AN EXTENDED BASIC SIGHT VOCABULARY FOR THE PRIMARY GRADES

Extant word lists are typically based on word frequency counts from various types of literature (e.g., basal readers, content textbooks, trade books, adult reading material). The word list described in this study was constructed by determining what words are commonly known (i.e., recognized in their written form) by beginning readers. Almost 7,000 primary grade children were tested for basic sight recognition of 1,800 high frequency words. Using a 90 percent minimum criterion (i.e., 90 percent or more of the students at each grade level recognized each word), a 1,683‐word list was established that consisted of 587 first‐grade words, 861 second‐grade words, and 235 third‐grade words. Implications and uses of the extended basic sight vocabulary are also discussed.     

Picture superiority in conceptual memory: Dissociative effects of encoding and retrieval tasks

We examined the role of encoding processes for picture superiority in explicit and conceptual-implicit memory. The nature of encoding instruction (naming or semantic categorization) yielded dissociative effects on picture and word memory on one explicit test, category-cued recall, and two conceptual-implicit tests, category-cued generation and category-cued verification. Category-cued recall was greater for pictures than for words following naming, but it did not differ for pictures and words following semantic categorization. Category-cued generation priming was greater for pictures than for words following naming, but it was greater for words than for pictures following semantic categorization. In contrast, category-cued verification priming did not differ for pictures and words following either naming or semantic categorization. Thus, picture superiority can be eliminated or reversed depending on the type of conceptual encoding task and conceptual-retrieval test.     

Part-set cuing of false memories

Part-set cuing inhibition describes the common finding that re-presenting items from a word list can reduce subjects’ overall recall performance for studied items. Do part-set cuing effects occur for false memories as well? In the present experiments, subjects studied lists of words drawn from Roediger and McDermott (1995). After studying each list, subjects completed math problems and then recalled the list items either with or without accompanying list cues. In Experiment 1, the recall cues consisted of items drawn randomly from the original list. In Experiment 2, an additional type of cued recall task was added in which the even numbered list items were used as cues. Taken together, these experiments demonstrate robust part-set cuing effects for critical nonpresented items. In addition, they show that whereas recall of critical words is reduced by the presence of cues at test, retrieval cues do not affect critical words and studied words in exactly the same manner.     

An analysis of initial acquisition and maintenance of sight words following picture matching and copy cover, and compare teaching methods

This study compared the copy, cover, and compare method to a picture-word matching method for teaching sight word recognition. Participants were 5 kindergarten students with less than preprimer sight word vocabularies who were enrolled in a public school in the Pacific Northwest. A multielement design was used to evaluate the effects of the two interventions. Outcomes suggested that sight words taught using the copy, cover, and compare method resulted in better maintenance of word recognition when compared to the picture-matching intervention. Benefits to students and the practicality of employing the word-level teaching methods are discussed.     

EFFECTS OF ACTIVE STUDENT RESPONSE DURING ERROR CORRECTION ON THE ACQUISITION,MAINTENANCE, AND GENERALIZATION OF SIGHT WORDS BY STUDENTS WITH DEVELOPMENTAL DISABILITIES

We used an alternating treatments design to compare the effects of active student response error correction and no-response error correction during sight word instruction. Six students with developmental disabilities were provided one-to-one daily sight word instruction on eight sets of 20 unknown words. Each set of 20 words was divided randomly into two equal groups. Student errors during instruction on one group of words were immediately followed by the teacher modeling the word and the student repeating it (active student response instruction). Errors on the other group of words were immediately followed by the teacher modeling the word while the student attended to the word card (no-response instruction). For all 6 students, the active student response error-correction procedure resulted in more words read correctly during instruction, same-day tests, next-day tests, 2-week maintenance tests, and generality tests (words read in sentences).     

