Associative word knowledge changes throughout our lives (Anderson, 1983). Thus, the organization and use of this knowledge may vary as a function of cognitive development. However, there are no associative norms that provide information about associative representation of Spanish speaking children. The aim of the present study was to obtain normative data on the associative knowledge of children ranging from 8 to 13 years of age. Thus, 58 words were presented to three groups of 100 children varying in ages (8-9, 10-11, 12-13). Participants were asked to provide the first associate to a presented word that came to mind. Results indicated that there is an increment in the percentage of associates, an increase in the number of idiosyncratic responses and a decrease in strength of the associates as the ages of the children increased from 8 to 13. Comparisons with adult normative data are also provided. Results are interpreted as supporting evidence for developmental changes in knowledge organization.

The UCSD Center for Research in Language is engaged in a large international study to provide norms for picture naming (both names produced and reaction times) in seven different languages (English, German, Italian, Spanish, Chinese, Bulgarian, Hungarian) as well as a separate sample of bilinguals (Spanish-English). For all languages, norms have been obtained for 520 line drawings of common objects. For a subset of the languages, norms are being collected for another 275 line drawings of actions. Here we present an overview of the methodology, some preliminary results, and a discussion of plans for publication. A cross-language data base, organized by items, will soon be available on the CRL website, including results of the norming study itself together with available lexical information (frequency, age of acquisition, etc.) for the associated target names.

This book describes the main objective of EuroWordNet, which is the building of a multilingual database with lexical semantic networks or wordnets for several European languages. Each wordnet in the database represents a language-specific structure due to the unique lexicalization of concepts in languages. The concepts are inter-linked via a separate Inter-Lingual-Index, where equivalent concepts across languages should share the same index item. The flexible multilingual design of the database makes it possible to compare the lexicalizations and semantic structures, revealing answers to fundamental linguistic and philosophical questions which could never be answered before. How consistent are lexical semantic networks across languages, what are the language-specific differences of these networks, is there a language-universal ontology, how much information can be shared across languages? First attempts to answer these questions are given in the form of a set of shared or common Base Concepts that has been derived from the separate wordnets and their classification by a language-neutral top-ontology. These Base Concepts play a fundamental role in several wordnets. Nevertheless, the database may also serve many practical needs with respect to (cross-language) information retrieval, machine translation tools, language generation tools and language learning tools, which are discussed in the final chapter. The book offers an excellent introduction to the EuroWordNet project for scholars in the field and raises many issues that set the directions for further research in semantics and knowledge engineering.

Introduction: The Affective Norms for English Words (ANEW) is being developed to provide a set of normative emotional ratings for a large number of words in the English language. The goal is to develop a set of verbal materials that have been rated in terms of pleasure, arousal, and dominance to complement the existing International Affective Picture System (IAPS, Lang, Bradley, {\&} Cuthbert, 1999) and International Affective Digitized Sounds (IADS; Bradley {\&} Lang, 1999), which are collections of picture and sound stimuli, respectively, that also include these affective ratings. The ANEW, IAPS, and IADS are being developed and distributed by NIMH Center for Emotion and Attention (CSEA) investigators Margaret Bradley and Peter Lang, in order to provide standardized materials that are available to researchers in the study of emotion and attention. The existence of these affective collections should help in comparing results across different investigations of emotion, as well as in allowing replication within and across research labs assessing basic or applied problems in the study of emotion.

In this study, normative data for typicality and familiarity in presented that can be used for research in semantic memory experiments in Portugal. Measures of typicality (Rosch, 1975) and familiarity (Larochelle {\&} Saumier, 1993) were obtained with a sample of university students (n=195) for 16 semantic categories. Experimental evidence is also presented that supports the reliability of the normative data.

An idiom is classically defined as a formulaic sequence whose meaning is comprised of more than the sum of its parts. For this reason, idioms pose a unique problem for models of sentence processing, as researchers must take into account how idioms vary and along what dimensions, as these factors can modulate the ease with which an idiomatic interpretation can be activated. In order to help ensure external validity and comparability across studies, idiom research benefits from the availability of publicly available resources reporting ratings from a large number of native speakers. Resources such as the one outlined in the current paper facilitate opportunities for consensus across studies on idiom processing and help to further our goals as a research community. To this end, descriptive norms were obtained for 870 American English idioms from 2,100 participants along five dimensions: familiarity, meaningfulness, literal plausibility, global decomposability, and predictability. Idiom familiarity and meaningfulness strongly correlated with one another, whereas familiarity and meaningfulness were positively correlated with both global decomposability and predictability. Correlations with previous norming studies are also discussed.

Describes BRULEX, a computer database of 36,000 French-language words developed for use in psycholinguistic research. The words are sorted according to a variety of criteria, including spelling, pronunciation, word length, number of syllables, grammatical class, frequency of use, and number of homonyms.

