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Charting a Course for Clinical Excellence
Developing Word
Knowledge in Children
Wayne A. Secord, Ph.D.
The Ohio State University
Columbus, Ohio CONTENT
Elisabeth H. Wiig, Ph.D.
Knowledge Research Institute
Arlington, Texas
FORM
USE
LISHA (October 2014)
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SLOBIN’S PERCEPTUAL OPERATING PRINCIPLES
SLOBIN’S LANGUAGE LEARNING PRINCIPLES
A. Children pay attention to the ends of words and the ends of sentences.
- Suffices over prefixes
A. New Functions Express Old Forms
- Ends of Sentences
- Given/New Again
B. New Forms Express Old Functions (Function = Semantic
Intent; Form = Syntax
WHY?
C. Relationship to the Given/New
1. Remember the last things they hear
D. Isolate 1 Semantic Notion
2. Remember the meaningful things
E. Ignore Sophisticated Conventions
3. Remember the things in the order presented
4. Establish semantic expectations, follow through on them, avoid interruptions
to their thought patterns
SUMMARY
F. Program Themselves to Look for Units of Meaning
G. Try to Bring Semantics & Syntax 1 to 1 Examples
Children Pay Attention to:
“The boy run.” < > “The boy runs.”
1. The Last Things Heard, 2 Word Order, and they
Irregular Verbs and Nouns
2. Avoid Interruptions to their thought patterns
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Language Content
SENTENCE MEANING
1. Notion of the Proposition
WORD
MEANING
SENTENCE
MEANING
2. Verbs are the Driving Force
3. Conjunctions
4. Transition Words
5. Relative Pronouns
6. The Given - New Principle
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SURFACE STRUCTURE
Language Content
Speech System
Select
Syntactic
Forms
Word Knowledge
Select Words
1. Referential Meaning
Combine Propositions
2. Relational Meaning
Propositions
3. Figurative Meaning
Proceeds Out of Linguistic Competence
LANGUAGE
THE CONSTRUCTION PROCESS
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Word Meaning - Word Relations
Traditional -Historical Views < > Semantic (Component) Features)
Cognition
Language
Word
Man
Adult
Referent
Human
Meaning - Knowing -Thinking
1. We create the meaning of Words
2. We utilize our cognitive abilities to allow us to “know” the word’s
referent.
3. We must then be able to interpret, conceptualize, and organize
information in the world and interpret, integrate, conceptualize, and
organize information from that world - including memory in order to
decide what a word means and how it relates to other words.
4.
A word does not have a constant relationship to its meaning. It can be
changing and even reshaped.
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Word Knowledge (Areas Assessed)
* Expressive
* Low-Level Word Definitions
- Expressive
- Receptive
* Antonyms
* Hyponyms
* Synonyms
* Defining Words (Expressive)
* Metaphoric Expressions
* Jokes, Riddles, Idioms, etc.
Girl
-
-
+
-
+
-
+
+
+
Adult
Man
Woman
Parent
+
+
Father
+
+
Mother
+
-
+
( Parent)
Boy
Girl
+
-
-
-
-
-
+
-
+
+
Semantic Cases
Verb
Assignment
Give
Actor, Beneficiary, Patient
Put
Actor, Patient, Locative
Run
Mover
Thought
Experiencer
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* Expressive
* Low-Level Word Definitions
- Expressive
- Receptive
3. Figurative Meaning
Boy
+
* Receptive
2. Relational Meaning
Woman
+
1. Referential Meaning
1. Referential Meaning
* Receptive
Male
Reality
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Low-Level Word Definitions
2. Relational Meaning
* Antonyms
* Hyponyms
* Synonyms
3. Figurative Meaning
* Defining Words (Expressive)
* Metaphoric Expressions
* Jokes, Riddles, Idioms, etc.
