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PubMed2004

The evolution of vocabulary.

Human language is unique among the communication systems of the natural world. The vocabulary of human language is unique in being both culturally transmitted and symbolic. In this paper I present an investigation into the factors involved in the evolution of such vocabulary systems. I investigate both the cultural evolution of vocabulary systems and the biological evolution of learning rules for vocabulary acquisition. Firstly, vocabularies are shown to evolve on a cultural time-scale so as to fit the expectations of learners-a population's vocabulary adapts to the biases of the learners in that population. A learning bias in favour of one-to-one mappings between meanings and words leads to the cultural evolution of communicatively optimal vocabulary systems, even in the absence of any explicit pressure for communication. Furthermore, the pressure to conform to the biases of learners is shown to outweigh natural selection acting on cultural transmission. Human language learners appear to bring a one-to-one bias to the acquisition of vocabulary systems. The functionality of human vocabulary may therefore be a consequence of the biases of human language learners. Secondly, the evolutionary stability of genetically transmitted vocabulary learning biases is investigated using both static and dynamic models. A one-to-one learning bias, which leads to the cultural evolution of optimal communication, is shown to be evolutionarily stable. However, the evolution de novo of this bias is complicated by the cumulative nature of the cultural evolution of vocabulary systems. This suggests that the biases of human language learners may not have evolved specifically and exclusively for the acquisition of communicatively functional vocabulary.

Cultural Evolution↗
PubMedDate not supplied

Teaching new words to children with poor existing vocabulary knowledge: a controlled evaluation of the definition and context methods.

BACKGROUND: Children who have poor vocabulary knowledge are at risk of wider language weaknesses and reading comprehension difficulties, which will impact upon their educational achievement. The central question addressed in this paper is how best to teach new vocabulary items to these children. AIMS: To investigate the effects of two different methods of teaching vocabulary on both vocabulary knowledge and reading comprehension. METHODS & PROCEDURES: Twenty-four children (aged 7-8 years) with poor existing vocabulary knowledge took part in an intervention study. Half the children were taught new vocabulary items using definitions; the other half were taught a strategy for deriving meanings from written context. Tests of vocabulary knowledge were given before teaching, immediately after teaching and 3 months later. OUTCOMES & RESULTS: Immediately after teaching, both groups had improved equivalently in vocabulary knowledge for the taught words. However, 3 months later, the context group showed significantly better expressive vocabulary knowledge. The context group went on to show significantly better comprehension of text containing a number of the taught words and demonstrated that they could use the newly acquired strategy independently to derive meanings from written context. CONCLUSIONS: The context method developed is effective in increasing vocabulary knowledge and improving reading comprehension in children with poor existing vocabulary knowledge, and this is therefore recommended for use with children who require extra help developing vocabulary and comprehension skills.

Case-Control Studies↗
PubMedDate not supplied

Evaluating the coverage of controlled health data terminologies: report on the results of the NLM/AHCPR large scale vocabulary test.

OBJECTIVE: To determine the extent to which a combination of existing machine-readable health terminologies cover the concepts and terms needed for a comprehensive controlled vocabulary for health information systems by carrying out a distributed national experiment using the Internet and the UMLS Knowledge Sources, lexical programs, and server. METHODS: Using a specially designed Web-based interface to the UMLS Knowledge Source Server, participants searched the more than 30 vocabularies in the 1996 UMLS Metathesaurus and three planned additions to determine if concepts for which they desired controlled terminology were present or absent. For each term submitted, the interface presented a candidate exact match or a set of potential approximate matches from which the participant selected the most closely related concept. The interface captured a profile of the terms submitted by the participant and for each term searched, information about the concept (if any) selected by the participant. The term information was loaded into a database at NLM for review and analysis and was also available to be downloaded by the participant. A team of subject experts reviewed records to identify matches missed by participants and to correct any obvious errors in relationships. The editors of SNOMED International and the Read Codes were given a random sample of reviewed terms for which exact meaning matches were not found to identify exact matches that were missed or any valid combinations of concepts that were synonymous to input terms. The 1997 UMLS Metathesaurus was used in the semantic type and vocabulary source analysis because it included most of the three planned additions. RESULTS: Sixty-three participants submitted a total of 41,127 terms, which represented 32,679 normalized strings. More than 80% of the terms submitted were wanted for parts of the patient record related to the patient's condition. Following review, 58% of all submitted terms had exact meaning matches in the controlled vocabularies in the test, 41% had related concepts, and 1% were not found. Of the 28% of the terms which were narrower in meaning than a concept in the controlled vocabularies, 86% shared lexical items with the broader concept, but had additional modification. The percentage of exact meanings matches varied by specialty from 45% to 71%. Twenty-nine different vocabularies contained meanings for some of the 23,837 terms (a maximum of 12,707 discrete concepts) with exact meaning matches. Based on preliminary data and analysis, individual vocabularies contained < 1% to 63% of the terms and < 1% to 54% of the concepts. Only SNOMED International and the Read Codes had more than 60% of the terms and more than 50% of the concepts. CONCLUSIONS: The combination of existing controlled vocabularies included in the test represents the meanings of the majority of the terminology needed to record patient conditions, providing substantially more exact matches than any individual vocabulary in the set. From a technical and organizational perspective, the test was successful and should serve as a useful model, both for distributed input to the enhancement of controlled vocabularies and for other kinds of collaborative informatics research.

