Analysis of the responses of monolingual Dutch and bilingual Turkish, Moroccan, and Surinamese children living in the Netherlands to word association and sorting tasks revealed no significant differences among the groups. Results of the study indicated that bilingualism does not affect cognitive-linguistic development. (22 references) (Author/VWL)

A study investigated the organization and development of second language lexicons among Hong Kong learners of English as a Second Language (ESL). Specifically, it compared the associations promoted by a single list of 20 frequent, common words in the learners' native language (L1, Chinese) and second language (L2, English). Subjects were 22…

A series of four experiments explored a discrepancy in the findings of research regarding the use of the keyword method for learning vocabulary, specifically whether the presentation method (paced vs. unpaced) or the treatment administration (subjects in groups vs. subjects as individuals) determines its effectiveness. Two experiments involved…

A study was carried out to test the hypothesis that a difference exists between the results of a paradigmatic/syntagmatic word association test given in an individual's native language and in his second language. The sample used in this study consists of 23 Iranian officers attending a course at Air University in Alabama. Their primary language is…

This review of professional literature on the psychology of language summarizes and interprets selected books and articles published during the period 1957-60. The literature, selected on the basis of importance and applicability to education, is considered under the following headings: theories, research techniques, verbal learning, and…

Examines the emergence of the present perfect in the interlanguage of instructed adult learners of English as a Second Language. Findings indicate that adding a new inflection in the tense/aspect system requires establishing new form-meaning associations as well as revising existing ones. (44 references) (Author/CK)

A study analyzing word characteristics that make them more easily translated from English to French (or vice versa) indicates that translation efficacy is most strongly influenced by the frequency of the word in the language, its familiarity, and the similarity of the French equivalent to the English word. (Author/CB)

Nonverbal context is important in the language acquisition process. The present study compares different amounts and ordering of pictorial context with respect to their effect on learning word-referent relations in a second language. Twenty-five monolingual English-speaking high school students were shown twenty Spanish sentences and pictures of…

The background of word association tests is described, their potential relevance to second language (L2) research considered, and the history of their use as L2 measuring instruments reviewed. A computer-controlled word association test is described. The test was not established as a valid indicator of language proficiency. (Author/LMO)

This document is the seventh report in the Language Research in Progress (LRIP) series, and lists a wide variety of language-related research projects current between April 1968 and November 1968. Research projects terminated in the six months prior to publication are included as well. Approximately 250 projects in the U.S. and abroad are…

This bibliography with 1,273 entries is an updated supplement to the preliminary 1997 bibliography on informal adult learning. It is a useful resource guide for those interested in publications (e.g. academic papers, government reports, grassroots publications) aimed at furthering understanding of how learning and teaching takes place in different…