Presents normative data concerning the emotionality, imagery, concreteness, and meaningfulness of 580 German adjectives. Normative data are based on responses of undergraduates at German universities. (English abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)

Presents information derived from college students' ratings of a large number and variety of individual words (and some nonwords) for 7 basic semantic characteristics (concreteness, imagery, familiarity, pleasantness, number of attributes or features, categorizability, and meaningfulness). The normative information is presented in the form of 8 clusters of words that are mutually similar in their semantic properties, and a complete alphabetical listing of all words is given.

We describe the Age-Dependent Evaluations of German Adjectives (AGE). This database contains ratings for 200 German adjectives by young and older adults (general word-rating study) and graduate students (self-other relevance study). Words were rated on emotion-relevant (valence, arousal, and control) and memory-relevant (imagery) characteristics. In addition, adjectives were evaluated for self-relevance (Does this attribute describe you?), age relevance (Is this attribute typical for young or for older adults?), and self-other relevance (Is this attribute more relevant for the possessor or for other persons?). These ratings are included in the AGE database as a resource tool for experiments on word material. Our comparisons of young and older adults' evaluations revealed similarities but also significant mean-level differences for a large number of adjectives, especially on the valence dimension. This highlights the importance of age in the perception of emotional words. Data for all the words are archived at www.psychonomic.org/archive/.

Norms of free association to common ambiguous English words are reported. Responses were categorized on the basis of sense relevance. On this basis, the sense dominance of the words was quantified, and the degree of ambiguity associated with each word estimated by the information measure U. This publication will be of interest primarily to researchers in verbal learning and psycholinguistics

200 male and 200 female undergraduates from a southern university rated the meaningfulness (m') of 84 word categories on a 7-point scale and then subsequently provided 4 instances of each category. The ratings of the category names served as the basis of separate m scales for males, females, and both together. The 84 categories are arranged in decreasing order of overall category-name M. Within each category, the frequency of occurrence of the category instances was also tabulated separately for males, females, and both together. The norms are compared with those of other experiments. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

Bilingual. eduoatiOn programs lave, been established in such. Native American languages as Aleut, Yupik, Tlingit, Haida, AthabaSkan, therokee, Lakota, Navajo, Papago, Pomo, passamagdoddy, Seminole, Tewa, and Zuni. These TrOgrais{\_}include'tle; Choctaw ,Bilingual Education Program, Northern Cleyenne,'Bilingual Education Program, Iakota Bilingual Education:Broject, Rough:Rock ,Demonstration' School BilingualAidultUral Projedt, .Ramal Navajo Tigh School Bilingual Education Program, Papago Bilingual EduCation Program, Seminole Bilingual project; San Juan, Pueblo Tewa Bilingual PrOjeCt, and Wisconsin Native American Languages'PrOject. These-programs are .funded by "three= 'main sources of Federal- fUnds,t-=the, 1965-Elementary and SecOndary{\_}Education Act (ESEA) the 1,968 'ESEA Title ,VII (Bilingual Education Ad4, and Title IV,of the 1972.EdudatiOn Amendments (Indian Education Act).. model ,proposed for the 'description and analysis of :bilingual programs. tries to map all releVant factors .outcya Single,integratedstructura and. to suggest some of the lines ,of interaction (see RC ,009 343). This- report describes 17 of the currently existingNati4e,imerican Bilingual Education programs. pSing the proposed -Model (which is briefly described) as a. guide, the differendeS -among the 17 programs are -disdussed.

Examined multitrial free recall and subjective organization of 1,005 undergraduates. Ss recalled 1 of 48 lists of 16 unrelated words of high, low, or mixed word frequencies. Recall was greater for high- than for low-word-frequency lists, but no performance differences were found in subjective organization. Analyses of the kinds of subjective organization units employed and their frequencies of usage provided evidence that some subjective organization units occur frequently and should be amenable to classification.

Obtained normative data from undergraduates for instances of 100 conceptual categories different from those in the Connecticut category norms from a study by B. H. Cohen, W. A. Bousfield, and G. A. Whitmarsh. Ss were instructed to provide the 1st 4 items that they thought of as representative members of a category. 200 Ss responded to 50 of the categories and another 200 Ss to the other 50 categories. The total frequencies of each response to each category are presented in ranked order, and the frequencies are also presented by sex. The norms extend the number and kinds of categories available for research on category clustering and other conceptual processes. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

2 samples, totaling 470 undergraduates, were given booklets containing names of common taxonomic categories and wrote 4 examples of each. Data were obtained for 30 categories; for each category, a list was compiled ranking words according to their frequencies of occurrence as responses to the category name. For 1 sample, rank-order correlations were obtained comparing 3 different methods of tallying the data: (a) an unweighted frequency count, (b) a weighted frequency, and (c) the frequency of a word as the 1st or dominant response. Additional correlations were obtained comparing (a) the 2 samples, (b) males and females, and, where applicable, (c) the combined sample and data of W. A. Bousfield, B. H. Cohen, and G. A. