The present work examined subjects' performance on eight types of four word analogy problems. Two critical dimensions distinguish among these analogy types: specificity and inclusiveness. Whole-part analogies such as hand : palm as foot : sole (read hand is to palm as foot is to sole) are specific because the association appearing in the two word pairs consist of spatial/functional relationships which are highly similar to each other. In contrast, analogies such as car : wheel as boat : mast are nonspecific because they use whole-part associations which are less similar to each other. Analogies are inclusive if they use relatively direct associations, as in the whole-part association illustrated by car : wheel. In contrast, noninclusive analogies require additional inferences between words, as illustrated in the part-part association bumper: wheel, which requires the object car to be inferred. Responses from undergraduate university subjects show that both inclusive and specific analogy problems were solved more quickly than their noninclusive and nonspecific counterparts, respectively. Experiment 1 illustrated these specificity and inclusiveness effects both in a recognition (multiple choice) paradigm, and a recall paradigm where subjects spoke their own answer choices aloud. Subsequent experiments were performed to examine the role of the association types and the role of word attributes in subjects' processing of these analogy problems. Experiment 2 attempted to prime subjects with the association type used in each block of analogy problems, but showed a very modest effect on solution latencies. In Experiment 3 reordering the words within analogy problems unexpectedly increased the latencies for many problems, apparently because different words appeared in the third word positions within them. Experiments 4 and 5 focussed directly on the study of specificity. Experiment 4 showed that the processing benefit found for specific analogies is due to the close match of word attributes between word pairs, not due to the attributes of the particular words used. Experiment 5 manipulated the taxonomic similarity of the subject matter addressed by the two pairs of words, and found that the use of word pairs from more taxonomically distant subject areas increased solution latencies for some analogy types. Experiment 6 required subjects to group analogy problems into categories they defined. This procedure validated six of the eight analogy types used in this thesis; the specificity distinction was not evident among the groups of problems formed by subjects. The discussion of these results supports a theoretical model of problem solving four word analogies which incorporates a stage-like, componential processing for nonspecific types, and a faster, more automatic processing for specific types. The discussions of empirical and theoretical work in this thesis also focussed more widely on its relevance to more practical uses of analogies in problem solving. / Arts, Faculty of / Psychology, Department of / Graduate

published_or_final_version / Education / Master / Master of Education

Thesis (M.F.A.)--Rochester Institute of Technology, 1995. / Typescript. Includes bibliographical references (leaves 32-33).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Notre Dame, 2006. / Thesis directed by Gabriel A. Radvansky for the Department of Psychology. "July 2006." Includes bibliographical references (leaves 82-86).