A Comparison of Two Flashcard Interventions for Teaching Sight Words to Early Readers

Strategic Incremental Rehearsal (SIR) is a recently developed flashcard intervention that blends Traditional Drill with Incremental Rehearsal (IR) for teaching sight words. The initial study evaluating SIR found it was more effective than IR for teaching sight words to first-grade students. However, that study failed to assess efficiency, which is important to consider when evaluating and selecting interventions. Therefore, the current study evaluated both the efficiency and effectiveness of SIR compared with IR for teaching sight words to 4 general education students (3 in second grade and 1 in first grade) who were enrolled in 1 of 2 schools. An alternating treatments single-case design was used to compare the effects of SIR and IR interventions implemented 4 days per week across 4 or 5 weeks. Students’ accuracy with words that were introduced during the week was assessed on Fridays, and maintenance of these words was assessed the following Friday. Results indicated that both interventions were effective for teaching students sight words, but that SIR was slightly more effective and efficient than IR for 3 of the 4 students. Findings have implications for the selection of flashcard interventions for teaching sight word vocabulary to early elementary students.     

Type of stimulus mediates the relationship between working-memory performance and type of precocity

The relationship between type of stimulus (numeric and verbal) and type of precocity (mathematical and verbal) was examined in tasks designed to tap three aspects of working memory: encoding, capacity, and manipulation of information. The tasks included semantic categorization, odd-even categorization, recall of five-item lists after semantic categorization, and recall of items in a continuous paired-associates task. Correlations between task performance and the mathematical and verbal portions of the Scholastic Aptitude Test (SAT-M and SAT-V) were computed for gifted youth. There were no sex differences in the performance measures or in the pattern of correlations between performance and SAT scores. The analysis revealed positive relationships between SAT-M scores and numeric categorization latency, recall in the continuous paired-associate task with words and digits, and recall of digit lists. SAT-V scores were related only to word recall in the continuous paired-associate task and recall of word lists. In the working-memory tasks used, mathematical precocity is more strongly related to performance than is verbal precocity. The relationship is especially strong with numeric stimuli, even when the numeric stimuli are simply items to be remembered. The relationship between type of stimulus and type of precocity suggests underlying differences between verbally and mathematically precocious youth in how different types of stimuli are represented in memory.     

Korean deaf adolescents' recognition of written words for taxonomic categories of different levels

Deaf college students seem to have relatively stronger associations from words for taxonomic categories of basic (e.g., snake) to those of super-ordinate (e.g., reptiles) level than vice versa compared with hearing students in word association (Marschark, Convertino, McEvoy & Masteller, 2004). In deciding whether two sequentially presented words for taxonomic categories of different levels are conceptually related, deaf adolescents might therefore have a poorer performance when they see a category name before than when they see it after one of the corresponding exemplar words. Deaf Korean adolescents were found to recognize words for taxonomic categories of super-ordinate level with lower efficiencies than those of basic level. Their accuracy seemed to reflect a reversed typicality effect when they decided that first-presented words for taxonomic categories of basic level were conceptually related to second-presented words for those of super-ordinate level. It was argued that deaf Korean adolescents went through a temporary stage of having iconic representations of several exemplars of the category aroused in working memory before the abstract semantic representation was fully activated when they saw the word for a taxonomic category of super-ordinate level.     

Hemispheric specialization in learning disabled readers' recall as a function of age and level of processing

This study was designed to test the inadequacy of two theoretical accounts of learning disabled readers' memory deficiencies. Two age groups of learning disabled and nondisabled readers were compared on diotic and dichotic listening recall tasks for semantically organized, phonemically organized, and categorically unrelated word lists presented in either the left, right, or both ears. Dependent measures were free recall, serial recall, recall organization, and hierarchical organization. As expected, recall increases were a function of age, group, and level of word processing. However, the results clearly demonstrated that age and group recall differences were an interaction of both mode of presentation and level of processing. The recall differences between reading groups were attributed to word knowledge (superordinate categorization) rather than recall organization within cerebral hemispheres or differences in hemispheric capacity, per se.     

Transmitting false memories in social groups

In 2 experiments, subjects studied word lists drawn from Roediger and McDermott (1995) and then participated in perceived group recall (PGR) tests that were intended to lead each subject to believe that she or he was participating in collaborative recall in a 4-person group. Some of the lists were followed by PGR tests containing the nonpresented critical word, some lists were followed by PGR tests not containing the nonpresented critical word, and some lists were not followed by PGR tests. Subjects then completed individually administered recall tests and subsequent immediate or delayed recognition tests that required remember or know judgments. The major finding was that critical words contained within PGR tests were as likely to be falsely recalled, recognized, and consciously remembered as original list items. These findings show that false memories can be socially transmitted.     

