Relevant bibliographies by topics / Vocabulary in psychology

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Vocabulary in psychology'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Vocabulary in psychology"

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Facon, Bruno, and Therese Facon-Bollengier. "Chronological Age and Peabody Picture Vocabulary Test Performance of Persons with Mental Retardation: New Data." Psychological Reports 81, no. 3_suppl (1997): 1232–34. http://dx.doi.org/10.2466/pr0.1997.81.3f.1232.

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The Test de Vocabulaire en Images (the French version of the Peabody Picture Vocabulary Test) and the Columbia Mental Maturity Scale were administered to 44 persons with mental retardation who were aged 6.8 yr. to 18.2 yr. Analysis indicated a significant influence of chronological age on the Test de Vocabulaire en Images Mental Age. This influence of chronological age probably explains why receptive vocabulary tests consistently overestimate the IQ of persons with mental retardation.
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Facon, Bruno, Jean-Claude Grubar, and Christine Gardez. "Chronological Age and Receptive Vocabulary of Persons with down Syndrome." Psychological Reports 82, no. 3 (1998): 723–26. http://dx.doi.org/10.2466/pr0.1998.82.3.723.

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The Test de Vocabulaire en Images (the French version of the Peabody Picture Vocabulary Test) and the Columbia Mental Maturity Scale were administered to 29 participants with Down syndrome aged 6.1 yr. to 13.0 yr. Analysis indicated a significant association between chronological age and the Test de Vocabulaire en Images mental age. This finding seems to suggest that the relationship between chronological age and the receptive vocabulary of persons with mental retardation is not specific to etiology.
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Bartley, S. Howard. "XL. More about the Vocabulary of Psychology." Perceptual and Motor Skills 60, no. 1 (1985): 174. http://dx.doi.org/10.2466/pms.1985.60.1.174.

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Johnston, Susan S., Beth L. Tulbert, Joan P. Sebastian, Kathy Devries, and Anne Gompert. "Vocabulary Development." Intervention in School and Clinic 35, no. 5 (2000): 311–15. http://dx.doi.org/10.1177/105345120003500511.

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Małyszek, Tomasz. "Recenzja książki Jolanty Pisarek i Pawła Fortuny "Filmowy leksykon psychologii", Lublin 2017, ss. 400." Studia Filmoznawcze 40 (June 27, 2019): 213–17. http://dx.doi.org/10.19195/0860-116x.40.17.

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Film therapy. Review of the book by Jolanta Pisarek and Paweł Fortuna, Filmowy leksykon psychologii, Lublin 2017, 400 pp.The present review describes the book Filmowy leksykon psychologii 2018 by Jolanta Pisarek and Paweł Fortuna. It is focused on a practical used idea of the cinema aesthetics in psychology by the authors of the lexicon. The main point of the review is to describe a new context of the typical cinema material and classical psychological vocabulary that means a new quality of communication with the readers. In this connection the submitted article shows the context and the changed meaning of many functions and scenes in different movies according to the psychological vocabulary. The conclusions of the review are positive.
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Griffin, Gerry, and Trevor A. Harley. "List learning of second language vocabulary." Applied Psycholinguistics 17, no. 4 (1996): 443–60. http://dx.doi.org/10.1017/s0142716400008195.

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ABSTRACTThe learning of second language vocabulary in lists of word pairs is a widespread practice. A basic practical question in this respect is whether it is more effective for nonfluent bilinguals to learn word pairs in first language–second language order (Ll–L2), or vice versa. To date, experimental psychology has not given a clear answer to this question, partly because it has not addressed the relevant issues directly. This article reviews some aspects of psychology that are relevant to L2 vocabulary list learning and reports on an experiment conducted with comprehensive (high) school students, aged 11–13, who were learning French. The experiment examined the presentation of vocabulary items to be learned. It was found that presenting items in L1–L2 order was the more versatile form of presentation if both production and comprehension of L2 items were required on the part of the learner. The theoretical implications of the findings, relating to the structure of the bilingual lexicon, are also discussed.
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Johnson, Jacqueline S. "Children's Early Vocabulary Acquisition." Contemporary Psychology: A Journal of Reviews 40, no. 3 (1995): 219–20. http://dx.doi.org/10.1037/003470.