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Relational Word Knowledge (An Overview)
Relational Word Knowledge (A Closer Look)
1. Lexical Opposites (Antonyms)
1. Lexical Opposites
* Directional - Ungradable Contrasts - “Male-Female”
* Gradable & Ungradable Contrasts
- Gradable Contrasts - “Hot-Cold”
* Converseness - Converseness - opposites with two place predicates , “Husband/Wife”
* Morphological (Related/Unrelated)
- Morphologically related: “Unhappy/Happy”
2. Hyponyms I - Morphologically unrelated: “Happy/Sad”
* Superordinate (Animal/Cow)
- Directional Opposites - “Front-Back”
* Subordinate
- Antipodal - “Up/Down” “Come/Go”
- Orthogonal - Front/Side” “North/West”
3. Hyponyms II - P/W (Finger/Hand)
2. Hyponymy (relation based upon class inclusion)
4. Collectives (Cow-Herd)
5. Synonyms
6. Semantic Sets (Serial - Cyclical)
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3. Part-Whole Relations (P/W)
Super-Ordinate - Subordinate - “Animal/Cow” - Very
Important because it is one of the foundations of hierarchical
structure
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Semantic Sets (Continued)
Note: Hyponymy is P/W but P/W is the relationship between the
entity and its parts.
Two Types of Sets
“finger/arm”
(1) Serially Ordered, e.g.
“handle/door”
“wheel/bicycle”
“Always” and “Never” Define Limits
Always -Usually - Sometimes - Seldom- Never
4. Collectives (Another P/W)
(2) Cyclically Ordered
Relation denoting a collection such as “sheep/herd” and “bird/flock”
Each word is ordered between 2 others as in the days of the
weeks, months of the year
5. Synonymy
Relationship that exists when more than one word or expression can
express a given meaning.
6. Semantic Sets Word Groups that Contain more than 2 Members.
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Relational Meaning
Relational Meaning
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Relational Meaning
RELATING
WORDS
ACTIVITIES
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DEMONSTRATION TASK
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DEMONSTRATION TASK
First Grouping
GLOVE
FOOT
SOCK
GLOVE
FINGER
SHOE
HAND
FINGER
HAND
Second Grouping
FOOT
SHOE
SHOE
SOCK
FOOT
HAND
GLOVE
FINGER
SOCK
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CARD
LAYOUT
Egg
Stamp
Lake
Book
Trumpet
Piano
Car
Wheel
Key
Bee
Seed
Newspaper
Tree
Boat
Plane
River
Envelope
FORM
A
Bush
Box
Leaf
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FORM
A
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FORM
A
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Relating Words Scoring - Form A
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Elisabeth H. Wiig, Ph.D - Wayne A. Secord, Ph.D.
FORM
B
© 2011 by Red Rock Publications & Schema Press, used by permission
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Relating Words Scoring - Form B
Elisabeth H. Wiig, Ph.D - Wayne A. Secord,
Ph.D.
FORM
C
© 2011 by Red Rock Publications & Schema Press, used by permission
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Relating Words Scoring - Form C Elisabeth H. Wiig, Ph.D - Wayne A. Secord, Ph.D.
© 2011 by Red Rock Publications & Schema Press, used by permission
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Possible
Expressive
Format
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Wheel
Possible
Expressive
Format
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Possible
Expressive
Format
Angered
Car
Plane
Key
Displeased
Annoyed
Seed
Discuss
Egg
Bee
Box
Debate
Argue
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Word & Picture Differences
Egg
Stamp
Lake
Book
Trumpet
Piano
Car
Wheel
Key
Bee
Seed
Newspaper
Tree
Boat
Plane
River
Envelope
Bush
Box
Leaf
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Shared Semantic Relations Summary
2. Relational Meaning
* Antonyms
* Hyponyms
* Synonyms
3. Figurative Meaning
* Defining Words (Expressive)
* Metaphoric Expressions
* Jokes, Riddles, Idioms, etc.
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Figurative Meaning: Structure and Uses
Definitions
Figurative Language: Structure and Uses
Definitions
Proverb
Figurative Language
The use of words or expressions that contain multiple
meanings, multiple contexts or both.
Idiom
The assigning of a new meaning to a group of words that already have
their own meaning.
Metaphor
Aristotle: “The application of an alien name by transference either from
genus (class) to species (instances), or from species to genus, or from
species to species, or by analogy.”
A figurative expression in which the meaning is based on relationship
and in which there is no concrete linkage between the literal and
figurative meanings of words and phrases.
Joke
A communication containing two or more meanings that are
‘condensed’ into one expression or situation.
Sarcasm
A communication in which the meaning of the verbal expression is
incongruent with the situation it refers to.
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USES OF METAPHORIC EXPRESSIONS
USES OF METAPHORIC EXPRESSIONS
• They evoke, appeal to, and play on universal, shared,
or common images (visual, auditory, tactile, motor,
cross- modal).
• They give clarity to information by making abstract
relationships concrete.
• They lend economy to the repertory of linguistic forms
through their multiple uses.