Research in word association studies found that children give predominantly syntagmatic responses (responses from different form classes from stimuli). English children were found to undergo a shift to paradigmatic (responses from the same form classes as stimuli) before age ten (referred to as S-P shift) which is the adult norm. On the other hand, Japanese children do not have S-P shift, and Japanese adults' responses are dominantly syntagmatic (Moran 1968). Leicester (1981) collected English word association responses from Japanese beginner and advanced learners of English as a second language and found S-P shift like increase of paradigmatic responses as English ability improves. This study purports to replicate Leicester's study among children. It is because the existence of the S-P shift in English of second-language learners whose first language does not have the shift would mean that second language learning parallels first language acquisition. Two main hypothesis were tested: 1. That Japanese children learning English as a second language will give dominantly syntagmatic responses in Japanese regardless of their grade level. 2. That Japanese children learning English as a second language of higher grade level will give more paradigmatic responses than those of lower grade level. Three subsidiary hypotheses were tested: 3. That Japanese children learning English as a second language will give different proportion of paradigmatic responses in Japanese and English. 4. That Japanese children learning English as a second language will give different pattern of responses in each language. 5. That Japanese children learning English as a second language will give fewer paradigmatic responses in English than monolingual English children of the same grade. Thirty students each of grades one, three, and five from two Japanese supplementary schools in Vancouver and Seattle were used as subjects. The subjects attend regular English classes at public schools, and therefore, their English ability was assumed to parallel their grade level. 27-item word association test was administered in English and Japanese. The ratio of paradigmatic responses was analyzed according to grade level. In agreement with literature, no grade difference was found among Japanese paradigmatic responses. In English, however, grade one subjects performed most paradigmatically, and thereby, no linear correspondence between English ability and English paradigmatic responses was found. Although English responses were close to the English norm, and Japanese responses to the Japanese norm, a significant number of Japanese responses were given in English association by grade five students. Significant difference in paradigmaticity was also found when two schools were compared as well as between two languages. Grade one students outperformed equivalent English monolingual children in English. It was speculated that young children develop L2 vocabulary systems independently and directly from the start resulting in higher rate of paradigmatic responses, whereas older children initially construct a one to one association between LI and L2, resulting in translation responses and low paradigmaticity in the case of English. School difference suggests that there are some other variables affecting word association. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Research has shown that English-speaking adults tend to give response associates of the same grammatical and semantic class as the stimulus word on a word-association test, whereas children typically do not, instead responding syntactically (Thumb and Marbe, 1901; Esper, 1918; Deese, 1962; Fillenbaum and Jones, 1965; Entwisle, 1966). This pattern of responding seems to hold for many languages, including French, Italian, Spanish, Polish and German. This shift from syntactic responding to same form-class responding is often referred to as the syntagmatic-paradigmatic shift. Moran and Murakawa (1968) and Moran (1973) found that Japanese adults responding in Japanese to word-association stimuli respond syntactically, that is, they seem not to experience the S-P shift. Two main hypotheses were tested. 1. That Japanese adults beginning to learn English would give predominantly syntagmatic responses to nouns, verbs, and adjectives in English, and thus differ significantly from native-English speakers. 2. That advanced Japanese students of English would give fewer syntagmatic responses in English than the beginner group and more closely parallel native-English speakers. Two subsidiary hypotheses tested were: 3. That the absolute count of responses to stimuli would correlate with scores obtained on a test of language proficiency by the Japanese subjects. 4. That the primary responses of the Japanese advanced group would more closely resemble the native-English responses than would those of the Japanese beginners. A timed multiple-response free-word association test comprising eight nouns, eight verbs, and eight adjectives was administered to forty adult native-English university students and forty-seven Japanese ESL students. The Japanese students were also given the University of British Columbia Language Institute Placement test. On the basis of the results of this language test, the top fifteen scorers were assigned to the Japanese advanced group, while the bottom fifteen scorers were assigned to the Japanese beginner group. The scores correlated well with the language instructor's own tests of language ability. The word-association tests were scored by two independent markers, and mean paradigmatic response tables were compiled. Analyses of variance and Pearson's product moment correlations were performed on the appropriate data. Results partially supported the hypothesis that Japanese beginners would respond syntagmatically to nouns, adjectives and verbs. Because this group responded paradigmatically to nouns the conclusion reached was that they were paralleling native-English-speaker development. There was no statistically significant difference in paradigmatic responding between the native-English group and the Japanese advanced group, the conclusion being that the more fluent a foreign student becomes in English, the more paradigmatic responses will be given. The absolute count of responses correlated overall with scores on the language test, but in isolation the Japanese beginner group responses did not correlate with the language-test score. It was thought that the reason for the non-correlation was a sampling error. The total frequency of the three most frequent responses for nouns was identical between the Japanese groups, but for all form-classes the Japanese advanced group was much closer to the native-English group. This convergence of commonality is taken as evidence that idiodynamic sets are constrained by the language being used. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

No description available.

published_or_final_version / abstract / Education / Master / Master of Education

by Agnes Kwok Wai-fong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves [109]-[115]). / Acknowledgement --- p.1-2 / Abstract --- p.3 / Preface --- p.4-7 / Chapter Chapter 1 --- The Development of Imagination from the Medievals to The Romantics --- p.8-32 / Chapter Chapter 2: --- The Chinese Concept of Shen and Liu Xie's Shen-si --- p.33-58 / Chapter Chapter 3: --- Image-forming and Imagination in Sino-Western Perspectives --- p.59-87 / Chapter Chapter 4: --- Different Functions of Imagination in Comprehending Nature China and the West --- p.88-108 / Works Cited