioning autism. Journal of Autism Developmental Disorders, 38, 1259 – 1269.
  • Bowers, L., Huisingh, R., LoGiudice, C. & Orman, J. (2014). The Word Test 3. Janelle Publications.
  • Bozeat, S., Ralph, M. A. L., Patterson, K., Garrard, P. and Hodges, J. (2000). Non-verbal semanticimpairment in semantic dementia. Neuropsychologia, 38, 1207–1215. doi:10,1016/S0028-3932(00)00034-8.
  • Brown, A. N. (1975). The development of memory: knowing, knowing about knowing and knowing how to know. In H. Reese (Ed.). Advences in child development and behaviour. New York: Akademik Press.
  • Brown, R. and Berko, J. (1960). Word association and the acquisition of grammar. Child Development, 31, 1-14.
  • Christ, T. (2011). Moving past “right” or “wrong” toward a continuum of young children’s semantic knowledge.Journal of Literacy Research, 43, 130–158. doi:10.1177/1086296X11403267
  • Cronin, V. (2002). The syntagmatic – paradigmatic shift and reading development. Journal of Child Language, 29, 189 – 204.
  • Cruse, D. A. (1986). Lexical semantics. England: Cambridge University Press.
  • DiPisa, T. (2016). The syntagmatic-paradigmatic shift in word associations evidence from multilinguals and monolinguals.(MasterThesis).Retrievedfrom:https://search.proquest.com/openview/484b4931ff43948f4675df4b883afe64/1?pqorigsite=gscholar&cbl=18750&diss=y
  • DeLuca, J., Lengenfelder and P.J. Eslinger (2004). Memory and learning. In . M.Rizzo and P.J.Eslinger (Eds.). Principles and practice of behavioral neuropsychology. USA: Elsevier Inc.
  • Entwisle, D. R. (1966). Form class and children's word associations. Journal of Verbal Learning and Verbal Behavior, 5, 558 - 565.
  • Entwisle, D. R., Forsyth, D. F. and Muuss. (1964). The syntagmatic - paradigmatic shift in children's word associations. Journal of Verbal Learning and Verbal Behavior, 3, 19 - 29.
  • Ervin, S. M. (1961). Changes with age in the verbal determinants of word association. American Journal of Psychology, 74, 361 - 372.
  • Graf, P. and Schacter, D. L. (1985). Implicit and explicit memory for new associ-ations in normal and amnesic subjects. Journal of Experımental Psychology: Learning, Memory and Cognition, 11, 501 - 518.
  • Hackman, D. A. and Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13 (2), 65 – 73.
  • Hackman, D. A., Farah, M. J. and Meaney, M. J. (2010). Socioeconomic status and the brain: mechanistic insights from human and animal research. Nature Review Neuroscience, 11 (9), 651 - 9. doi: 10.1038/nrn2897.
  • Haebig, E., Kaushanskaya, M. and Weismer, S. E. (2015). Lexical processing in school – age childeren with autism spectrum disorder and children with specific language ımpairment: the role of semantics. Journal of Autism Developmental Disorder, 45, 4109 – 4123.
  • Hall, J., McGregor, K. K. and Oleson, J. (2017). Weaknesses in lexical-semantic knowledge among college students with specific learning disabilities: evidence from a semantic fluency task. Journal of Speech, Language, and Hearing Research, 60 (3), 640 – 653.
  • Herbert, R. (2016). Semantic assessment in aphasia. Research ID: TSA JRTF 2011/01,University of Sheffield.
  • Howard, D. and Patterson, K. (1992). Pyramids and palm trees: A test of semantic access from pictures and words. Bury St Edmunds: Thames Valley Test Company.
  • Jacoby, L. L., Shimizu, Y., Daniels, K. A. and Rhodes, M. G. (2005). Modes of cognitive control in recognition and source memory: Depth of retrieval. Journal of Psychonomic Bulletin & Review 12 (5), 852 - 857.