• They give flexibility and variety to verbal expression.
• They can serve as aids to memory by encoding information
or experiences into images.
• They lend expression and creativity to thoughts.
• They allow us to refer indirectly to topics that are taboo or
traumatic.
• They can summarize complex events in shorthand
• expressions.
• They allow us to share our inner world and the
psychodynamics of our reality with others in a culturally
and
socially acceptable form.
• They let us see one thing as if it were another and
• allow us to use knowledge from one area to solve
problems in another area
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DEVELOPMENT OF METAPHORIC ABILITY
COMMON SETTINGS FOR
METAPHORIC EXPRESSIONS
AGES 4 TO 7
Names of body parts transferred metaphorically to objects by
analogy rudimentary interpretations, which rely on
preoperational abilities.
• Literature: Poems, plays, novels, short stories, folklore.
• Advertisements and Commercials: Materials presented in
newspapers, journals, magazines, trade journals, and on
television.
AGES 8 TO 10
Strongest aspect of meaning is relied on for interpreting
concepts in metaphors. Few interpretations of proverbs are
attempted before age 10.
• Jokes and Comics: Materials presented in verbal or nonverbal,
pictorial, or combined verbal and non-verbal forms in daily
newspapers or magazines.
AGES 11 TO 13
• Curriculum Materials: Materials presented in early readers, in
class presentations, and test questions.
Metaphors are interpreted with reliance on formal operational
cognitive mechanisms. Proverbs are interpreted consistently at
ages 11 to 12.
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STRUCTURE OF METAPHORS
STRUCTURE OF METAPHORS
Orientational Metaphors
Orientational Opposites UP - DOWN
Metaphorical Category
Structural Metaphors
Metaphorical Concepts
• Happy is UP - Sad is DOWN
• Health is UP - Illness is DOWN
• Power is UP - Powerless is DOWN
• Virtue is UP - Depravity is DOWN
“She is in high spirits”
“Her health is declining”
“She feels down today”
“She is top dog”
TIME IS MONEY
Subcategories
“She is in top shape”
“She stooped to a new low”
Entity/Whole
Person(s) Object(s)
“I need a strong arm”
“He’s a real brain in math”
Limited Resource - Valuable Commodity
“We must budget our time”
“Please lend me a moment”
“We live on borrowed time”
Part-Whole Metonymy (Synecdoche)
“I see a lot of new faces”
“He’s a pain in the neck”
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Reference/Parts
“We wasted time”
“Time was well spent”
“Our efforts paid dividends”
“We need new blood”
“Do you have any green?”
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SOURCES OF METAPHORIC EXPRESSIONS
STRUCTURE OF METAPHORS
The Human Condition
Ontological Metaphors
Entity/Category
Ad for a motel: Your children are priceless.
Ad for cooking oil: Does your chicken make a bad impression?
CONTAINER
School - Curriculum
Metaphorical Concepts
Ad for beer: The spirit of the empire.
Ad for dishwasher detergent: Nobody promotes better relations with china.
Activities as Containers States as Containers
“She is immersed in reading”
“He puts energy into his garden”
“They jumped into the game”
Business - Vocation - Profession
“We are out of trouble”
“He fell into depression”
“They came out of the shell”
Ad for diamonds: Take stock in your favorite company. Show her how high
your interest rates
Responses to Current Contexts
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Teen to parent: My life is a yoyo right now.
Teen to friend: Jim is just a floppy disk.
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FIGURATIVE LANGUAGE
Strategic Questions
FIGURATIVE LANGUAGE (Meaning)
Teaching Figurative Language Strategies
STRATEGIC QUESTIONS
Recognizing Underlying Structure
Recognizing Metaphors
1. Does the expression tell about something that could not
possibly be true, seems stupid, or is highly unlikely?
4. Is there a word that refers to direction in space?
“ He is top brass.” “ That was very underhanded.”
“ He’s on top of the world right now.”
5. Is there a word or phrase that compares two different
entities or events?
“ She burns the candle at both ends.”
2. Does the expression tell about something different from
the topic you or they are talking about?
“ She grinds out solutions.”
“ With our troubles, time to return to the menu .”
About shopping: “It sure got me in the dog house”
6. Is there a word for a body part or part of an object or entity?
About a lecture: “I was up the creek without a paddle.”
“ We gave him the cold shoulder.”
“ You’d better get it in gear.”
