Verbal comprehension: The lexical decomposition strategy to define unfamiliar words |
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| Institution: | 1. School of Psychiatry, University of New South Wales, Sydney, Australia;2. Black Dog Institute, Prince of Wales Hospital, Randwick 2031, Sydney, Australia;1. Department of Psychiatry and Human Behavior, Warren Alpert Medical School of Brown University, Box G-BH, Providence, RI 02912, USA;2. Department of Health Services, Policy, and Practice, Brown University School of Public Health, 121 South Main Street, Providence, RI 02903, USA;3. Department of Psychiatry, School of Medicine, University of California at San Diego, 4510 Executive Drive, Suite 315, San Diego, CA 92121, USA;4. Department of Psychiatry, Western Psychiatric Institute and Clinic, University of Pittsburgh School of Medicine, 3811 O''Hara St., Pittsburgh, PA, 15213, USA;5. Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine, University of California at Los Angeles, 760 Westwood Plaza, Mail Code 175919, Los Angeles, CA 90095, USA;6. Department of Psychiatry, Sunnybrook Health Sciences Centre, University of Toronto Faculty of Medicine, 2075 Bayview Ave., FG-53, Toronto, ON M4N-3M5, Canada;7. Butler Hospital, 700 Butler Drive, Providence, RI 02906, USA;8. Bradley Hospital, 1011 Veterans Memorial Parkway, East Providence, RI 02915, USA;9. Department of Psychiatry, Nationwide Children''s Hospital and The Ohio State College of Medicine, 1670 Upham Dr., Columbus, OH 43210, USA;10. Massachusetts Mental Health Center and the Department of Psychiatry, Harvard Medical School at Beth Israel Deaconess Medical Center, Boston, MA 02115, USA;1. Autonomous University of Puebla, Faculty of Computer Sciences, Puebla, Pue. Mexico;2. Autonomous University of Puebla, Faculty of Electronics Sciences, Puebla, Pue. Mexico |
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| Abstract: | Two experiments were conducted to study one facet of verbal intelligence—the ability of adolescents and adults to use a lexical decomposition strategy to define prefixed words and pseudowords. In the first experiment, subjects in grades 8, 10, 11, and college were given a multiple-choice vocabulary test. The test measured subjects' abilities to use wordpart meanings when defining words. Subjects' metacognitive knowledge of both the words and their prefixes and stems was assessed through a pair of rating tasks. Adults performed better than the adolescents on the vocabulary test. Evidence for a lexical decomposition strategy was found for both the adolescents and adults on subsets of the most familiar items. Measures of metacognitive knowledge were related significantly to measures of vocabulary performance for the adolescents and adults.In the second experiment, college subjects were given one of four multiple-choice vocabulary tests that included decomposable (prefixed) and nondecomposable known (words) and unknown (pseudowords) stimuli. Evidence for use of the lexical decomposition strategy was strong even though there were small effects of two performance factors predicted to affect the use of the strategy. Results are discussed in relation to a theory on the use of internal context in verbal comprehension |
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