The Application of Mastery Criterion to Individual Operants and the Effects on Acquisition and Maintenance of Responses

Instructors assess the acquisition of new skills by delivering blocks of trials containing multiple operants. Mastery is evaluated as percentage correct across all operants in the block. The purpose of the current study was to investigate this traditional mastery criterion arrangement compared to an analysis of mastery at the level of individual operants. In both conditions, mastery criterion was 100% accuracy in one session. In the Set Analysis (SA) condition, accuracy was evaluated as average correct responding across all 4 target operants, or sight words, in a set. In the Operant Analysis (OA) condition, we taught 4 sight words simultaneously, assessed accuracy per sight word, and substituted new sight words into the set each time a single sight word was mastered. Overall, all 4 participants learned textual responses to sight words quicker in the OA condition, the reliability of maintenance was similar across conditions for 2 of 4 participants, and 4 of 4 participants maintained a higher or same number of responses from the OA condition compared to the SA condition. Implications for skill acquisition are discussed.

     

RELATIVE EFFECTS OF WHOLE-WORD AND PHONETIC-PROMPT ERROR CORRECTION ON THE ACQUISITION AND MAINTENANCE OF SIGHT WORDS BY STUDENTS WITH DEVELOPMENTAL DISABILITIES

We used an alternating treatments design to compare the effects of two procedures for correcting student errors during sight word drills. Each of the 5 participating students with developmental disabilities was provided daily one-to-one instruction on individualized sets of 14 unknown words. Each week's new set of unknown words was divided randomly into two groups of equal size. Student errors during instruction were immediately followed by whole-word error correction (the teacher stated the complete word and the student repeated it) for one group of words and by phonetic-prompt error correction (the teacher provided phonetic prompts) for the other group of words. During instruction, all 5 students read correctly a higher percentage of whole-word corrected words than phonetic-prompt corrected words. Data from same-day tests (immediately following instruction) and next-day tests showed the students learned more words taught with whole-word error correction than they learned with phonetic-prompt error correction.     

The effects of stimulus set size and word frequency on verbal serial recall

Two experiments are reported which examine immediate serial recall for high-and low-frequency words. The words in each list were either repeatedly drawn from the same small pool of candidates (in the closed set conditions) or each word only ever occurred once during the experiment (in the open set conditions). The results consistently show an effect of word frequency but the effect of set size was only apparent for low-frequency words. It is argued that both frequency and set size effects reflect processes concerning the “clean-up” of degraded short-term memory traces.     

The effects of stimulus set size and word frequency on verbal serial recall

Two experiments are reported which examine immediate serial recall for high- and low-frequency words. The words in each list were either repeatedly drawn from the same small pool of candidates (in the closed set conditions) or each word only ever occurred once during the experiment (in the open set conditions). The results consistently show an effect of word frequency but the effect of set size was only apparent for low-frequency words. It is argued that both frequency and set size effects reflect processes concerning the "clean-up" of degraded short-term memory traces.     

WORD GAME BINGO: A BEHAVIORAL TREATMENT PACKAGE FOR IMPROVING TEXTUAL RESPONDING TO SIGHT WORDS

Six third-grade students identified as deficient in reading skills tested the efficacy of word game bingo for acquisition and retention of sight word reading. The design was a modified multiple baseline in which treatment was implemented over 3 of 4 word sets and terminated on earlier sets when commencing treatment on later sets. Four sets of bingo cards were constructed on 7 × 9 cm paper divided into 25 equal-sized boxes. Sight words of each set were randomly placed into 24 of these boxes (the center box was marked “free”). Bingo winners were given tokens which were traded weekly for reinforcing activities. Noticeable improvements occurred for the word sets receiving the game treatment (sets A to C). Mean percentage points of improvement from baseline to treatment were approximately 30%. Terminal levels of correct responding exceeded 90%. Several variations of the game were suggested for future research and word game bingo was advocated as an effective behavioral technique for teachers to train sight word reading.     

Sex differences in elaborative strategies: a developmental analysis.