Evaluation Studies as Topic↗
PubMedDate not supplied

The effect of dimension and vocabulary age on rapid picture naming in children.

UNLABELLED: This investigation involved measures of the reaction times of normally developing children who were asked to name a series of centrally presented picture stimuli of varying vocabulary age and dimension. Results of the ANOVA on reaction times indicated a significant main effect of vocabulary level and an interaction of Dimension x Vocabulary level for the normally developing children. Post-hoc tests showed significant differences between two- and three-dimensional pictures for higher-level vocabulary items, but not for lower-level vocabulary items. This finding indicates that central operations involved in picture naming are influenced differentially by the physical characteristics of the stimulus items. The finding that two-dimensional higher-level vocabulary items were associated with significantly longer reaction times than the three-dimensional higher-level vocabulary suggests that dimensionality may be a critical feature for rapid lexical access for higher-level picture vocabulary. Clinically, the employment of three-dimensional forms may facilitate access to stored visual object memory for advanced levels of picture vocabulary. LEARNING OUTCOMES: As a result of this activity, participants will be able to (1) identify the various visual and verbal processes involved in the naming of pictures; and (2) understand the influence of physical characteristics of pictures on reaction time in rapid naming tasks.

Age Factors↗
PubMed2005

A structural factor analysis of vocabulary knowledge and relations to age.

Vocabulary knowledge may not be a unidimensional construct, and the relations between vocabulary knowledge and age may depend on the aspect of vocabulary knowledge being assessed. In this study, we examined the factor structure of a vocabulary test given to a large nationally representative sample of individuals (N approximately 20,500). Results indicated that the vocabulary test is not unidimensional but bidimensional, with Basic Vocabulary and Advanced Vocabulary factors. An analysis of age differences indicates that basic vocabulary is highest around the age of 30, with a negative relation to age in late adulthood; in contrast, advanced vocabulary is unrelated to age between ages 35 and 70. Cohort effects may explain some of the differential age trend.

Adult↗
PubMed2002

[Vocabulary of young children with sensorineural deafness].

UNLABELLED: The primary aim of the study was to measure the receptive and expressive vocabulary with respect to clinical parameters and selected socio-demographic variables and to assess whether the size of vocabulary could be predicted by certain variables in a consecutive series of children identified as having bilateral sensorineural hearing loss ("Göttinger Hör-Sprachregister"). METHOD: All children aged between 2;6 to 6;3 years diagnosed in the Department of Phoniatrics/Pedaudiology of the University Göttingen as having a permanent bilateral sensorineural hearing impairment ("Göttinger Hör-Sprachregister") in a defined period (july 1995-september 2000) were examined with standardized receptive and expressive vocabulary tests as well as a nonverbal intelligence test (on average 5.5 months after diagnosis and 2.9 months after fitting with hearing aids). SAMPLE: 37 children (20 boys, 17 girls). Mean age at diagnosis: 48.5 (SD 15.9; min. 18, max. 75) months, mean age at hearing aid fitting: 51 months (SD 15.2). Multiple handicapped children, children with additional conductive hearing impairment and those with postnatal losses were excluded. The sample as a whole demonstrated lexical deficits of varying severity that were greater in the expressive than in the receptive vocabulary, depending on the clinical parameter. Children with congenital hearing impairment, with severe-to-profound hearing impairment (> 70 dB) and bilingual children demonstrated on average the smallest receptive and expressive vocabulary. An early fitting with hearing aids did not correspond with a better lexical development when a severe-to-profound hearing impairment existed. Severity of a hearing impairment and nonverbal intelligence significantly predicted the average size of the receptive vocabulary. A moderate hearing impairment, high non-verbal intelligence, and gender (female) emerged as the strongest significant predictors of the expressive vocabulary. The vocabulary test result of a bilateral sensorineurally hearing-impaired child may be an indicator for early cognitive training.

