This document is available on the Web at
http://www.cse.buffalo.edu/~rapaport/refs-vocab.html
Development of this bibliography has been supported in part by the
National Science Foundation, Research on Learning and
Education (ROLE) Program, grant #REC-0106338, 1 July 2001 - 31
December 2003.
Last Update: Thursday, 12 October 2017
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Note 0: In order to make this bibliography reasonably
manageable, as well as to make it easier for me to keep it updated,
this bibliography implicitly includes all items listed in the
bibliographies of the items explicitly included on this list :-)
Note 1: Additions to this document are more than welcome, and should be
sent to Prof. William J. Rapaport, Department of Computer Science and
Engineering,
201 Bell Hall, SUNY Buffalo, Buffalo, NY 14260-2000, or by
email to me at:
rapaport@cse.buffalo.eduNote 2: This bibliography excludes
most of the literature on word-sense
disambiguation, which, although clearly related to contextual vocabulary
acquisition, is a subfield of computational linguistics unto itself.
For some recent computational work on this topic, see
"Special Issue on Word Sense Disambiguation",
Computational
Linguistics
Vol. 24, No. 1 (March 1998).
Note 3: This bibliography also excludes
most of the literature on semantic similarity, which, although related
to contextual vocabulary
acquisition, is a subfield of computational linguistics unto itself. A
few such items are, however, listed, and you should consult their
bibliographies for further documentation. See, e.g.,
Meara 1992,
Landauer & Dumais 1997,
Landauer et al. 1998,
Landauer 2000,
Widdows & Dorow 2002Note 4: "Essential Readings in CVA":
According to Russell, one can't say
what the word "the" means; one can only say what a sentence containing "the"
means—e.g., "The present King of France is bald" means that there is
one and only one present King of France and he is bald. No
identifiable part of that meaning is a meaning for
"the".
An important paper on the first semantic-network
knowledge-representation-and-reasoning system in AI, and how to get
it to read and comprehend a natural-language text. Not directly relevant
to CVA, but has an interesting
suggestion of how to test a CVA system on children's books.
For the history of some of the issues that Quillian's theory
deals with, see Sparck Jones
1967
Rankin, Earl F., & Overholser, Betsy M. (1969),
"Reaction of Intermediate Grade Children to Contextual Clues",
Journal of Reading Behavior
1(3): 50-73.
Carbonell, Jaime G.
(1979),
"Towards a
Self-Extending
Parser",
Proceedings of the 17th Annual Meeting of the Association for
Computational Linguistics (University of California at San Diego)
(Morristown, NJ: Association for Computational Linguistics): 3-7.
Wallace, John
(1979),
"Only in the Context of a Sentence Do Words Have Any Meaning",
in
Peter A. French;
Theodore E. Uehling, Jr.;
& Howard K. Wettstein
(eds.),
Contemporary Perspectives in the Philosophy of Language
(Minneapolis: University of Minnesota Press):
305-325.
A highly technical philosophy essay about Frege's principle
(viz., the title of the essay). The essay is not nearly as interesting
as the title of the article.
Gipe, J.P. (1980), "Use of a Relevant Context Helps Kids Learn New
Word
Meanings", The Reading Teacher 33(4): 398-402.
Haas, Norman, & Hendrix, Gary G. (1980, November), "An Approach to
Acquiring and Applying Knowledge", Technical Note 227 (Menlo Park, CA:
SRI International); same as below, but contains appendices.
Haas, Norman, & Hendrix, Gary G. (1980), "An Approach to Acquiring and
Applying Knowledge", Proceedings of the 1st Annual National Conference
on Artificial Intelligence (AAAI-80, Stanford) (Los Altos, CA: William
Kaufmann): 235-239; same as above but without appendices.
Hendrix, Gary G. (1980, October), "KLAUS: A System for Managing
Information and Computational Resources", Technical Note 230 (Menlo
Park, CA: SRI International).
Meara, Paul (1980), "Vocabulary Acquisition: A Neglected Aspect of
Language Learning", Language Teaching and Linguistics: Abstracts
13(4): 221-246.
Beck, Isabel L.;
Perfetti, Charles A.; &
McKeown,
Margaret G.
(1982),
"Effects of Long-Term Vocabulary Instruction on Lexical Access and
Reading Comprehension", Journal of Educational Psychology 74(4):
506-521.
Carroll, Bonnie A.,
& Drum, Priscilla A.
(1982),
"The Effects of Context Clue Type and Variations in Content on the
Comprehension of Unknown Words",
in
Jerome A. Niles & Larry A. Harris (eds.),
New Inquiries in Reading Research and Instruction: 31st Yearbook of
the National Reading Conference
(National Reading
Conference, Inc.):
89-93.
DeJong, Gerald (1982), "Automatic Schema Acquisition in a Natural
Language Environment", Proceedings of the National Conference on
Artificial Intelligence (AAAI-82, Pittsburgh) (Los Altos: William
Kaufmann): 410-413.
Freyd, Pamela, & Baron, Jonathan
(1982),
"Individual Differences in Acquisition of Derivational Morphology",
Journal of Verbal Lerarning and Verbal Behavior
21: 282-295.
Keirsey, David M. (1982), "Word Learning with Hierarchy Guided
Inference," Proceedings of the National Conference on Artificial
Intelligence (AAAI-82, Pittsburgh) (Los Altos, CA: Morgan Kaufmann):
172-178.
Johnson-Laird,
Philip N.
(1982),
"Formal Semantics and the Psychology of Meaning",
in
S. Peters & E. Saarinen (eds.),
Processes, Beliefs, and Questions
(Dordrecht, The Netherlands: D. Reidel):
1-68.
Esp. pp. 19-21, on "Psychological Aspects of the
Meanings of Words".
Madison, Joanne Y.;
Carroll, Bonnie A.;
& Drum, Priscilla A.
(1982),
"The Effects of Directionality and Proximity of Context Clues on the
Comprehension of Unknown Words",
in
Jerome A. Niles & Larry A. Harris (eds.),
New Inquiries in Reading Research and Instruction: 31st Yearbook of
the National Reading Conference
(National
Reading
Conference, Inc.):
105-109.
Beck, Isabel
L.;
&
McKeown,
Margaret G.
(1983, March), "Learning Words Well--a
Program to Enhance Vocabulary and Comprehension", The Reading
Teacher 36(7): 622-625.
Carey, Susan
(1983),
"Constraints on the Meanings of Natural Kind Terms",
in
Th.B. Seiler & W. Wannenmacher (eds.),
Concept Development and the Development of Word Meaning
(Berlin: Springer-Verlag):
126-143.
Carroll, Bonnie A.,
& Drum, Priscilla A.
(1983),
"Definitional Gains for Explicit and Implicit Context Clues",
in
Jerome A. Niles & Larry A. Harris (eds.),
Searches for Meaning in Reading/Language Processing and Instruction:
32nd Yearbook of the National Reading Conference
(National Reading
Conference, Inc.):
158-162.
DeJong, Gerald (1983), "Acquiring Schemata through Understanding and
Generalizing Plans", Proceedings of the 8th International Joint
Conference on Artificial Intelligence (IJCAI-83, Karlsruhe, W. Germany)
(Los Altos: William Kaufmann): 462-464.
Granger, Richard H.
