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Related Experiment Videos

The syntagmatic-paradigmatic shift and reading development.

Virginia S Cronin1

  • 1Psychology Department, Mount St. Vincent University, Halifax, Nova Scotia, Canada, B3M 2J6. Virginia.Cronin@msvu.ca

Journal of Child Language
|April 24, 2002
PubMed
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As children acquire reading skills, their word association patterns change. Younger children increasingly use rhyming responses, while older children develop more paradigmatic associations, reflecting cognitive shifts in word representation.

Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Educational Psychology

Background:

  • Word association tasks reveal cognitive processes.
  • Reading acquisition significantly impacts language development.
  • Developmental shifts in associative responses are linked to cognitive maturation.

Purpose of the Study:

  • To investigate changes in word association patterns during reading acquisition.
  • To explore the relationship between reading development and cognitive representation of words.
  • To analyze developmental differences in response types (syntagmatic vs. paradigmatic).

Main Methods:

  • Longitudinal study tracking 59 children over a school year.
  • Utilized Peabody Picture Vocabulary Test (PPVT) and Woodcock Reading Mastery Test.

Related Experiment Videos

  • Administered word association tasks three times to assess response shifts.

    • Main Results:

    • Younger children (mean age 5;4) showed an increase in rhyming responses.
    • Older children (mean age 6;2) exhibited a rise in paradigmatic responses.
    • Regression analysis linked paradigmatic shifts in older children to reading acquisition.

    Conclusions:

    • Reading acquisition influences the cognitive representation of words.
    • Developmental changes in word association reflect evolving semantic and syntactic understanding.
    • The study highlights the dynamic interplay between reading skills and cognitive development.