Child↗
PubMed1998

Experience with a vocabulary test for workers previously and still exposed to styrene.

OBJECTIVES: This study examined the possible influence of styrene exposure on the results of vocabulary tests because verbal ability is assumed to be relatively resistant to the toxic effects of organic solvents and short vocabulary tests are used as "hold tests" in many neurobehavioral epidemiologic studies, METHODS: To evaluate the chronic neurotoxic effects of styrene, a vocabulary test was administered to a group of still-exposed workers (N=27) and an earlier exposed group of workers (N=90). A self-administered questionnaire was filled out on life events, general health, educational level, and amount of education. The still-exposed group had a mean exposure duration of 4700 hours, and that for the formerly exposed group was 3610 hours. RESULTS: The vocabulary score of the still-exposed group was significantly lower [12.5 (SD 2.9, range 6-18)] than that of their former colleagues [14.3 (SD 3.4, range 8-22)], even though they originally belonged to the same group and had done the same tasks. The exposure duration explained a significant part of the vocabulary results, resulting in decreasing vocabulary scores even when the influence of years of education and age was taken into account. Even after correction for the possible influence of having been laid off or staying at work, there remained a negative influence on the vocabulary score for the duration of styrene exposure. CONCLUSIONS: The use of short vocabulary tests as hold tests in cross-sectional studies of solvent-exposed workers may be limited as they seem to lack the essential toxicity-independent property.

Air Pollutants, Occupational↗
PubMed1995

[Expressive vocabulary: comparison of 2 psychological test procedures in kindergarten children].

Fifty-five subjects were drawn from a population of average kindergarden children. Their ages ranged between 3; 4 and 4; 11 years. Two vocabulary tests were administered individually in a quiet room to each subject. A new instrument for testing the active vocabulary (Subtest "vocabulary" of the K-ABC, 1991) was compared with an established one (AWST 3-6, 1979) to see whether they agree sufficiently for the new to replace the old. Raw scores were computed according to the test instructions for each correct response and transformed into normscores. These were compared, and both tests correlated with r = 0.69 (p = 0.0001). So, the K-ABC-Subtest "vocabulary" may be administered in the first diagnostic setting. The mean of the differences of both vocabulary tests is 0.1; yet, in some cases large differences between the results of both vocabulary tests are to be expected, because the differences vary in the broad range from -15.5 to +15.7 (= +/- 2 SD). Therefore the more detailed AWST 3-6 should be used to assess the amount of active vocabulary in children with a low norm score in the K-ABC-Subtest "vocabulary".

Child, Preschool↗
PubMed1995

A web-based architecture for a medical vocabulary server.

For health care providers to share computing resources and medical application programs across different sites, those applications must share a common medical vocabulary. To construct a common vocabulary, researchers must have an architecture that supports collaborative, networked development. In this paper, we present a web-based server architecture for the collaborative development of a medical vocabulary: a system that provides network services in support of medical applications that need a common, controlled medical terminology. The server supports vocabulary browsing and editing and can respond to direct programmatic queries about vocabulary terms. We have tested the programmatic query-response capability of the vocabulary server with a medical application that determines when patients who have HIV infection may be eligible for certain clinical trials. Our emphasis in this paper is not on the content of the vocabulary, but rather on the communication protocol and the tools that enable collaborative improvement of the vocabulary by any network-connected user.

Computer Communication Networks↗
PubMed2000

Expressive vocabulary ability of toddlers with Williams syndrome or Down syndrome: a comparison.

School-aged children and adults with Williams syndrome have repeatedly been found to evidence an expressive vocabulary advantage relative to same-aged individuals with Down syndrome. However, Singer Harris, Bellugi, Bates, Jones, and Rossen (1997) argued that this advantage is reversed during the initial period of language acquisition; during this time, children with Down syndrome have larger expressive vocabularies than children with Williams syndrome. This result may have been due to methodological problems, however. This study uses a different design to reconsider the question of whether toddlers with Williams syndrome show an expressive vocabulary advantage over same-aged toddlers with Down syndrome. Parents of twenty-four 2-year-olds with Williams syndrome and twenty-eight 2-year-olds with Down syndrome completed the vocabulary checklist from the MacArthur Communicative Development Inventory: Words and Sentences. The 2 groups were carefully matched for chronological age (CA). Results indicated that the toddlers with Williams syndrome had substantially and significantly larger expressive vocabulary sizes than did the CA-matched children with Down syndrome. Additional analyses of children for whom data were available between the ages of 2 years 0 months and 2 years 3 months indicated that the expressive vocabulary advantage for children with Williams syndrome was present even at this very young age when none of the children had begun to produce word combinations. The Discussion section that follows addresses the discrepancy between these findings and those of Singer Harris et al. and considers the variability present within both the Williams syndrome and Down syndrome samples. Also discussed is the continuity across the lifespan in both the expressive vocabulary advantage shown by individuals with Williams syndrome relative to same-aged individuals with Down syndrome and the expressive vocabulary variability within each syndrome.

Age Factors↗
PubMed1997

A curvilinear trend in naming errors as a function of early vocabulary growth.

This research examines changes in word retrieval and naming during a developmental period in which there is a substantial increase in productive vocabulary. That increase generally occurs when children have between 50 to 150 words in productive vocabulary. We examined children's naming errors in two studies for what these errors could tell us about the emerging lexicon. The method we used for eliciting spontaneous naming was picture book reading by the parent. In Experiment 1, 12 children were followed longitudinally at three-week intervals from 15 to 22 months. Parent diaries were used as a measure of vocabulary growth. Experiment 2 used a cross-sectional design to compare the naming errors of 60 children assigned to one of three vocabulary ranges. Measures of vocabulary size were based on the MacArthur Communicative Development Inventory. In both experiments we found a sharp increase in naming errors in the picture book task that was coincident with sudden changes in productive vocabulary. These naming errors were often perseverative in nature and appear to reflect interference in the retrieval process from previously retrieved words. The results suggest that these errors in naming are a consequence of changes in lexical processing that occur with rapid growth of productive vocabulary and concurrent increased rates of speaking.

Analysis of Variance↗
PubMed2000

Vocabulary growth in late talkers: lexical development from 2;0 to 3;0.

Vocabulary growth from 2;0 to 3;0 was studied in 28 late talkers using expressive vocabulary inventories reported bimonthly on the Language Development Survey (LDS). Group milestones were 18 words at 2;0, 89 words at 2;6, and 195 words at 3;0. A sub-group of 11 children (Group 1) showed a rapid vocabulary spurt between 2;2 and 2;8, reached the 150-180 word mark by 2;6, and attained the LDS ceiling of about 300 words by 2;10. In contrast, the 17 children in Group 2 still had a mean vocabulary of fewer than 30 words at 2;6, had less of a vocabulary spurt when they did start acquiring words, and attained the 150-180 vocabulary mark at 3;0. All 3;0 language outcome measures were significantly predicted by LDS vocabulary size from 2;2 to 2;4.

Age Factors↗
PubMed1995

Early lexical acquisition and the vocabulary spurt: a response to Goldfield & Reznick.

Vocabulary development of three children (aged 1;6-1;8 at the start of the study) who had not begun to evidence a vocabulary spurt even though their productive vocabularies already included well over 50 words was followed to determine if these children eventually would have a vocabulary spurt. All three children evidenced a spurt, beginning at a mean productive vocabulary size of 112 words. The vocabulary spurt occurred at about the same time as the children first demonstrated the ability to sort objects exhaustively and to fast map new object names. Results are discussed in the context of Goldfield & Reznick's (1990; Reznick & Goldfield, 1992) argument that a substantial proportion of children never evidence a vocabulary spurt.

Child Language↗
PubMed2006

The relationship between phonological memory, receptive vocabulary, and fast mapping in young children with specific language impairment.

PURPOSE: This study assessed the fast mapping performance of children with specific language impairment (SLI) across the preschool to kindergarten age span in relation to their phonological memory and vocabulary development. METHOD: Fifty-three children diagnosed with SLI and 53 children with normal language (NL) matched for age and gender (30 three-year-olds, 18 four-year-olds, 28 five-year-olds, and 30 six-year-olds) participated. Children's phonological memory was assessed using nonword repetition and digit span tasks. Receptive vocabulary was assessed using the Peabody Picture Vocabulary Test-III. Children learned the names for 8 objects during 2 fast mapping tasks. RESULTS: Overall, the NL group demonstrated significantly better performance on phonological memory and vocabulary measures across the age span; however, performance on the fast mapping task differed significantly only at age 5. Phonological memory and existing receptive vocabulary did not predict fast mapping ability. CONCLUSIONS: The phonological memory skills of preschoolers with NL and SLI followed a similar developmental pattern, but the SLI group consistently scored significantly lower than the NL group. Overall, the NL group showed significantly better receptive vocabulary, with evidence that between-group differences increased at age 6. Neither short-term phonological memory nor receptive vocabulary predicted fast mapping comprehension or production performance, even though both have been shown to correlate with later stages of word learning.

Analysis of Variance↗
PubMed2000

Speech, vocabulary, and the education of children using cochlear implants: oral or total communication?

This study examines the relationship between the teaching method, oral or total communication, used at children's schools and children's consonant-production accuracy and vocabulary development over time. Children who participated in the study (N = 147) demonstrated profound sensorineural hearing loss and had used cochlear implants for between 6 months and 10 years. Educational programs that used an oral communication (OC) approach focused on the development of spoken language, whereas educational programs that used a total communication (TC) approach focused on the development of language using both signed and spoken language. Using Hierarchical Linear Modeling (HLM) we compared the consonant-production accuracy, receptive spoken vocabulary, and expressive spoken and/or signed vocabulary skills, over time, of children who were enrolled in schools that used either OC or TC approaches, while controlling for a number of variables. These variables included age at implantation, preoperative aided speech detection thresholds, type of cochlear implant device used, and whether a complete or incomplete active electrode array was implanted. The results of this study indicated that as they used their implants the children demonstrated improved consonant-production accuracy and expressive and receptive vocabulary over time, regardless of whether their school employed a TC or OC teaching method. Furthermore, there appeared to be a complex relationship among children's performance with the cochlear implant, age at implantation, and communication/teaching strategy employed by the school. Controlling for all variables, children in OC programs demonstrated, on average, superior consonant-production accuracy, with significantly greater rates of improvement in consonant-production accuracy scores over time compared to children in TC programs. However, there was no significant difference between OC and TC groups in performance or rate of growth in consonant-production accuracy when children received their implants before the age of 5 years. There was no significant difference between the OC and TC groups in receptive spoken vocabulary scores or in rate of improvement over time. However, children in the TC group achieved significantly higher receptive spoken vocabulary scores than children in the OC group if they received their implant before the age of 5 years. The TC group demonstrated superior scores and rates of growth on the expressive vocabulary measure (spoken and/or signed) when compared to the OC group if they received their implants during their preschool or early elementary school years. There was no significant difference if the children received their implants during middle elementary school. Regardless of whether children were in the OC or TC group, children who received their implants during preschool demonstrated stronger performance, on average, on all measures over time than children who received their implants during their elementary school years. The results of this study suggest that children may benefit from using cochlear implants regardless of the communication strategy/teaching approach employed by their school program and that other considerations, such as the age at which children receive implants, are more important. Implications and future research needs are discussed.

Child Language↗
PubMed2004

The impact of matching the patient's vocabulary: a randomized control trial.