(1983), "The NOMAD System: Expectation-Based
Detection and Correction of Errors During Understanding of Syntactically
and Semantically Ill-Formed Text," American Journal of Computational
Linguistics 9: 188-196.
Haas, Norman & Hendrix, G. (1983), "Learning by Being Told: Acquiring
Knowledge for Information Management," in Michalski, R. S.;
Carbonell, Jaime G.;
& Mitchell, T.M. (eds.), Machine Learning: An Artificial
Intelligence Approach (Palo Alto, CA: Tioga Press): 405-428.
Keil,
Frank C.
(1983),
"Semantic Inferences and the Acquisition of Word Meaning",
in
Th.B. Seiler & W. Wannenmacher (eds.),
Concept Development and the Development of Word Meaning
(Berlin: Springer-Verlag):
103-124.
McKeown,
Margaret G.;
Beck, Isabel
L.;
Omanson, Richard C.; & Perfetti,
Charles A. (1983), "The Effects of Long-Term Vocabulary Instruction on
Reading Comprehension: A Replication", Journal of Reading
Behavior 15(1): 3-18.
Bensoussan, Marsha, &
Laufer, Batia
(1984), "Lexical Guessing in Context in EFL
Reading Comprehension", Journal of Research in Reading 7(1): 15-32.
Carbonell, Jaime G.
& Hayes, Philip J. (1984), "Coping with
Extragrammaticality" Proceedings of the 10th International Conference on
Computational Linguistics [and] 22nd Annual Meeting of the Association
for Computational Linguistics (COLING84, Stanford University)
(Morristown, NJ: Association for Computational Linguistics): 433-437.
Carnine, Douglas;
Kameenui, Edward J.;
& Coyle, Gayle
(1984),
"Utilization of Contextual Information in Determining the Meaning of
Unfamiliar Words",
Reading Research Quarterly
19(2, Winter): 188-204.
Graves, Michael F.
(1984),
"Selecting Vocabulary to Teach in the Intermediate and Secondary Grades",
in
James Flood (ed.),
Promoting Reading Comprehension
(Newark, DE: International Reading Assoc.): 245-260.
Nagy, William E.,
&
Herman, Patricia A.
(1984),
"The Futility of Most Types of Vocabulary Instruction",
paper presented as part of the symposium "What Is the Role of
Instruction in Learning and Using Vocabulary?", American Educational
Research Association (New Orleans, April).
See Beck et al. 1984
Omanson, Richard C.;
Beck, Isabel
L.;
McKeown,
Margaret G.;
& Perfetti,
Charles A. (1984), "Comprehension of Texts with Unfamiliar versus
Recently Taught Words: Assessment of Alternative Models", Journal of
Educational Psychology 76(6): 1253-1268.
Eeds, M., & Cockrum, W.A. (1985), "Teaching Word Meanings by
Extending
Schemata vs. Dictionary Work vs. Reading in Context",
Journal of Reading
28(6): 492-497.
Herman, Patricia A.;
Anderson, Richard C.;
Pearson, P. David;
&
Nagy, William E.
(1985),
"Incidental Acquisition of Word Meanings from Expositions that
Systematically Very Text Features",
Technical Report 364
(Champaign, IL, and Cambridge, MA: University of Illinois and Bolt
Beranek & Newman, Center for the Study of Reading).
Higginbotham, James (1985), "On Semantics," reprinted in Ernest LePore
(ed.), New Directions in Semantics (London: Academic Press, 1987):
1-54.
Laufer, Batia
&
Sim, Donald D.
(1985, April),
"Taking the Easy Way Out:
Non-Use and Misuse of Clues in EFL Reading",
English Teaching Forum
23(2): 7-10, 20.
McKeown,
Margaret G.;
Beck, Isabel
L.;
Omanson, Richard C.; & Pople,
Martha T. (1985), "Some Effects of the Nature and Frequency of
Vocabulary Instruction on the Knowledge and Use of Words", Reading
Research Quarterly 20(5): 522-535.
Mooney, Raymond, & DeJong, Gerald (1985), "Learning Schemata for Natural
Language Processing", Proceedings of the 9th International Joint
Conference on Artificial Intelligence (IJCAI-85, Los Angeles) (Los
Altos, CA: Morgan Kaufmann): 681-687.
Nuwer, Penny K., & Daniels, Joyce H. (1985), "Contextual Facilitation:
The Function of Function Words", unpublished? paper presented at the
56th Annual Meeting, Eastern Psychological Association (Boston).
O'Bannon, Rockne (1985), "Wordplay" (episode 2 of The New Twilight
Zone TV series).
Schwartz, Robert M., & Raphael, Taffy E. (1985a),
"Instruction in the Concept of Definition as a Basis for
Vocabulary Acquisition",
in
Jerome A. Niles
&
Rosary V. Lalik
(eds.),
Issues in Literacy: A Research Perspective;
34th Yearbook of the National Reading Conference
(Rochester, NY: National Reading Conference):
116-124.
Schwartz, Robert M., & Raphael, Taffy E. (1985b),
"Concept of Definition: A Key to
Improving Students' Vocabulary",
The Reading Teacher 39: 198-203.
Zernik, Uri, &
Dyer, Michael G.
(1985), "Towards a Self-Extending
Lexicon," Proceedings of the 23rd Annual Meeting of the Association for
Computational Linguistics (University of Chicago) (Morristown, NJ:
Association for Computational Linguistics): 284-292.
Discusses how it is possible to understand malapropisms.
Relevant CVA comments are on pp. 435, 437, 441.
Fisher, P.L. (1986), An Investigation of Selected Factors
Affecting
Readers' Understanding of Unfamiliar Words in Text, doctoral
dissertation (SUNY Buffalo Faculty of Educational Studies).
Argues that context can be useless or misleading at least as often as it
can be helpful, but makes a lot of assumptions that we don't make in our
CVA project.
Reprinted in:
Ruddell, Robert B.; & Unrau, Norman J. (eds.),
Theoretical Models and Processes of Reading, Fifth
Edition
(Newark, DE: International Reading Association):
454-516.
Especially the section titled "Matthew Effects in Reading:
The Rich Get Richer" (pp. 480-483 of the Ruddell & Unrau reprint.
Beck, Isabel
L.;
McKeown,
Margaret G.;
& Omanson, Richard C. (1987),
"The Effects and Use of
Diverse Vocabulary Instructional Techniques",
in Margaret G. McKeown & Mary Curtis
(eds.), The Nature of Vocabulary Acquisition
(Hillsdale, NJ: Lawrence Erlbaum Associates):
147-163.
Crais, Elizabeth R. (1987), "Fast Mapping of Novel Words in Oral Story
Context", Papers and Reports on Child Language Development
(Stanford, CA: Stanford University Department of Linguistics) 26: 40-47.
Curtis, Mary E.
(1987),
"Vocabulary Testing and Vocabulary Instruction",
in Margaret G. McKeown & Mary E. Curtis (eds.),
The Nature of Vocabulary Acquisition (Hillsdale, NJ: Lawrence Erlbaum
Associates):
37-51.
Points out an interesting difference between contextual
and abstract ("decontextualized") definitions.
Drum, Priscilla A. & Konopak, Bonnie C. (1987), "Learning Word Meanings
from Written Context,"
in
Margaret G. McKeown
&
Mary E. Curtis (eds.),
The Nature of Vocabulary Acquisition
(Hillsdale, NJ: Lawrence Erlbaum Associates):
73-87.
Elshout-Mohr, Marianne & Van Daalen-Kapteijns, Maartje M. (1987),
"Cognitive Processes in Learning Word Meanings," in Margaret G. McKeown
& Mary E. Curtis (eds.), The Nature of Vocabulary Acquisition
(Hillsdale, NJ: Lawrence Erlbaum Associates): 53-71.
Gerken, LouAnn (1987), "Telegraphic Speaking Does Not Imply Telegraphic
Listening", Papers and Reports on Child Language Development
(Stanford, CA: Stanford University Department of Linguistics) 26: 48-55.
Graves, Michael F.
(1987),
"The Roles of Instruction in Fostering Vocabulary Development",
in Margaret G. McKeown & Mary E. Curtis (eds.),
The Nature of Vocabulary Acquisition (Hillsdale, NJ: Lawrence Erlbaum
Associates):
165-183.
Herman, P.A.;
Anderson, R.C.;
Pearson, P.D.;
&
Nagy, William E.
(1987),
"Incidental Acquisition of Word Meaning from Expositions with Varied Text Features",
Reading Research Quarterly
22: 263-264.
Kamenui, Edward J.;
Dixon, Robert C.;
&
Carnine, Douglas W.
(1987),
"Issues in the Design of Vocabulary Instruction",
in Margaret G. McKeown & Mary Curtis
(eds.), The Nature of Vocabulary Acquisition
(Hillsdale, NJ: Lawrence Erlbaum Associates):
129-145.
McKeown,
Margaret G.
& Curtis, Mary E. (eds.) (1987), The Nature of
Vocabulary Acquisition (Hillsdale, NJ: Lawrence Erlbaum Associates).
Miller, George A., & Gildea, Patricia M. (1987, September), "How Children Learn
Words", Scientific American: 94-99 (author info on p. 16;
references on p. 120).
Mooney, Raymond J.
(1987), "Integrated Learning of Words and their Underlying Concepts",
Proceedings of the 9th Annual Conference of the Cognitive Science
Society (Seattle) (Hillsdale, NJ: Lawrence Erlbaum Associates):
974-978.
Wysocki, Katherine,
&
Jenkins, Joseph R.
(1987),
"Deriving Word Meanings through Morphological Generalization",
Reading Research Quarterly
22(1, Winter): 66-81.
Kintsch, Walter
(1988),
"The Role of Knowledge in Discourse Comprehension:
A Construction-Integration Model",
Psychological Review
95(2): 163–182.
Discusses a model of reading comprehension that is very close to
ours, yet has no mention of either SNePS or Discourse Representation
Theory, both of which were well-developed when Kintsch wrote this paper.
"Knowledge provides part of the context within which a discourse
is interpreted" (p. 163, col. 2).
On holism (note that Kintsch does not mention Quillian, either!):
"Concepts are not defined in a knowledge net, but their
meaning can be constructed from their position in the net. The
immediate associates and semantic neighbors of a node constitute its
core meaning. Its complete and full meaning, however, can be obtained
only by exploring its relations to all the other nodes in the net."
(p. 165, col. 1; cf. Quillian 1969!)
"It is not possible to deal with the whole, huge
knowledge net at once. Instead, at any moment only a tiny fraction of
the net can be activated, and only those propositions of the net that
are actually activated can affect the meaning of a given concept."
(ibid.)
Kranzer, Karen Gray
(1988),
"A Study of the Effects of Instruction on Incidental Word Learning
and on the Ability to Derive Word Meanings from Context",
Ph.D. dissertation
(University of Delaware Department of Educational Development).
McKeown,
Margaret G.,
&
Beck, Isabel
L.
(1988), "Learning Vocabulary:
Different Ways for Different Goals", RASE [Remedial and Special
Education] 9(1): 42-52.
Nagy, William E. (1988), Teaching Vocabulary to Improve Reading
Comprehension
(ERIC Clearinghouse on Reading and Communication Skills, National
Council of Teachers of English, & International
Reading Association).
& Coady, James (1988),
"Vocabulary and Reading"
,
in Ronald Carter & Michael McCarthy (eds.), Vocabulary and Language
Teaching (London: Longman): 97-110.
What's wrong with their strategy? (Hint: Is it an algorithm?)
Nattinger, James (1988), "Some Current Trends in Vocabulary Teaching",
in Ronald Carter & Michael McCarthy (eds.), Vocabulary and Language
Teaching (London: Longman): 62-82.
Rapaport, William J. (1988), "Syntactic Semantics: Foundations of
Computational Natural-Language Understanding," in James H. Fetzer (ed.),
Aspects of Artificial Intelligence (Dordrecht, Holland: Kluwer
Academic Publishers): 81-131; reprinted (with numerous errors) in Eric
Dietrich (ed.), Thinking Computers and Virtual Persons:
Essays on the Intentionality of Machines (San Diego: Academic Press,
1994): 225-273
Carter, D. (1989), "Lexical Acquisition in the Core Language Engine",
Proceedings of the 4th Conference of the European Chapter of the
Association for Computational Linguistics (University of Manchester)
(Morristown, NJ: Association for Computational Linguistics): 137-144
Jenkins, Joseph R.;
Malock, B.;
&
Slocum, T.A.
(1989),
"Approaches to Vocabulary Instruction:
The Teaching of Individual Word Meanings and Practice in Deriving Word Meaning from Context",
Reading Research Quarterly
24: 215-235.
Krashen, Stephen (1989), "We Acquire Vocabulary and Spelling by Reading:
Additional Evidence for the Input Hypothesis", Modern Language
Journal 73(4): 440-464.
Nation,
Paul
& Carter, Ron (ed.) (1989), Vocabulary Acquisition, special issue
of
AILA [Association Internationale de Linguistique Appliquée] Review,
Vol. 6; includes
Haastrup 1989 and
Schouten-van Parreren 1989.
Gleitman, Lila (1990) "The Structural Sources of Verb Meanings",
Language Acquisition 1: 1-55.
Harris, A.J., & Sipay, E.R. (1990), How to Increase Reading
Ability
(White Plains, NY: Longman).
Jacobs, Paul S.; Krupka, George R.; McRoy, Susan W.; Rau, Lisa F.;
Sondheimer, Norman K.; &
Zernik, Uri
(1990), "Generic Text Processing:
A Progress Report", in Speech and Natural Language: Proceedings of a
Workshop Held at Hidden Valley, Pennsylvania, June 24-27, 1990; DARPA
Information Science and Technology Office (San Mateo, CA: Morgan
Kaufmann): 359-364.
Kwasny, Stan C., & Kalman, Barry L. (1990?), "The Case of the Unknown
Word: Imposing Syntactic Constraints on Words Missing from the
Lexicon", http://www.cs.wustl.edu/~sck/ps/maicss3.ps
Letellier, Sabine, & Fournier, Jean Pierre (1990), "How to Deal
Intelligently with the Unexpected", in Ph. Jorrand & V. Sgurev (eds.),
Artificial Intelligence IV: Methodology, Systems, Applications
(Elsevier Science): 393-402.
McCarthy, Michael (1990), Vocabulary (Oxford: Oxford University
Press), esp. Sect. 9.2, "Learning Strategies".
Nagy, William
& Gentner, Dedre
(1990),
"Semantic Constraints on Lexical Categories",
Language and Cognitive Processes
5(3): 169-201.
Nation, I.S.P.
(1990), Teaching and Learning Vocabulary (New
York: Newbury House/Harper & Row); esp. pp. 48, 89, and Chs. 4
("Communicating Meaning"), 8 ("Vocabulary and Reading"), and 10
("Learner Strategies").
Weischedel, Ralph (1990), "Adaptive Natural Language Processing", in
Speech and Natural Language: Proceedings of a Workshop Held at Hidden
Valley, Pennsylvania, June 24-27, 1990; DARPA Information Science and
Technology Office (San Mateo, CA: Morgan Kaufmann): 405.
Wilensky, Robert (1990), "Extending the Lexicon by Exploiting
Subregularities", in Speech and Natural Language: Proceedings of a
Workshop Held at Hidden Valley, Pennsylvania, June 24-27, 1990; DARPA
Information Science and Technology Office (San Mateo, CA: Morgan
Kaufmann): 365-370.
Beck, Isabel
L.;
&
McKeown,
Margaret G.
(1991),
"Conditions of Vocabulary Acquisition",
in R. Barr, M.L. Kamil, P.B. Mosenthal, & P.D. Pearson (eds.),
Handbook of Reading Research
(New York: Longman),
Vol. II, pp. 789-814.
Clark, Herbert H. (1991), "Words, the World, and their Possibilities",
in Gregory R. Lockhead & James R. Pomerantz (eds.), The Perception of
Structure (Washington, DC: American Psychological Association):
263-277.
Day, Richard R.; Omura, Carole; & Hiramatsu, Motoo (1991), "Incidental EFL Vocabulary
Learning and Reading", Reading in a Foreign Language 7(2): 541-551.
Durkin, P.
(1991),
"Vocabulary Acquisition in Context Reconsidered:
The Effects of Word Type and Exposure Level on the Learning of
Unknown Words",
Dissertation Abstracts International
51: 2691.
Durso, F.T.,
&
Shore, W.J.
(1991),
"Partial Knowledge of Word Meanings",
Journal of Experimental Psychology: General
120: 190-202.
Haastrup, Kirsten (1991), Lexical Inferencing Procedures or Talking
about Words (Tübingen: Gunter Narr Verlag Tübingen).
Hastings, Peter M.;
Lytinen, Steven L.;
& Lindsay, Robert K.
(1991),
"Learning Words: Computers and Kids",
Program of the 13th Annujal Conference of the Cognitive Science
Society (Chicago)
(Hillsdale, NJ: Lawrence Erlbaum Associates): 251-256.
Henning, G. (1991),
"A Study of the Effects of Contextualization and Familiarization on Responses
to the TOEFL Vocabulary Test Items",
Research Report 35 (Princeton, NJ: Educational Testing Service).
Ittzés, Kata (1991), "Lexical Guessing in Isolation and Context",
Journal of Reading 34(5): 360-366.
Marzano, Robert J.; Paynter, Diane E.; Kendall, John S.; Pickering,
Debra; & Marzano, Lorraine (1991), Literacy Plus: An Integrated
Approach to Teaching Reading, Writing, Vocabulary, and Reasoning
(Columbus, OH: Zaner-Bloser).
Miller, George A.
(1991),
The Science of Words
(New York: Scientific American Library).
Mondria, Jan-Arjen
&
Wit-de Boer, Marijke
(1991),
"The Effects of Contextual Richness on the Guessability and the
Retention of Words in a Foreign Language",
Applied Linguistics
12(3): 249-267.
Schwanenflugel, Paula J. (ed.) (1991), The Psychology of Word
Meanings (Hillsdale, NJ: Lawrence Erlbaum Associates).
including:
McKeown,
Margaret G.
(1991), "Learning Word Meanings from
Definitions: Problems and Potential": 137-156.
Stahl,
Steven A.
(1991), "Beyond the Instrumentalist Hypothesis:
Some Relationships between Word Meanings and Comprehension":
157-186.
Balota, David A.; Ferraro, F. Richard; & Connor, Lisa T. (1991),
"On the Early Influence of Meaning in Word Recognition:
A Review of the Literature": 187-222.
Schwanenflugel, Paula J. (1991), "Why Are Abstract Concepts Hard
to Understand?": 223-250.
Bloom, Paul
(ed.) (1993), Language Acquisition: Core Readings
(Cambridge, MA: MIT Press).
Buikema, J.L.,
&
Graves, M.F.
(1993),
"Teaching Students to Use Context Clues to Infer Word Meanings",
Journal of Reading
36(6): 450-457.
Chern, Chiou-Lan (1993), "Chinese Students' Word-Solving Strategies in
Reading in English", in Thomas Huckin, Margot Haynes, & James Coady
(eds.), Second Language Reading and Vocabulary Learning (Norwood,
NJ: Ablex): 67-85.
Coady, James (1993), "Research on ESL/EFL Vocabulary Acquisition:
Putting it in Context", in Thomas Huckin, Margot Haynes, & James Coady
(eds.), Second Language Reading and Vocabulary Learning (Norwood,
NJ: Ablex): 3-23.
Diakidoy, Irene-Anna N.
(1993),
"The Role of Reading Comprehension and Local Context Characteristics in
Word Meaning Acquisition during Reading"
(unpublished Ph.D. dissertation, University of Illinois at
Urbana-Champaign) UMI Order No. 9329013.
Dubin, Fraida, & Olshtain, Elite (1993), "Predicting Word Meanings from
Contextual Clues: Evidence from L1 Readers", in Thomas Huckin, Margot
Haynes, & James Coady
(eds.), Second Language Reading and Vocabulary Learning (Norwood,
NJ: Ablex): 181-202.
Haynes, Margot (1993), "Patterns and Perils of Guessing in Second
Language Reading", in Thomas Huckin, Margot Haynes, & James Coady
(eds.), Second Language Reading and Vocabulary Learning (Norwood,
NJ: Ablex): 46-64.
Holmes, John, & Ramos, Rosinda Guerra (1993), "False Friends and
Reckless Guessers: Observing Cognate Recognition Strategies", in Thomas
Huckin, Margot Haynes, & James Coady
(eds.), Second Language Reading and Vocabulary Learning (Norwood,
NJ: Ablex): 86-108.
Huckin, Thomas, & Bloch, Joel (1993), "Strategies for Inferring Word
Meaning in Context: A Cognitive Model", in Thomas Huckin, Margot
Haynes, & James Coady
(eds.), Second Language Reading and Vocabulary Learning (Norwood,
NJ: Ablex): 153-178.
Huckin, Thomas, & Haynes, Margot (1993), "Summary and Future
Directions", in Thomas Huckin, Margot Haynes, & James Coady
(eds.), Second Language Reading and Vocabulary Learning (Norwood,
NJ: Ablex): 289-298.
Hulstijn, Jan H. (1993), "When Do Foreign-Language Readers Look Up the
Meaning of Unfamiliar Words? The Influence of Task and Learner
Variables", Modern Language Journal 77(2): 139-147.
Kintsch, Walter
(1993),
"Text Comprehension, Memory, and Learning",
American Psychologist
49(4): 294–303.
"for readers with adequate background knowledge, texts with
coherence gaps that stimulate constructive activities are in fact better
for learning" (p. 294, abstract; CVA is such a "constructive
activity").