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McAuliffe, William H. B., Hannah Moshontz, Thomas G. McCauley, and Michael E. McCullough. "Searching for Prosociality in Qualitative Data: Comparing Manual, Closed–Vocabulary, and Open–Vocabulary Methods." European Journal of Personality 34, no. 5 (2020): 903–16. http://dx.doi.org/10.1002/per.2240.

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Although most people present themselves as possessing prosocial traits, people differ in the extent to which they actually act prosocially in everyday life. Qualitative data that were not ostensibly collected to measure prosociality might contain information about prosocial dispositions that is not distorted by self–presentation concerns. This paper seeks to characterise charitable donors from qualitative data. We compared a manual approach of extracting predictors from participants’ self–described personal strivings to two automated approaches: A summation of words predefined as prosocial and a support vector machine classifier. Although variables extracted by the support vector machine predicted donation behaviour well in the training sample ( N = 984), virtually, no variables from any method significantly predicted donations in a holdout sample ( N = 496). Raters’ attempts to predict donations to charity based on reading participants’ personal strivings were also unsuccessful. However, raters’ predictions were associated with past charitable involvement. In sum, predictors derived from personal strivings did not robustly explain variation in charitable behaviour, but personal strivings may nevertheless contain some information about trait prosociality. The sparseness of personal strivings data, rather than the irrelevance of open–ended text or individual differences in goal pursuit, likely explains their limited value in predicting prosocial behaviour. © 2020 European Association of Personality Psychology
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Parreren, Caroline Schouten‐van. "ACTION PSYCHOLOGY AS APPLIED TO FOREIGN LANGUAGE VOCABULARY ACQUISITION." Computer Assisted Language Learning 8, no. 2-3 (1995): 181–204. http://dx.doi.org/10.1080/0958822940080205.

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Bellés-Fortuño, Begoña, and Ana-Isabel Martínez-Hernández. "The use of Wordclouds for vocabulary retention in the English for Psychology classroom." EuroCALL Review 28, no. 2 (2020): 64. http://dx.doi.org/10.4995/eurocall.2020.12995.

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<p>Several studies have revealed that computer applications offer a vast potential for teaching and learning. Open Educational Resources (OERs) can be especially beneficial to generate innovative abilities in the classroom related to new means of communication and collaboration (Conole and Alevizou, 2010). As regards the teaching of foreign languages, OERs have been acknowledged to be a useful tool for vocabulary acquisition (Bărbuleț, 2013), for enhancing text reading (Alkahtani, 1999), for writing (Krajka, 2000), and for improving pronunciation (Lee, 2008). Computer-assisted language learning (CALL) programmes as a means of learning-by-playing in the classroom have also proven to facilitate the acquisition of English vocabulary and pronunciation through games (Young & Wang, 2014).</p><p>This study aims to explore the implementation and use of an online tool such as <em>Wordclouds</em> in the English for Psychology classroom at university in order to improve vocabulary retention and the overall learning of English in the specific field of Psychology. By means of exposing students to psychological pathologies, they will be asked to generate vocabulary word clouds to check their vocabulary retention and keyword selections at two different stages, being exposed to specialised texts before and after the reading of those texts later. Computer applications in the ESP classroom are combined here with group work development. Previous research has shown that working collaboratively facilitates learning, primarily through comparative reflection and peer learning (Angehrn & Maxwell, 2009; Evans & Cuffe, 2009).</p><p>Results have shown that the exploitation of students’ background knowledge through the tool <em>Wordclouds</em> has definitely aided vocabulary retention of keywords about psychological pathologies as well as improved their English for psychology language accuracy.</p>
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Dissertations / Theses on the topic "Vocabulary in psychology"

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Dixon, Wallace, and Chelsea Leeann Robertson. "Household CHAOS and Vocabulary Productivity." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7697.

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Griffin, Gerard Francis. "Aspects of the psychology of second language vocabulary list learning." Thesis, University of Warwick, 1992. http://wrap.warwick.ac.uk/36070/.