BACKGROUND: Research in general practice emphasizes the importance of matched models, beliefs and vocabulary in the consultation. OBJECTIVE: The present study aimed to explore the impact of matched and unmatched vocabulary on patient satisfaction with consultations. METHODS: The study took place in one inner city general practice. Patients (n=62) were randomized to either matched or unmatched vocabulary consultations when consulting for problems relating to sexual or bodily function or anatomy. Matched consultations required the doctor to use the same vocabulary as the patient. Unmatched consultations required the doctor to use medical vocabulary. Completed questionnaires were received from 60 patients. The main outcome measure was patient satisfaction (using the Medical Interview Satisfaction Scale). This assesses total satisfaction and has four subscales: distress relief; communication comfort; rapport; and compliance intent. Doctor satisfaction with the consultation was also assessed. RESULTS: The results showed that the two groups were comparable for demographic variables and doctor satisfaction. However, patients in the matched consultation group had significantly higher total satisfaction scores and higher ratings of rapport, communication comfort, distress relief and compliance intent than those in the unmatched group. CONCLUSION: The results indicate that a doctor's choice of vocabulary affects patient satisfaction immediately after a general practice consultation and that using the same vocabulary as the patient can improve patient outcomes.

Adolescent↗
PubMed2005

Rapid word-learning in normal-hearing and hearing-impaired children: effects of age, receptive vocabulary, and high-frequency amplification.

OBJECTIVE: This study examined rapid word-learning in 5- to 14-year-old children with normal and impaired hearing. The effects of age and receptive vocabulary were examined as well as those of high-frequency amplification. Novel words were low-pass filtered at 4 kHz (typical of current amplification devices) and at 9 kHz. It was hypothesized that (1) the children with normal hearing would learn more words than the children with hearing loss, (2) word-learning would increase with age and receptive vocabulary for both groups, and (3) both groups would benefit from a broader frequency bandwidth. DESIGN: Sixty children with normal hearing and 37 children with moderate sensorineural hearing losses participated in this study. Each child viewed a 4-minute animated slideshow containing 8 nonsense words created using the 24 English consonant phonemes (3 consonants per word). Each word was repeated 3 times. Half of the 8 words were low-pass filtered at 4 kHz and half were filtered at 9 kHz. After viewing the story twice, each child was asked to identify the words from among pictures in the slide show. Before testing, a measure of current receptive vocabulary was obtained using the Peabody Picture Vocabulary Test (PPVT-III). RESULTS: The PPVT-III scores of the hearing-impaired children were consistently poorer than those of the normal-hearing children across the age range tested. A similar pattern of results was observed for word-learning in that the performance of the hearing-impaired children was significantly poorer than that of the normal-hearing children. Further analysis of the PPVT and word-learning scores suggested that although word-learning was reduced in the hearing-impaired children, their performance was consistent with their receptive vocabularies. Additionally, no correlation was found between overall performance and the age of identification, age of amplification, or years of amplification in the children with hearing loss. Results also revealed a small increase in performance for both groups in the extended bandwidth condition but the difference was not significant at the traditional p = 0.05 level. CONCLUSIONS: The ability to learn words rapidly appears to be poorer in children with hearing loss over a wide range of ages. These results coincide with the consistently poorer receptive vocabularies for these children. Neither the word-learning or receptive-vocabulary measures were related to the amplification histories of these children. Finally, providing an extended high-frequency bandwidth did not significantly improve rapid word-learning for either group with these stimuli.

Adolescent↗
PubMedDate not supplied

Toward vocabulary domain specifications for health level 7-coded data elements.

The "vocabulary problem" has long plagued the developers, implementers, and users of computer-based systems. The authors review selected activities of the Health Level 7 (HL7) Vocabulary Technical Committee that are related to vocabulary domain specification for HL7 coded data elements. These activities include: 1) the development of two sets of principles to provide guidance to terminology stakeholders, including organizations seeking to deploy HL7-compliant systems, terminology developers, and terminology integrators; 2) the completion of a survey of terminology developers; 3) the development of a process for HL7 registration of terminologies; and 4) the maintenance of vocabulary domain specification tables. As background, vocabulary domain specification is defined and the relationship between the HL7 Reference Information Model and vocabulary domain specification is described. The activities of the Vocabulary Technical Committee complement the efforts of terminology developers and other stakeholders. These activities are aimed at realizing semantic interoperability in the context of the HL7 Message Development Framework, so that information exchange and use among disparate systems can occur for the delivery and management of direct clinical care as well as for purposes such as clinical research, outcome research, and population health management.

Computer Communication Networks↗