Kreitler, Shulamith;
&
Kreitler, Hans
(1993),
"Meaning Effects of Context",
Discourse Processes
16: 429-449.
McKee, J. (1993),
"Computer Assisted Vocabulary Acquisition", ReCALL 8: 9-15.
Miller, M. (1993), A View of One's Past and Other Aspects of Reasoned
Change in Belief, Ph.D. dissertation (College Park, MD: University of
Maryland Department of Computer Science).
Mol, M. (1993), "Deducing Words from Context: A Video-Taped Training Project in
Reading Strategies for the English Central Examination", Ph.D. dissertation
(Amsterdam: Vrije Universiteit).
Parry, Kate (1993), "Too Many Words: Learning the Vocabulary of an
Academic Subject", in Thomas Huckin, Margot Haynes, & James Coady
(eds.), Second Language Reading and Vocabulary Learning (Norwood,
NJ: Ablex): 109-129.
Stein, Mark (1993), "The Healthy Inadequacy of Contextual Definition",
in Thomas Huckin, Margot Haynes, & James Coady
(eds.), Second Language Reading and Vocabulary Learning (Norwood,
NJ: Ablex): 203-214.
Hastings, Peter M.,
& Lytinen, Steven L. (1994b),
"Objects, Actions, Nouns, and Verbs",
Proceedings of the 16th Annual Conference of the
Cognitive Science Society (Hillsdale, NJ: Lawrence Erlbaum Associates):
397-402.
Levy, Elena,
&
Nelson, Katherine
(1994),
"Words in Discourse:
A Dialectical Approach to the Acquisition of Meaning and Use",
Journal of Child Language
21: 367-389.
Primarily on initial L1 acquisition, but has
some useful observations on the notion of "correctness" and on the
relation of context to background knowledge.
Rumelhart, David E.
(1994),
"Toward an Interactive Model of Reading",
in R.B. Ruddell, M.R. Ruddell, & H. Singer (eds.),
Theoretical Models and Processes of Reading (4th Edition)
(Newark, DE: International Reading Association):
864-894.
Reprinted in:
Robert B. Ruddell & Norman J. Unrau (eds.),
Theoretical Models and Processes of Reading, 5th Edition
(Newark, DE: International Reading Association):
1149-1179; see esp. pp. 1161ff: "Our Interpretation
of the Meaning of What We Read Depends on the General Context
in Which We Encounter the Text"
Pedersen, Ted, & Chen, Weidong (1995),
"Lexical Acquisition via
Constraint Solving",
in Working Notes of the AAAI Spring Symposium on
Representation and Acquisition of Lexical Knowledge: Polysemy,
Ambiguity, and Generativity (Palo Alto, CA): 118–122.
Sénéchal, Monique;
Thomas, Eleanor;
&
Monker, Jo-Ann
(1995),
"Individual Differences in 4-Year-Old Children's Acquisition of
Vocabulary during Storybook Reading",
Journal of Educational Psychology
87(2): 218-229.
Shu, Hua; Anderson, Richard C.; & Zhang, Houcan (1995), "Incidental
Learning of Word Meanings While Reading: A Chinese and American
Cross-Cultural Study", Reading Research Quarterly 30(1): 76-95.
Thompson, Cynthia A. (1995), "Acquisition of a Lexicon from Semantic
Representations of Sentences", Proceedings of the 33rd Annual Meeting
of the Association for Computational Linguistics (MIT) (Association for
Computational Linguistics): 335-337.
Barrière, Caroline,
& Popowich, Fred
(1996),
"Building a Noun Taxonomy from a Children's Dictionary",
in Euralex'96: Seventh EURALEX International Congress on
Lexicography (Göaut;eborg, Sweden):
27-35.
Blachowicz, Camille, & Fisher, Peter (1996), Teaching Vocabulary in All
Classrooms (Englewood Cliffs, NJ: Prentice-Hall/Merrill).
Especially Ch. 2: "Learning Vocabulary from Context", pp. 15-34.
Brett, Arlen;
Rothlein, Liz;
&
Hurly, Michael
(1996),
"Vocabulary Acquisition from Listening to Stories and Explanations of
Target Words",
The Elementary School Journal
96(4): 415-422.
Duquette, Lise, & Painchaud, Gisèle (1996), "A Comparison of
Vocabulary Acquisition in Audio and Video Contexts",
Canadian Modern Language Review/La Revue canadienne des
langues vivantes 53(1): 143-172.
Hahn, Udo; Klenner, Manfred; & Schnattinger, Klemens (1996), "Learning
from Texts--A Terminological Metareasoning Perspective", in Stefan
Wermter, Ellen Riloff, & Gabriele Scheler (eds.), Connectionist,
Statistical and Symbolic Approaches to Learning for Natural Language
Processing (Berlin: Springer-Verlag): 453-468.
Jacquemin, Christian (1996), "A Symbolic and Surgical Acquisition of
Terms through Variation", in Stefan Wermter, Ellen Riloff, & Gabriele
Scheler (eds.), Connectionist, Statistical and Symbolic Approaches to
Learning for Natural Language Processing (Berlin: Springer-Verlag):
425-438.
Knight, Kevin (1996),
"Learning
Word Meanings by Instruction",
Proceedings of the 13th National Conference on Artificial Intelligence
(AAAI-96) and 8th Innovative Applications of Artificial Intelligence
Conference (Menlo Park: AAAI Press/MIT Press), Vol. 1, pp. 447-454.
Has the best informal motivation for, and explanation of,
latent semantic analysis that I've seen.
Linard, Monique
(1996),
"Reframing the Computational Representations of Cognition within
Action-Based Theories: Relevance of Piaget's and Vygotsky's
Approaches" (unpublished(?) paper presented at Colloque Piaget-Vygotsky
(Geneva)).
Miller, George A.
(1996),
"Contextuality",
in Jane Oakhill & Alan Garnham (eds.),
Mental Models in Cognitive Science:
Essays in Honour of Phil Johnson-Laird
(East Sussex, UK: Psychology Press):
1-18.
Paribakht, T. Sima, & Wesche, Marjorie (1996), "Enhancing Vocabulary
Acquisition through Reading: A Hierarchy of Text-Related Exercise
Types",
Canadian Modern Language Review/La Revue canadienne des
langues vivantes 52(2): 155-178.
Prince, Peter (1996), "Second Language Vocabulary Learning: The Role of
Context versus Translations as a Function of Proficiency", The Modern
Language Journal 80(4): 478-493.
Qian, David D. (1996), "ESL Vocabulary Acquisition: Contextualization
and Decontextualization", Canadian Modern Language Review/La Revue
canadienne des
langues vivantes 53(1): 120-142.
Siskind, Jeffrey Mark (1996), "A Computational Study of Cross-Situational
Techniques for Learning Word-to-Meaning Mappings",
Cognition 61:
39-91; reprinted in
Michael R. Brent
(ed.),
Computational
Approaches to Language Acquisition
(Cambridge, MA:
MIT Press): 39-91. Pre-print
available online at:
ftp://ftp.nj.nec.com/pub/qobi/cognition96.ps.Z
Wermter, Stefan; Riloff, Ellen; & Scheler, Gabriele (1996), "Learning
Approaches for Natural Language Processing", in Stefan Wermter, Ellen
Riloff, & Gabriele Scheler (eds.), Connectionist, Statistical and
Symbolic Approaches to Learning for Natural Language Processing
(Berlin: Springer-Verlag): 1-16;
http://osiris.sunderland.ac.uk/~cs0stw/Papers/book96.ps
Akman, Varol
(1997),
"Context as a Social Construct",
in Sasa Buvac \& Lucja Iwanska (eds.), Proceedings of the
AAAI-97 Fall Symposium on Context in Knowledge Representation and
Natural Language: 1-6.
Barrière, Caroline,
& Popowich, Fred (1997), "Concept Clustering and
Knowledge Integration from a Children's Dictionary", Proceedings of the
16th International Conference on Computational Linguistics (COLING-97,
Copenhagen);
http://xxx.lanl.gov/abs/cmp-lg/9703002
Beals, Diane E. (1997), "Sources of Support for Learning Words in
Conversation: Evidence from Mealtimes", Journal of Child Language 24:
673-694.
Boros, Manuela; Aretoulaki, Maria; Gallwitz, Florian; Nöth, Elmar, &
Niemann, Heinrich (1997), "Semantic Processing of Out-of-Vocabulary
Words in a Spoken Dialogue System", Proceedings of the 5th European
Conference on Speech Communication and Technology (Eurospeech 97;
Rhodes, Greece);
http://xxx.lanl.gov/abs/cmp-lg/9709006
Chaffin, Roger (1997), "Associations to Unfamiliar Words: Learning the
Meanings of New Words", Memory and Cognition 25(2): 203-226.
Coady, James (1997), "L2 Vocabulary Acquisition through Extensive
Reading",
in James Coady & Thomas Huckin (eds.), Second Language
Vocabulary Acquisition: A Rationale for Pedagogy (Cambridge, UK:
Cambridge University Press): 225-237.
Ehrlich, Karen, & Rapaport, William J. (1997),
"A Computational Theory
of Vocabulary Expansion", Proceedings of the 19th Annual Conference of
the Cognitive Science Society (Stanford University) (Mahwah, NJ:
Lawrence Erlbaum Associates): 205-210.
Ellis, Nick C., & Laporte, Nadine (1997), "Contexts of Acquisition: Effects of
Formal Instruction and Naturalistic Exposure on Second Language Acquisition",
in
Annette M.B. de Groot & Judith F. Kroll (eds.), Tutorials in Bilingualism:
Psycholinguistic Perspectives (Mahwah, NJ: Lawrence Erlbaum Associates):
53-83.
Kay, Paul (1997), "Three Properties of the Ideal Reader", in Paul Kay,
Words and the Grammar of Context, CSLI Lecture Notes No. 40 (Stanford,
CA: CSLI Publications), Ch. 9, pp. 189-207.
Kucan, L., &
Beck, Isabel
L.
(1997), "Thinking Aloud and Reading
Comprehension
Research: Inquiry, Instruction, and Social Interaction", Review of
Educational Research 67(3): 271-299.
Laufer, Batia (1997), "The Lexical Plight in Second Language Reading:
Words You Don't Know, Words You Think You Know, and Words You Can't
Guess",
in James Coady & Thomas Huckin (eds.), Second Language
Vocabulary Acquisition: A Rationale for Pedagogy (Cambridge, UK:
Cambridge University Press):
20-34.
Lipson, M.Y., & Wixon, K.K. (1997), Assessment and Instruction of
Reading
and Writing Disability (New York: Longman).
Meara, Paul (1997), "Towards a New Approach to Modelling Vocabulary
Acquisition", in Norbert Schmitt & Michael McCarthy (eds.), Vocabulary:
Description, Acquisition and Pedagogy (Cambridge, UK: Cambridge
University Press): 109-121.
Nagy, William (1997), "On the Role of Context in First- and
Second-Language Vocabulary Learning", in Norbert Schmitt & Michael
McCarthy (eds.), Vocabulary: Description, Acquisition and
Pedagogy (Cambridge, UK: Cambridge University Press): 64-83.
Paribakht, T. Sima, & Wesche, Marjorie (1997), "Vocabulary Enhancement
Activities and Reading for Meaning in Second Language Vocabulary
Acquisition",
in James Coady & Thomas Huckin (eds.), Second Language
Vocabulary Acquisition: A Rationale for Pedagogy (Cambridge, UK:
Cambridge University Press): 174-200.
Raptis, Helen (1997), "Is Second Language Reading Vocabulary Best
Learned by Reading?", Canadian Modern Language Review/La Revue
canadienne des
langues vivantes 53(3): 566-580.
Schwanenflugel, Paula J.;
Stahl,
Steven A.;
&
McFalls, Elisabeth L.
(1997),
"Partial Word Knowledge and Vocabulary Growth during Reading
Comprehension",
Journal of Literacy Research
29(4): 531-553.
Weaver, Constance;
Gillmeister-Krause, Lorraine;
&
Vento-Zogby, Grace
(1997),
"Facts: On the use of context in reading", from
Creating Support for Effective Literacy Education: Workshop Materials
and Handouts
(Heinemann).
Barg, Petra, & Walther, Markus (1998), "Processing Unknown Words in
HPSG", in COLING-ACL '98: 36th Annual Meeting of the Association for
Computational Linguistics and 17th International Conference on
Computational Linguistics, Proceedings of the Conference (Universite de
Montreal) (San Francisco: Morgan Kaufmann), Vol. I, pp. 91-95;
http://xxx.lanl.gov/abs/cs.CL/9809106
Brown, Gillian (1998), "Inferring Word Meaning: First and Second
Language Comprehension",
in Dorte Albrechtsen, Birgit Henriksen, Inger M. Mees, & Erik Poulsen
(eds.), Perspectives on Foreign and Second Language Pedagogy: Essays
Presented to Kirsten Haastrup on the Occasion of her Sixtieth
Birthday (Odense, Denmark: Odense University Press):
29-39.
Cunningham, Anne E., & Stanovich, Keith E. (1998, Spring/Summer),
"What Reading Does for the Mind", American Educator 22(1/2): 8-15,
esp. p. 9.
Fernandez Sartas, C. (1998),
"Films: Meaningful Contexts to Pick up Vocabulary", GRETA 6(1): 61-65.
Hahn, Udo, & Schnattinger, Klemens (1998), "A Text Understander that
Learns", in COLING-ACL '98: 36th Annual Meeting of the Association for
Computational Linguistics and 17th International Conference on
Computational Linguistics, Proceedings of the Conference (Universite de
Montreal) (San Francisco: Morgan Kaufmann), Vol. I, pp. 476-482.
Harmon, Janis M.
(1998),
"Constructing Word Meanings:
Strategies and Perceptions of Four Middle School Learners",
Journal of Literacy Research
30(4): 561–599.
Horst, Marlise; Cobb, Tom; & Meara, Paul (1998), "Beyond A Clockwork Orange:
Acquiring Second Language Vocabulary through Reading", Reading in a Foreign
Language 11(2): 207-223.
Hulstijn, Jan H., & Trompetter, Pascale (1998), "Incidental Learning of
Second Language Vocabulary in Computer-Assisted Reading and Writing
Tasks",
in Dorte Albrechtsen, Birgit Henriksen, Inger M. Mees, & Erik Poulsen
(eds.), Perspectives on Foreign and Second Language Pedagogy: Essays
Presented to Kirsten Haastrup on the Occasion of her Sixtieth
Birthday (Odense, Denmark: Odense University Press):
191-200.
