TITLE

How Adolescents Comprehend Unfamiliar Proverbs: The Role of Top-Down and Bottom-Up Processes

AUTHOR(S)
Nippold, Marilyn A.; Allen, Melissa M.; Kirsch, Dixon I.
PUB. DATE
June 2000
SOURCE
Journal of Speech, Language & Hearing Research;Jun2000, Vol. 43 Issue 3, p621
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Typically achieving students who were 12, 15, and 18 years old (n - 150) participated in this investigation. The goal was to determine the extent to which students' prior knowledge of the nouns in unfamiliar proverbs would be associated with their ability to comprehend the expressions and how the relationship between word knowledge and proverb comprehension might change during the developmental period from late childhood to late adolescence. Proverbs containing concrete nouns (e.g., "Two captains will sink a ship") (concrete proverbs) and those containing abstract nouns (e.g., "Envy is destroyed by true friendship") (abstract proverbs) were presented in a multiple-choice task designed to examine comprehension of the expressions. Knowledge of the relevant semantic features of each noun was examined in a separate multiple-choice task. Word knowledge was found to be associated with proverb comprehension in all groups--and particularly so in the case of abstract proverbs. The results support a model of proverb comprehension in adolescents that includes bottom-up in addition to top-down processes.
ACCESSION #
3226694

 

Related Articles

  • ERP and behavioral evidence of individual differences in metaphor comprehension. Kazmerski, Victoria A.; Blasko, Dawn G.; Dessalegn, Banchiamlack D. // Memory & Cognition;Jul2003, Vol. 31 Issue 5, p673 

    In two experiments, we examined individual differences in metaphor processing. In Experiment 1, the subjects judged the literal truth of literal, metaphorical, and scrambled sentences. Overall, metaphors were more difficult to judge as false, in comparison with scrambled controls, suggesting...

  • Addendum: Verbal and non-verbal intelligence changes in the teenage brain. Ramsden, Sue; Richardson, Fiona M.; Josse, Goulven; Thomas, Michael S. C.; Ellis, Caroline; Shakeshaft, Clare; Seghier, Mohamed L.; Price, Cathy J. // Nature;5/31/2012, Vol. 485 Issue 7400, p666 

    A correction to the article "Verbal and non-verbal intelligence changes in the teenage brain" that was published in the 2011 issue is presented.

  • Health carer interactions can increase parental stress.  // Australian Nursing Journal;May98, Vol. 5 Issue 10, p43 

    Focuses on a study which examined the stress level of families with intellectual disabled adolescent children from northern New South Wales and southern Queensland, in Australia. Number of families with adolescent children with intellectual disabilities; Reference to the Baine, McDonald,...

  • Comprehension of Directional Concepts as a Function of IQ and Sensory Modality of Task Presentation. Powers, Thomas E.; Jacob, Saied H. // Journal of Special Education;Summer76, Vol. 10 Issue 2, p199 

    Focuses on a study which considered comprehension of directional concepts as a function of intelligence quotient and sensory modality of task presentation. Methods; Results; Discussion.

  • Does IQ matter in adolescents' reading disability? Kortteinen, Hanna; Närhi, Vesa; Ahonen, Timo // Learning & Individual Differences;Jun2009, Vol. 19 Issue 2, p257 

    Abstract: We studied the connection of IQ, reading disability (RD) and their interaction with reading, spelling and other cognitive skills in adolescents with average IQ and RD (n =22), average IQ, non-RD (n =71), below average IQ and RD (n =29), and below average IQ non-RD (n =33). IQ was not...

  • Sleepless and stupid. Brunet, Robin // Alberta Report / Newsmagazine;1/20/97, Vol. 24 Issue 6, p39 

    Reports on the relationship of sleep deprivation and a teenager's intelligence quotient. Comments of Dr. Stanley Coren, a University of British Columbia neuropsychologist; Coren's studies; How lack of sleep affects some teenagers' brainpower more than others; Comments from teenagers.

  • On the Irrelevance of Intelligence in Predicting Responsiveness to Reading Instruction.  // Exceptional Children;Fall2006, Vol. 73 Issue 1, p8 

    There is increasingly negative sentiment against IQ achievement discrepancy as a method to identify children with learning disabilities (LD) and, more broadly, intelligence as an explanation of poor academic performance. The evidence for this latter view was examined by reviewing 13 studies...

  • Research on Aspects of Comprehension. Harris, Albert J. // Education Digest;Mar1969, Vol. 34 Issue 7, p48 

    The article focuses on the aspects of research on comprehension. There is a voluminous literature on the relation between rate of reading and comprehension, much of it completed before 1940. It has become evident that correlations between the two vary according to the group tested, the kinds of...

  • The Role of IQ in a Component Model of Reading. Tiu Jr., Rolando D.; Thompson, Lee A.; Lewis, Barbara A. // Journal of Learning Disabilities;Sep/Oct2003, Vol. 36 Issue 5, p424 

    The purpose of this study was to test the role of visual processing speed and IQ in a model of reading. This study investigated whether the processes involved in reading differ between a group of children with and a group without reading disability. These two groups of children completed tests...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics