Vocabulary Development
A Morphological Analysis
Monographs of the Society for Research in Child Development
This monograph studies research conducted for the purpose of investigating the relationship between vocabulary recognition and morphological knowledge during the early and middle elementary school years. The findings suggest that lexical development can be characterized in terms of increasing morphological complexity, and as a child ages, the proportion of known complex words that the child figured out by analyzing their morphological structure increased.
Abstract v
I. Introduction 1
II. Estimating Children's Vocabulary Knowledge 8
III. Morphological Development 27
IV. Constructing a Basis for Estimating Vocabulary Knowledge 43
V. A Study of Vocabulary Development in Elementary School Children 57
VI. Distinguishing Potentially Knowable Words from Psychologically Basic Vocabulary 80
VII. Vocabulary Development and the Growth of Morphological Knowledge 118
Appendix: The 196 Words on Which Children were Tested, with Comments on their Morphological Classifications 153
References 157
Acknowledgements 166
Commentary
On Anglin's Analysis of Vocabulary Growth 167
George A. Miller and Pamela C. Wakefield
Reply
Knowing Versus Learning Words 176
Jeremy M. Anglin
Contributors 187
Statement of Editorial Policy 188
I. Introduction 1
II. Estimating Children's Vocabulary Knowledge 8
III. Morphological Development 27
IV. Constructing a Basis for Estimating Vocabulary Knowledge 43
V. A Study of Vocabulary Development in Elementary School Children 57
VI. Distinguishing Potentially Knowable Words from Psychologically Basic Vocabulary 80
VII. Vocabulary Development and the Growth of Morphological Knowledge 118
Appendix: The 196 Words on Which Children were Tested, with Comments on their Morphological Classifications 153
References 157
Acknowledgements 166
Commentary
On Anglin's Analysis of Vocabulary Growth 167
George A. Miller and Pamela C. Wakefield
Reply
Knowing Versus Learning Words 176
Jeremy M. Anglin
Contributors 187
Statement of Editorial Policy 188
Jeremy M. Anglin received his Ph.D. from Harvard University
in 1970. He is associate professor of psychology and currently the
chair of the Developmental Psychology Division at the University of
Waterloo. His research interests include language acquisition and
cognitive development. Several of his recent studies have focused
on lexical, semantic, and conceptual development during childhood.
He has previously been a consulting editor for the Monographs of
the Society for Research in Child Development and has served on
the editorial board of Child Development. He is the author
of The Growth of Word Meaning and of Word, Object, and
Conceptual Development and the editor of Beyond the
Information Given: Studies in the Psychology of Knowing.
George A. Miller received his Ph.D. from Harvard
University in 1946. He is a cognitive psychologist at Princeton
University.
Pamela C. Wakefield received her B.S. from Upsala College
in 1982. She is a member of the research staff at Princeton
University.
in 1970. He is associate professor of psychology and currently the
chair of the Developmental Psychology Division at the University of
Waterloo. His research interests include language acquisition and
cognitive development. Several of his recent studies have focused
on lexical, semantic, and conceptual development during childhood.
He has previously been a consulting editor for the Monographs of
the Society for Research in Child Development and has served on
the editorial board of Child Development. He is the author
of The Growth of Word Meaning and of Word, Object, and
Conceptual Development and the editor of Beyond the
Information Given: Studies in the Psychology of Knowing.
George A. Miller received his Ph.D. from Harvard
University in 1946. He is a cognitive psychologist at Princeton
University.
Pamela C. Wakefield received her B.S. from Upsala College
in 1982. She is a member of the research staff at Princeton
University.