The present study examined sex differences in the use of elaboration in paired associate learning in adolescence and young adulthood. In Experiment 1, 48 eighth grade and 48 tenth grade students were asked to recall 24 word pairs, half of which were high frequency pairs, and half low frequency pairs. After recall, students reported the type of strategy used for each word pair (reading the pairs carefully, rehearsing the words, using imagery or constructing a verbal connection). Females used elaborative strategies more often, were more likely to recall elaborated pairs, and recalled more word pairs than males at both ages. These effects were observed in both high and low frequency word pairs. There was also a main effect of frequency, with elaboration more common with high frequency word pairs. In Experiment 2, college students performed the same paired-associates learning task, but with the added instruction to describe their elaborations in a sentence. At this age, there was a sex by materials interaction, with sex differences in strategy use only present with low frequency word pairs. These findings indicate that sex differences diminish under more favorable task conditions that encourage strategy use (high frequency word pairs) as males and females become more proficient strategy users, but remain under less favorable circumstances. An examination of the types of elaborations generated by college students indicated although males and females produced similar types of elaborations to the word pairs, sex differences in the recallability of low frequency words appeared with less interactive and more idiosyncratic elaborations.     

Memory for modality: Evidence for an automatic process

Three experiments were conducted to explore the “automatic” encoding of information about presentation modality and the use of such information during word retrieval. Children (Grades 2, 3, and 6) and adults (college students) were asked to attend to a mixed-modality (auditory and visual) list of nouns, then to recall the target words, and finally to identify the presentation modality of each word on a recognition list. Instructions (incidental vs. intentional), list length, and list organization (unrelated words vs. words from taxonomic categories) were varied across the experiments. Although these manipulations affected the recall of target words, they did not change the amount of modality information retained, which was clearly above chance in all three experiments. As predicted by the Hasher and Zacks (1979) model for automatic processing, there were no developmental changes on memory for modality, instructions to remember modality information had no effect on modality identification, and a tradeoff between word recall and modality identification rarely occurred.     

A COMPARISON OF THE FOCAL ATTENTION AND CONTEXTUAL THEORIES AS THEY RELATE TO THE GRAPHIC SIMILARITY AND THE LEVEL OF FREQUENCY OF THE WORDS TAUGHT

Two theories which have been advanced for the purpose of explaining word recognition learning through visual exposure are the focal attention and contextual theories. Previous research has not provided a clear‐cut answer as to which theory best explains this type of word learning. The present study was undertaken to examine the effect of the message level of the context in which the word was presented on the immediate and delayed recall of first graders. The subjects were 160 first graders from three schools randomly assigned to one of four varying instructional methods. The four words taught were presented in lists which varied in graphic similarity and in frequency. A three‐way analysis of variance was performed on the words learned and on the words remembered. The results indicated that only frequency and graphic similarity had a significant effect on immediate recall and only graphic similarity significantly affected the delayed recall. It was concluded that neither the focal attention or contextual theory offered a powerful explanation for words learned through visual exposure.     

Serial position and clustering effects in a chimpanzee’s “flee recall”

Lana, a chimpanzee sophisticated in the language Yerkish, was tested for free recall on lists consisting of from one to eight words randomly drawn from one of three taxonomic categories or on lists consisting of nine words with every third word from a different category. Serial position effects were observed for the four- to eight-item lists, with statistically significant first-item primacy effects on the seven- and eight-word lists and last~position recency effects on the six-, seven-, and eight-word lists. Also, above-chance clustering was observed in the recall of the nine-item categorized lists. These results were compared and contrasted with the serial position and clustering effects obtained in free recall with humans. Several alternative theoretical accounts of the results were considered.     

Memory for words in prose and their locations on the page

Two experiments are reported that establish that the recall of the within-page spatial location and the content of words from a prose passage are not functionally independent, i.e., that each can serve to cue recall of the other. Depriving college students of the spatial-location cues on a page by having them read a passage in the continuous form from a scroll significantly lowered word recall, whereas providing them with cues that reinstated the within-page location of material at time of test significantly raised recall of words. Providing the content of answers to the questions at time of recall was found to increase memory for location. The data are consistent with a conception of memory as a constellation of features such that recall of one of these features serves a cuing function to facilitate recall of other features.