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The learning of second language vocabulary in lists of word-pairs is a widespread practice despite the disapproval of many in the second language learning domain. There is an acknowledged mismatch between psychological theories on the one hand and techniques of vocabulary learning on the other. Psychology does not address the relevant issues directly and second language learning practice is often atheoretical and unprincipled. This thesis reviews aspects of psychology which appear to be relevant to second language vocabulary learning and their applicability. A series of experiments is conducted with comprehensive school students learning French, aged 11-13. The first part of the study deals with the presentation of vocabulary items to be learned. Presenting items in the order First Language - Second Language is the more versatile form of presentation if both generation and comprehension are required on the part of the learner. The transferability of list learning to testing in a sentential context depends on the ability of the learner and the task involved. Higher-ability list learners are inhibited in a generation task but not in a comprehension task; the opposite is true for lower-ability learners. Learning in a context improves the performance of higher-ability learners in generation but makes little difference to lower-ability learners. An explanation is suggested in terms of transfer-appropriate processing. The position of items in the list is not a reliable indicator of learnability. Primacy, recency, and serial effects may be obtained but none of them is consistent. The same conclusion applies to different ways of presenting wordpairs. The second part of the study examines aspects of word learnability. Objective word frequency is not a reliable indicator of learnability in this context. Word category and the presence of an English word embedded in a French word are promising indicators of leamability.
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Chan, Lai-ping Ivy. "An investigation of the effectiveness of the mnemonic technique in the acquisition and retrieval of vocabulary by Chinese-speaking Form One students." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22264656.

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Dixon, Wallace E. Jr, and Jaima S. Price. "Temperament Vocabulary Links in the Third Year." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4915.

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Fries-Dias, Caroline Marie. "Picture book reading to enhance vocabulary acquisition." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2778.

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Twenty-seven 4- and 5-year-old children from two daycare programs participated in a study designed to assess the effect of picture book reading on children's vocabulary acquisition. All children were pre- and post-tested on the Reading Recognition subtest of the Peabody Individual Achievement Test, the Expressive One Word Picture Vocabulary Test (EOWPVT), and the Peabody Picture Vocabulary Test-Revised (PPVT-R). Following Whitehurst et al.'s (1988) approach, children in the experimental group were read picture books utilizing the hear-say method (asking children questions) for 4 weeks. Those in the control group were read picture-books without being questioned. Three 2 x 8 x 2 Split-Plot Hierarchical ANOVAs were conducted to evaluate group and squad effects and to control for reader effects. They revealed no significant differences between the experimental and control groups. Possible reasons for the absence of experimental effects were discussed.
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Williams, Sophie-Elizabeth. "An investigation into how children gain vocabulary via storybooks." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/65383/.

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For many children, storybooks are ubiquitous, forming a unique and special part of their childhood. Storybooks are a critical aspect of young children's emerging literacy. Exposing them to phoneme word sounds, a rich varied vocabulary and print knowledge. This thesis explores one aspect of the amazing relationship children have with storybooks. Specifically, how do children learn new words from books, and it further discusses the best ways to use storybooks to facilitate this learning. Through the use of purpose-made storybooks, which help to control for all the different book elements (e.g. ensuring the story plot and the words that children were learning were novel). This thesis presents an empirical examination of the cognitive processes that help children learn new words through shared storybook reading. A series of experiments investigate the relationship between repetition of words, sleep consolidation and book formats - and their effects on vocabulary acquisition in 3.5-year-old children. These experiments have allowed us to isolate factors that increase the likelihood of children learning more words, and knowledge that can be used to support children's vocabulary development. Importantly, we have discovered that children benefit from the same contextually cueing effects as adults supporting Horst, Parsons, and Bryan (2011) theory for repeated effects during repeated book readings. In addition, children demonstrate similar memory consolidation effects as adults when learning immediately proceeds sleep (Stickgold & Walker, 2005a). By examining the effects of rhyme books, we can further contribute to Hayes, Chemelski, and Palmer (1982) levels of processing theory for memory function in children. Overall, this thesis examines how understanding the cognitive processes supported by regular storybook reading can provide benefits for all preschool children, and outlines accessible and feasible techniques to help children's emergent literacy.
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Odean, Rosalie. "The Development of Spatial Vocabulary." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3687.

