New empirical results of some processes highlighted in the development of lexical abilities in 8 to 11-12 year olds

Abstract

We have verified the hypothesis claiming the presence of less advanced cognitive processes in the development of lexical abilities, in primary school children. The empirical data was gathered from a sample of 472 third grade students, 495 fourth grade students and 521 fifth grade students, with an approximate male-female gender balance; students belong to a middle range of socio-economic and cultural backgrounds, and do not present learning, reading, or writing disabilities or difficulties. The study was conducted in a two-phase experimental design. The first phase saw the gathering of word definitions from a sample of 100 participants, both female and male, for each grade from third to fifth, belonging to the same demographic constituency and sharing the same scholastic qualities as the subjects of the second phase. The second phase involved the completion of 8 tests already verified through item analysis, each with 4 multiple-choice answers evaluating lexical abilities, in which the less advanced processes were among the wrong answers. We verified the presence of said processes, such as tautologies, graphophonemic linking, consecutive effects, image values, and dominant meaning-frequency relationship in the development of lexical abilities of the participants.

Keywords

• lexical abilities
• development
• less advanced cognitive linguistic processes
• primary school
• reading and writing errors: new findings