  • Jones, M. N., Willits J. and Dennis, S. (2015). Models of semantic memory. In J. R. Busemeyer and J. T. Townsend (Eds.) 232 - 254. Oxford Handbook of Mathematical and Computational Psychology. Oxford: Oxford Press.
  • Kalaycıoğlu, S., Çelik, K., Çelen, Ü. ve Türkyılmaz, S. (2010). Temsili Bir Örneklemde Sosyo-Ekonomik Statü (SES) Ölçüm Aracı Geliştirilmesi: Ankara Kent Merkezi Örneği. Sosyoloji Araştırmaları Dergisi, 13 (1), 182 – 220.
  • Keith, M. and Nicoladis, E. (2013). The role of within-language vocabulary size in children's semantic development: evidence from bilingual children. Jounal of Child Language, 40 (4): 873 - 84. doi: 10.1017/S0305000912000268.
  • Korat, O., Klein, P. S. and Segal-Drori, O. (2007). Maternal mediation in book reading, home literacy environment, and children's emergent literacy: A comparison between two social groups. Reading and Writing, 30, 361 - 398.
  • Laws G, Briscoe, J., Ang, S-Y., Brown, H., Hermena, E. and Kapikian, A. (2014). Child neuropsychology: a journal on normal and abnormal development in childhood and adolescence. Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence, doi: 10.1080/09297049.2014.917619
  • Lawrence, B. and Seifert, D. (2016): Test of Semantic Reasoning Manual, Academic Theraphy Publication
  • Li, M. and Kirby, J. R. (2015). The effects of vocabulary breadth and depth on english reading. Applied Linguistics, 36 (5), 611 – 634.
  • Löfkvist, U, Almkvist, O., Lyxell, B, and Tallberg, I. M. (2014). Lexical and semantic ability in groups of children with cochlear implants, language ımpairment and autism spectrum disorder, International Journal of Pediatric Ororhonolarygology, 78, 253 – 263.
  • Maviş, İ. (2000) Anlam gelişimi. S. Topbaş (Ed.), Çocukta dil ve kavram gelişimi. 3. Baskı. Eskişehir: Anadolu Üniversitesi Yayınları.
  • McKone, E. and Murphy, B. (2000). Implicit false memory: effects of modality and multiple study presentations on long-lived semantic priming. Journal of Memory and Language, 43 (1), 89 – 109.
  • Murphy, M. L. (2003). Semantic relations and the lexicon: antonymy, synonymy and other paradigms. England: Cambridge University Press.Nash, H. M. and Snowling, M. J. (2008). Semantic and phonological fluency in children with down sydrome: atypical organization of language or less efficient retrieval strategies? Cognitive Neuropsychology, 25 (5), 690 – 703.
  • Nelson, K. (1977). The sytagmatic – paradigmatic shift revisited: review of research and theory. Psychological Bulletin, 84, 93 – 116.
  • Nelson, N. W. (1995). Childhood language disorders. In context infancy through adolesence. USA: Allyn and Bacon.
  • Qian, D. D. (1998). Depth of Vocabulary Knowledge: Assessing Its Role in Adults' Reading Comprehension in English as a Second Language. (Doctoral disseration). Canada: University of Toronto, Canada.
  • Parraudin, S. and Mounoud, P. (2009). Contribution of the priming paradigm to the understanding of the conceptual developmental shift from 5 to 9 years of age. Developmental Science, 12 (6), 956 – 977. doi: 10.1111/j.1467-7687.2009.00847.x
  • Read, J. (1998). Validating a test to measure depth of vocabulary knowledge. In A. Kunnan (Ed.), Validation in language assessment. Mahwah, NJ: Erlbaum.
  • Sat, Ş. (2011). 7 – 14 Yaş aralığındaki Türkçe konuşan çocukların sözel akıcılık becerilerinin değerlendirilmesi. (Yüksek Lisans Tezi). https://tez.yok.gov.tr/’den alınmıştır.
  • Sheng, L. and McGregor, K. K. (2010). Lexical - semantic organization in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 53, 146–159. doi:10.1044/1092-4388(2009/08-0160.
  • Sheng, L., Pena, E. D., Bedore, L. M. and Fiestas, E. (2012). Semantic deficits in spanish – english bilingual children with language impairment. Journal of Speech, Language, and Hearing Research, 55; 1 – 15.
  • Singh, L. and Harrow, M. S. (2014). Influences of semantic and prosodic cues on word repetition and categorization in autism. Journal of Speech, Language, and Hearing Research, 57 (5), 1064 – 1078.
  • Sümer, H. M. (2014). Kaynaştırma Ortamında Öğrenim Gören İşitme Engelli Öğrencilerin Sözcükleri Anlamsal İşlemleme Becerilerinin İşiten Okuyucularla Karşılaştırılması. (Yüksek Lisans Tezi) https://tez.yok.gov.tr/ ’ den alınmıştır.
  • Tulving, E. (1972). Episodic and semantic memory. In E. Tulving and W. Donaldson (Eds.), Organization of memory. (381-403). New York: Academic Press.
  • Tulving, E. and Pearlstone, Z. (1966). Availability versus accessibility of information in memory for words. Journal of Verbal Learning and Verbal Behavior, 5 (4), 381 – 391.
  • Tunçer, A. M. (2011). Türkçe konuşan yetişkin popülasyonun sözel akıcılık becerilerinin yaş, eğitim ve cinsiyete göre incelenmesi ve sözcük normlarının oluşturulması. (Doktora Tezi) https://tez.yok.gov.tr/’ den alınmıştır.
  • Turan, F. (2012). Dil ve konuşma bozuklukları. (Ed. Nilgün Metin). Özel gereksinimli çocuklar, Ankara: Maya Akademi.
  • Verhallen, M. and Schoonen, R. (1993). Lexical knowledge of monolingual and bilingual children. Applied Linguistics, 14 (4), 344 – 363.
  • Voss, J. L., Baym, C. L. and Paller, K. A. (2008). Accurate forced-choice recognition without awareness of memory retrieval. Learning Memory Cold Spring Harbor Laboratory Press, 15: 454 – 459. DOI: 10.1101/lm.971208
  • Willits, J. A., Wojcik, E. H., Seidenberg, M. S. and Saffran, J. R. (2013). Toddlers activate lexical semantic knowledge in the absence of visual referents: evidence from auditory priming. Infancy, 1- 23.
  • Woodrow, H. and Lowell, F. (1916). Children's association frequency tables. Psychological Monographs, 22 (5), i-110.
  • Yılmaz, E. (2012). Türkçe Konuşan 15 – 17 yaş aralığındaki çocukların sözel akıcılık değerlendirilmelerinde en sık ürettikleri sözcüklerin belirlenmesi, (Tezsiz Yüksek Lisans Projesi) https://tez.yok.gov.tr/ ’ den alınmıştır.
  • Yılmaz, F. (2012). Türkçe Konuşan 15 – 17 yaş aralığındaki çocukların sözel akıcılık becerilerinin cinsiyet, yaş, okul türü ve aile eğitim durumu açısından değerlendirilmesi, (Tezsiz Yüksek Lisans Projesi) https://tez.yok.gov.tr/ ’ den alınmıştır.
  • Zhang, H. and Alex, N. K. (1995). Oral language development across the curriculum, K-12. ERIC Digest: ED 389029
Toplam 63 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Tüba Küçük Doğaroğlu Bu kişi benim 0000-0003-4190-6362

Funda Acarlar Bu kişi benim 0000-0003-3796-4279

Yayımlanma Tarihi 31 Ocak 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 35 Sayı: 1

Kaynak Göster

APA Küçük Doğaroğlu, T., & Acarlar, F. (2020). 4 – 6 Yaş Grubu Çocuklar İçin Sözcük Derinliği Testinin Geliştirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(1), 210-221.