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Previous research has shown a link between the spatial words children use and their performance on spatial reasoning tasks. There is a dearth of measures of spatial language, especially those that focus on a specific type of word. This dissertation introduces three studies, using two measures of dimensional adjective comprehension, one in English and one in Spanish. Study one found that bilingual children’s knowledge of dimensional adjectives in one language is not predictive of their performance on dimensional adjectives in the other language, but that general vocabulary within a language predicts performance in that language. This study also showed that within a pair of polar opposite terms (e.g., long and short) children are more likely to know the term describing the big dimension and not the small dimension than vice versa. The second study found that the number of dimensional concepts children comprehend predicts how well they perform on a spatial scaling test, controlling for age and general vocabulary. The final study failed to find a link between dimensional adjective knowledge and performance on the children’s mental transformation task. These findings might have important implications for early education, showing that supporting children’s understanding of language might have an impact on their spatial reasoning.
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Ricketts, Jessie. "Reciprocal development in vocabulary and reading skills." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:ef73c787-eba9-4ddf-bc85-1700de9c6d3a.

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Data are presented in seven chapters that address the reciprocal relationship between oral vocabulary and reading development. Chapter 2 explores exception word reading in poor comprehenders longitudinally, finding deficits that are pervasive over a period of two years. The results support the hypothesis that weak oral vocabulary skills are causally related to poor exception word reading in this group. In Chapter 3, orthographic and semantic skills in poor comprehenders are investigated in a word learning paradigm. This chapter provides evidence that poor comprehenders have more difficulty learning and retaining semantic information than orthographic information. A similar paradigm is described in Chapter 4 to investigate predictors of orthographic and semantic learning. In a large group of typically developing readers, this demonstrates that decoding is the strongest predictor of orthographic learning while existing oral vocabulary knowledge is the strongest predictor of semantic learning. In Chapters 5 and 6 orthographic and semantic skills in poor comprehenders and children with dyslexia are compared using standard off-line tasks (Chapter 5) and an online word learning experiment (Chapter 6). These chapters indicate similarities as well as differences in the reading and language profiles of these groups. Chapter 7 adopts a different approach by using a word learning study to investigate the benefit of teaching new oral vocabulary in the presence of orthography.
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Price, Jaima S., Lauren P. Driggers-Jones, Wallace E. Jr Dixon, and Natasha B. Gouge. "Temperament-Vocabulary Links During the Transition to First Word Production: Contrary to Expectations." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4910.

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Levine, Dani Fara. "Foundations of Vocabulary: Does Statistical Segmentation of Events Contribute to Word Learning?" Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/474152.

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Psychology<br>Ph.D.<br>This dissertation evaluates the untested assumption that the individuation of events into units matters for word learning, particularly the learning of terms which map onto relational event units (Gentner & Boroditsky, 2001; Maguire et al., 2006). We predicted that 3-year-old children’s statistical action segmentation abilities would relate to their verb comprehension and to their overall vocabulary knowledge (Research Question 1). We also hypothesized that statistical action segmentation would facilitate children’s learning of novel verbs (Research Question 2). Largely confirming our first prediction, children who were better able to statistically segment novel action sequences into reliable units had more sophisticated overall vocabularies and were quicker to select the correct referents of overall vocabulary items and verb vocabulary items; nevertheless, they did not have larger verb vocabularies. Unexpectedly, statistical action segmentation did not facilitate children’s learning of verbs for statistically consistent action units. However, children showed greater learning of verbs labeling statistical action part-units than verbs labeling statistical action non-units, providing some evidence for our second prediction. In sum, this dissertation takes an important step towards understanding how event segmentation may contribute to vocabulary acquisition.<br>Temple University--Theses
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Books on the topic "Vocabulary in psychology"

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Griffin, Gerard F. Aspects of the psychology of second language vocabulary list learning. typescript, 1992.

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James, N. The A-Z of positive thinking: A new vocabulary to change your life. Hodder & Stoughton, 1999.

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Straub, Richard O. Study guide to accompany David G. Myers Psychology, 4th ed: With Focus on vocabulary and language. Worth, 1995.

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Holden, Pam. Don't smile. Red Rocket Readers, 2006.

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Zuckerman, Edward L. Clinician's thesaurus 3: The guide for wording psychological reports and other evaluations. 3rd ed. Clinician's Toolbox, 1993.

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Loon-Vervoorn, W. A. van. Eigenschappen van basiswoorden. Swets & Zeitlinger Pub. Service, 1989.

