Four experiments which involved 160 children aged 2 to 19 investigate the mutual exclusivity bias in children's word learning. Results indicate that the bias develops after the second birthday but does not gain full strength or become accessible to consciousness until after the third birthday. (RJC)

Study of the relationship between family frequency, form frequency, and elementary school students' word knowledge indicated that family frequency tended to be a sizably better predictor of student word knowledge than was form frequency. (Author/CB)

Suggests a spelling riddle activity that can stimulate students' awareness of the complexities of English while providing practice in dictionary skills, phonics, and vocabulary development. Presents several examples. (MS)

Argues that a loss in general literacy occurs as the potential for imagery decreases through lack of understanding of the root meanings of words. Argues that the rich stores of imagery that contribute to English vocabulary are denied to those ignorant of the linguistic contributions to the English language. (RS)

Describes several approaches for teaching vocabulary words as concepts, including semantic mapping, semantic feature analysis, and the Freyer Model, a seven step model of concept development. (MM)

Suggests several teaching approaches to spelling instruction at the secondary level. (MM)

Argues that teachers can capture the minds of students in vocabulary development by regularly using ABC picture books in the secondary English classroom. Reports that teachers using these books have considerable success with low ability students and college-bound seniors alike. Describes the use of four ABC books. (RS)

Three experiments involving 128 infants studied whether and how novel words influence object categorization in 12- to 13- month-old infants. Data revealed that a linkage between words and object categories emerged early enough to be a guide in infants' efforts to map word meanings. (SLD)

These strategies for teaching spelling to gifted students focus on student choice of words, personal dictionaries, cloze passages, categorizing or word sorting, words borrowed from other languages, word etymology, multiple meaning words, and onomatopoetic words. (JDD)

Relative importance of appearance and potential function in children's object naming was examined. First, 16 children, taught novel names for unfamiliar objects, had to decide whether these applied to items that resembled the training objects in appearance or potential function. Then the name training procedure was revised so that equal emphasis…

Examines the relative effectiveness of dictionary definitions and definitions revised to address problems found in traditional definitions. Finds that revised definitions led to significantly more responses that demonstrated a characteristic use of the word. Concludes that revised definitions were more effective in helping students understand…

Investigates young children's understanding of homophones in two different linguistic contexts. Results show that the linguistic context is an important factor in young children's understanding of word meaning. (six references) (GLR)

Investigates developmental association between nonword repetition performance and vocabulary knowledge by evaluating the role of phonological memory and linguistic factors in nonword repetition. (29 references) (GLR)

Responds to criticism on research of the factors influencing nonword repetition performance in a large-scale longitudinal study of children aged between four and six years. (10 references) (GLR)

Describes two methods used in a college developmental reading class (which heighten awareness of what lies behind a word and encourage active involvement with language) to foster the skills necessary to become independent word learners. (SR)