Hunt, Alan(*), & Koplas, Geoffrey D. (1998), "Definitional Vocabulary
Acquisition Using Natural Language Processing and a Dynamic Lexicon",
SNeRG Technical Note 29 (Buffalo: SUNY Buffalo Department of Computer
Science, SNePS Research Group);
http://www.cse.buffalo.edu/~rapaport/Papers/700Paper.ps
(*) no relation to the Alan Hunt of Hunt & Beglar 1998.
Huntington Learning Centers (1998), "Huntington News for Parents",
Vol. 21.
Kilgarriff, Adam
"Gold Standard Datasets for Evaluating Word Sense Disambiguation
Programs",
Computer Speech and Language
12(3).
Kintsch, Walter (1998), Comprehension: A Paradigm for Cognition
(Cambridge, UK: Cambridge University Press), esp. Ch. 5: "Word
Identification in Discourse" (pp. 123-166).
Paribakht, T. Sima, & Wesche, Marjorie Bingham (1998), "'Incidental' and
Instructed L2 Vocabulary Acquisition: Different Contexts, Common
Processes",
in Dorte Albrechtsen, Birgit Henriksen, Inger M. Mees, & Erik Poulsen
(eds.), Perspectives on Foreign and Second Language Pedagogy: Essays
Presented to Kirsten Haastrup on the Occasion of her Sixtieth
Birthday (Odense, Denmark: Odense University Press):
203-220.
Perlis, Donald; Purang, Khemdut; & Andersen, Carl (1998),
"Conversational Adequacy: Mistakes Are the Essence", International
Journal of Human-Computer Studies 48: 553-575.
Goerss, Betty L.;
Beck, Isabel
L.;
&
McKeown,
Margaret G.
(1999),
"Increasing Remedial Students's Ability to Derive Word Meaning from
Context", Journal of Reading Psychology 20(2): 151-175.
Warren Beatrice
(1999),
"Laws of Thought, Knowledge and Lexical Change",
in
Andreas Blank & Peter Koch (eds.),
Historical Semantics and Cognition
(Berlin: Mouton de Gruyter):
215-234.
Contains a discussion of the role of context in semantic
change; has a useful bibliography on the role of context in general.
Other articles in this volume might also be of relevance to a study
of the nature of context.
Wesche, Marjorie, & Paribakht, T. Sima (eds.) (1999),
Incidental L2 Vocabulary Acquisition: Theory, Current Research, and
Instructional Implications, Special Issue of Studies in Second
Language Acquisition 21(2).
containing:
Wesche, Marjorie, & Paribakht, T. Sima, "Introduction": 175-180.
Huckin, Thomas, & Coady, James, "Incidental Vocabulary
Acquisition in a Second Language: A Review": 181-193.
Paribakht, T. Sima, & Wesche, Marjorie, "Reading and
'Incidental' L2 Vocabulary Acquisition: An Introspective Study of
Lexical Inferencing": 195-224.
Fraser, Carol A., "Lexical Processing Strategy Use and
Vocabulary Learning through Reading": 225-241.
Wode, Henning, "Incidental Vocabulary Acquisition in the Foreign
Language Classroom": 243-258.
Brown, Cheryl; Sagers, Sherri L.; & LaPorte, Carrie, "Incidental
Vocabulary Acquisition from Oral and Written Dialogue Journals":
259-283.
Ellis, Rod, & He, Xien, "The Roles of Modified Input and Output
in the Incidental Acquisition of Word Meanings": 285-301.
Henriksen, Birgit, "Three Dimensions of Vocabulary Development":
303-317.
Beals, Diane E. (2000),
"Extended Discourse: Varying Opportunities for Young Children's
Exposure to New Words" (ms.)
Blachowicz, Camille L.Z.,
& Fisher, Peter
(2000),
"Vocabulary Instruction",
in Michael Kamil, Peter Mosenthal, P. David Pearson, & Rebecca Barr
(eds.), Handbook of Reading Research (New York: Longman), Vol.
III, Ch. 28, pp. 503-523.
Graves, Michael F.
(2000),
"A Vocabulary Program to Complement and Bolster a Middle-Grade
Comprehension Program",
in
Barbara M. Taylor;
Michael F. Graves;
&
Paul van den Broek
(eds).,
Reading for Meaning:
Fostering Comprehension in the Middle Grades
(Newark, DE: International Reading Association;
and New York: Teachers College Press):
116-135.
Harabagiu, Sanda M., & Moldovan, Dan I. (2000), "Enriching the WordNet
Taxonomy with Contextual Knowledge Acquired from Text", in
Lucja M. Iwanska & Stuart C. Shapiro (eds.),
Natural Language Processing and Knowledge Representation: Language
for
Knowledge and Knowledge for Language (Menlo Park, CA/Cambridge, MA:
AAAI Press/MIT Press): 301-333.
Harmon, Janis M.
(2000),
"Assessing and Supporting Independent Word Learning Strategies of Middle School Students",
Journal of Adolescent & Adult Literacy
43(6): 518-527.
Especially section "Teaching Strategy for Context Clues",
pp. 15.24-15.32, and sample texts "Naming Living Things"
(p. A.18) and "Studying the Sky" (p. A.27).
Iwanska, Lucja M.; Mata, Naveen; & Kruger, Kellyn (2000), "Fully
Automatic Acquisition of Taxonomic Knowledge from Large Corpora of
Texts: Limited-Syntax Knowledge Representation System Based on Natural
Language", in
Lucja M. Iwanska & Stuart C. Shapiro (eds.),
Natural Language Processing and Knowledge Representation: Language
for
Knowledge and Knowledge for Language (Menlo Park, CA/Cambridge, MA:
AAAI Press/MIT Press): 335-345.
Johnson, D.D. (2000),
Vocabulary in the Elementary Classroom (New York:
Allyn & Bacon).
Bloom, Paul
(2001),
"Roots of Word Learning",
in
Melissa Bowerman & Stephen C. Levinson (eds.),
Language Acquisition and Conceptual Development
(Cambridge, UK: Cambridge University Press):
159-181.
Primarily on L1 acquisition. Some CVA-relevant material
in Sect. 2: "Fast Mapping", pp. 160-164.
Gopnik, Alison
(2001),
"Theories, Language, and Culture: Whorf without Wincing",
in
Melissa Bowerman & Stephen C. Levinson (eds.),
Language Acquisition and Conceptual Development
(Cambridge, UK: Cambridge University Press):
45-69,
esp. Sect. 2, "Language, Culture, and Theorizing", pp. 50-52.
Hirsch, E.D., Jr.
(2001),
"Overcoming the Language Gap: Make Better Use of the Literacy Time Block",
American Educator
(Summer): 4, 6-7.
Laufer, Batia,
&
Yano, Yasukata
(2001),
"Understanding Unfamiliar Words in a Text:
Do L2 Learnings Understand How Much They Don't Understand?",
Reading in a Foreign Language
13(2): 549-566.
Van Daalen-Kapteijns, Maartje;
Elshout-Mohr, Marianne;
&
De Glopper, Kees
(2001),
"Deriving the Meaning of Unknown Words from Multiple Contexts",
Language Learning
51(1)
(March 2001):
145-181.