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STAGES OF CHILDREN’S METALINGUISTIC ABILITY
Stage Two Continued (Age 2 to 5 ½ or 6)
STAGES OF CHILDREN’S METALINGUISTIC ABILITY
Stage Three (Ages 6 to 10)
STAGES OF CHILDREN’S METALINGUISTIC ABILITY
Stage Three Continued (Ages 6 to 10)
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RWQT PILOT STUDY
RWQT PILOT STUDY (Continues)
TEACHER RATING SCALE
Methods and Procedures
1 = Poor - Overall decoding, fluency and
reading comprehension skills are
significantly below grade level
expectations. Student cannot
independently use reading to learn.
5 = High Average - Overall decoding,
fluency and reading comprehension skills
are considered strengths for this student.
Student easily meets grade level
expectations in reading.
2 = Below average - Overall decoding,
fluency and reading comprehension skills
are below the average range. Student
relies on frequent teacher assistance and/
or additional accommodations to meet
grade level expectations for reading.
6 = Above average - Overall decoding,
fluency and reading comprehension skills
are well developed and above grade level
expectations. Student reads fluently,
accurately and with expression.
3 = Low Average - Overall decoding,
fluency and reading comprehension skills
allow student to independently use
reading to learn but require low levels of
teacher monitoring and assistance to
meet grade level expectations for reading.
7 = Excellent - Overall decoding, fluency
and reading comprehension skills are
significantly above grade level
expectations.
4 = Average - Overall decoding, fluency
and reading comprehension skills allow
the student to independently meet grade
level expectations in reading.
Subjects –178 3rd and 4th grade students from regular/inclusive classes in
a suburban Mid-Western school system. There were 86 3rd graders and
92 were 4th graders. All students completed the RWQT Form A, a
district administered Language Arts Test and the DIBELS.
Scoring – Each response form was scored by assigning a weighted score
between 0 and 5, derived from the normative response matrix. A subject
could earn a perfect score of 100.
Statistical Analyses – Analyses included: (1) Descriptive statistics and
frequency distributions for Grades 3 and 4, (2) ANOVA testing
differences in grade and sex, and (3) Pearson r for relationships between
the total RWQT scores and (a) teacher ratings of students’ reading
abilities, (b) percent correct on the standard Language Arts test, and (c)
scores on the DIBELS assessment
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Pilot Study Results (Continues)
The ANOVA indicated that the RW-A score means were significantly lower for 3rd
Graders than for 4th Grade students, a desirable outcome.
MYERS-BRIGGS PERSONALITY-TYPES
RW-A and Language Arts
The correlation between the district Language Arts test scores and the RWQT
percentage correct was r = 0.71 (p < .01), accounting for nearly 50% of the variance
between the LA and RWQT.
http://www.myersbriggs.org/my-mbti-personality-type/mbtibasics/
http://www.humanmetrics.com/cgi-win/JTypes2.asp
RW-A Test-Retest
RW Form A was administered to 40 students from the larger sample. The interval
between test and retest was about three weeks. The responses were all scored with the
0-5 point scale. There was one difference in administration. The first test allowed 30
minutes for completion and the second test session allowed 15. The initial test mean
was 58.33 (SD 15.83) and the retest mean 65.25 (SD 16.86). The mean difference
between the two tests was 6.93 (SD 14.33). The most remarkable feature of the testretest difference score results is that the size of the standard deviation is exceptionally
large, indicating that some students learned from the previous exposure to the task
while others did not. Future studies should be designed to explore which students
learned and which did not and actually regress. The test-retest correlation was r =
0.62 (p < .01), supporting a learning effect.
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TOP-10 Word Knowledge Concepts Continued
TOP-10 Word Knowledge Concepts & Ideas
(5) Relating Word Activities
Printed Words and Pictures
(4) Relating Words Research
(10) The Content, Form & Use Game
Why Does Semantics Always Win?
(9) Language Formulation Process
Utility, Applications, and Potential
How Does Meaning Drive the Process?
(3) Figurative Meaning
(8) Types of Word Meaning
Structure, Use, and Components
Compare and Contrast the Types? (7) Referential Meaning
Receptive & Expressive + Word Definitions
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(2) Metaphorical Expressions
Types, Development and Applications
And The Number 1 Answer for Word Knowledge is:
(6) Relational Meaning
(1) The Metalinguistic Bridge
A Wide Array of Interconnections!
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Getting There, Paying the Toll and Beyond
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