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Johnston, R. Neville. Hidden language codes. Red Wheel/Weiser, 2005.

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The clinician's thesaurus: A guidebook for wording psychological reports and other evaluations. 2nd ed. Three Wishes Press, 1990.

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Clinician's thesaurus: The guidebook for writing psychological reports. 5th ed. Guilford Press, 2000.

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Clinician's thesaurus: The guidebook for writing psychological reports. 4th ed. Guilford Press, 1995.

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Book chapters on the topic "Vocabulary in psychology"

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Naglieri, Jack A. "Peabody Picture Vocabulary Test." In Encyclopedia of psychology, Vol. 6. American Psychological Association, 2000. http://dx.doi.org/10.1037/10521-023.

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Hackl, Hannah. "Aptitude for Vocabulary Acquisition." In Exploring Language Aptitude: Views from Psychology, the Language Sciences, and Cognitive Neuroscience. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91917-1_3.

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Bejar, Isaac I., Roger Chaffin, and Susan Embretson. "The Effect of Vocabulary Level and Rationale Complexity on Item Difficulty." In Recent Research in Psychology. Springer US, 1991. http://dx.doi.org/10.1007/978-1-4613-9690-1_5.

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Poschner, Jakob. "Vocabulary Acquisition Strategies & Language Aptitude." In Exploring Language Aptitude: Views from Psychology, the Language Sciences, and Cognitive Neuroscience. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91917-1_13.

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Standish, Paul. "The Vocabulary of Acts: Neuroscience, Phenomenology, and the Mirror Neuron." In Educational Research: The Attraction of Psychology. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5038-8_7.

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Kim, Hyun Jung. "Working Memory and Language Aptitude with Focus on L2 Vocabulary Learning." In Exploring Language Aptitude: Views from Psychology, the Language Sciences, and Cognitive Neuroscience. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91917-1_4.

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Kossakowska-Pisarek, Sylwia. "Pedagogical Implications of Positive Psychology: Positive Emotions and Human Strengths in Vocabulary Strategy Training." In Second Language Learning and Teaching. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32954-3_6.

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Alzahrani, Saad, and Leah Roberts. "Exploiting Vocabulary CALL Interventions to Operationalize and Test the Depth Levels of the Processing Model." In Technology and the Psychology of Second Language Learners and Users. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34212-8_3.

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Shatz, M. "Vocabulary Acquisition, Psychology of." In International Encyclopedia of the Social & Behavioral Sciences. Elsevier, 2001. http://dx.doi.org/10.1016/b0-08-043076-7/01579-5.

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"Figure 5.11: Vocabulary (raw scores) approximate normal distribution." In Statistical Analysis for Education and Psychology Researchers. Routledge, 2006. http://dx.doi.org/10.4324/9780203985984-34.

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Conference papers on the topic "Vocabulary in psychology"

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Shi, Ying. "Research on English vocabulary teaching based on frequency." In 2016 2nd Chinese Youth’s Health Forum – Physiology, Psychology and Education. Asian Academic Press Co., Limited, 2017. http://dx.doi.org/10.24104/rmhe/2017.01.02009.

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"Exploration of English Vocabulary Teaching based on Cognitive Linguistics." In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.062.

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Tan, Hongying. "Study on the Optimization Effect of Memory on Vocabulary Teaching in Cognitive Psychology." In International Conference on Education, Management, Computer and Society. Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.452.

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Platonova, Olesia. "ANALYSIS OF EEG REACTIONS AND IMPLICIT BEHAVIORAL INDICATORS DURING THE RECOGNITION OF VOCABULARY DESCRIBING SITUATIONS OF COOPERATION AND COMPETITION." In XVI International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1208.sudak.ns2020-16/375-376.

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Harrison, Avery, Renah Razzaq, Erin Ottmar, and Ivon Arroyo. "Gestures in geometry: how do gestures contribute to engagement and vocabulary acquisition through game play?" In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-109.

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Putri, Gusti Medinda Ridha, Rudi Rusli, and Jehan Safitri. "The Effectiveness of Behavior Modification Using the Fading Technique to Improve the Vocabulary of Deaf Students in SLB-C Negeri Pembina Banjarbaru." In Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/iciap-18.2019.5.

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