Wiser, Marianne;
& Amin, Tamer
(2001),
"`Is Heat Hot?' Inducing Conceptual Change by Integrating Everyday and
Scientific Perspectives on Thermal Phenomena",
Learning and Instruction11(4):
331-355.
Not directly about CVA, but indirectly relevant, since the authors
claim that learning what `heat' means to a scientist is like learning an
unknown term in a second language (albeit one that is a homophone of a
closely related word in one's first language).
Abstract:
The intelligence quotient (IQ) differs for various racial-ethnic groups.
Blacks and Whites, for example, differ, on the average, by about 15
points in IQ. The present study finds that differences in knowledge
between Blacks and Whites for items tested on an intelligence test, the
meanings of words, can be eliminated. They are eliminated when equal
opportunity for exposure to the information to be tested has been
experimentally assured. The data support the view that cultural
differences in the provision of information may account for racial
differences in IQ.
Includes nice summaries of Kintsch's construction-integration
theory and of LSA.
Landauer, Thomas K.
(2002),
"On the Computational Basis of Learning and Cognition:
Arguments from LSA",
in Brian N. Ross (ed.),
The Psychology of Learning and Motivation:
Advances in Research and Theory, Vol. 41
(Amsterdam: Academic Press): 43–84
Discusses what I call CVA in terms of the solution simultaneous
equations; also discusses context explicitly, esp. in §III.A.2.
Implications for Searle's Chinese Room Argument are alluded to
very indirectly in §III.B.1
Gentner, Dedre
(2003),
"Why We're So Smart",
in Dedre Gentner & Susan Goldin-Meadow (eds.),
Language in Mind:
Advances in the Study of Language and Thought
(Cambridge, MA: MIT Press):
195-235.
Hulstijn, Jan H.
(2003),
"Incidental and Intentional Learning",
in Catherine J. Doughty & Michael H. Long (eds.),
The Handbook of Second Language Acquisition
(Malden, MA: Blackwell), Ch. 12, pp. 349-381.
Abstract:
"Contextual" vocabulary acquisition is the active, deliberate
acquisition
of a meaning for a word in a text by reasoning from textual clues and
prior
knowledge, including language knowledge and hypotheses developed from
prior
encounters with the word, but without external sources of help
such as dictionaries or people. But what is "context"? Is it just
the
surrounding text? Does it include the reader's background knowledge?
I argue that the appropriate context for contextual vocabulary
acquisition
is the reader's
"internalization" of the text "integrated" into
the reader's "prior" knowledge via belief revision.
Scott, Judith A.;
Jamieson-Noel, Dianne;
&
Asselin, Marlene
(2003),
"Vocabulary Instruction throughout the Day in Twenty-Three Canadian
Upper-Elementary Classrooms",
Elementary School Journal
103(3): 269-286.
McCarthy, Diana;
Koeling, Rob;
Weeds, Julie;
&
Carroll, John
(2004),
"Finding Predominant Word Senses in Untagged Text",
[PDF]
Proceedings, 42nd Annual Meeting of the
Association for Computational Linguistics, Barcelona, Spain
Gleitman, Lila R.;
Cassidy, Kimberly;
Nappa, Rebecca;
Papafragou, Anna;
&
Trueswell, John C.
(2005),
"Hard Words",
Language Learning and Development
1(1):
23-64.
Abstract:
"Context" is notoriously vague, and its uses multifarious. Researchers
in "contextual vocabulary acquisition" differ over the kinds of context
involved in vocabulary learning, and the methods and benefits thereof.
This talk presents a computational theory of contextual vocabulary
acquisition, identifies the relevant notion of context, exhibits the
assumptions behind some classic objections [due to
Beck, McKeown, &
McCaslin 1983 and to
Schatz & Baldwin 1986],
and defends our theory
against these objections.
Graves, Michael F.
(2006),
"Teaching Word-Learning Strategies",
Ch. 5 from his
The Vocabulary Book:
Learning & Instruction
(New York: Teachers College Press/IRA/NCTE):
91-118.
See especially "Using Context Clues", pp. 94-103.
Gunning, Thomas G.
(2006),
Assessing and Correcting Reading and Writing Difficulties,
3rd Edition
(Boston: Pearson/Allyn & Bacon).
Especially the section "Contextual Analysis", pp. 324-328.
Christ, Tanya
(2007),
"Oral Language Exposure and Incidental Vocabulary Acquisition:
An Exploration Across Three Kindergarten Classrooms",
Ph.D. dissertation
(Buffalo: SUNY Buffalo Department of Learning & Instruction).
Dockrell, Julie E.;
Braisby, Nick;
& Best, Rachel M.
(2007),
"Children's Acquisition of Science Terms:
Simple Exposure is Insufficient",
Learning and Instruction
17: 577-594.
Abstract:
The SNePS knowledge representation, reasoning, and acting system has
several features that facilitate metacognition
in SNePS-based agents. The most prominent is the fact that propositions
are represented in SNePS as terms
rather than as sentences, so that propositions can occur as arguments of
propositions and other expressions without
leaving first-order logic. The SNePS acting subsystem is integrated with
the SNePS reasoning subsystem in such
a way that: there are acts that affect what an agent believes; there are
acts that specify knowledge-contingent acts
and lack-of-knowledge acts; there are policies that serve as
"daemons", triggering acts when certain
propositions
are believed or wondered about. The GLAIR agent architecture supports
metacognition by specifying a location for
the source of self-awareness, and of a sense of situatedness in the
world. Several SNePS-based agents have taken
advantage of these facilities to engage in self-awareness and
metacognition.
Vitale, Michael R.; & Romance, Nancy R. (2007),
"A Research-Based Instructional Intervention for Accelerating the
Vocabulary Acquisition of At-Risk Students in Grade 4", p. 24 of:
Albro, Elizabeth R. (ed.),
"Using Cognitive Science to Improve
Reading Instruction and Reading Comprehension in School-Aged
Learners",
in D.S. McNamara & J.G. Trafton (eds.), Proceedings of the
29th Annual Cognitive Science Society (Austin, TX: Cognitive Science
Society): 23-24.
Abstract:
Our chapter
provides a curriculum for teaching CVA based on
our computer algorithms and think-aloud protocol
research.
Mestres-Missé, Anna;
Münte, Thomas F.;
&
Rodriguez-Fornells, Antoni
(2008),
"Functional Neuroanatomy of Contextual Acquisition of Concrete and
Abstract Words",
Journal of Cognitive Neuroscience
21(11): 2154–2171.
Wieland, Karen M.
(2008),
"Toward a Unified Model of Contextual Vocabulary Acquisition",
unpublished PhD dissertation
(Buffalo: SUNY Buffalo Department of Learning and Instruction).
"The language of today's twelfth-grade English texts is
simpler than that of seventh-grade texts published prior to 1963. No
wonder students' reading comprehension has declined sharply."
"Most of today's reading programs rest on faulty ideas about
reading comprehension. Comprehension is not a general skill; it relies
on having relevant vocabulary and knowledge."
Includes:
Sweller, John; Clark, Richard E.; & Kirschner, Paul A.
(2010-2011),
"Mathematical Ability Relies on Knowledge, Too",
American Educator
34(4) (Winter): 34–35.
Santos, Maricel G.,
"Analyzing Academic Vocabulary and Contentual Cue Support in Community
College Textbooks" (unpublished ms., Harvard Graduate School of
Education).
material this month is highlighted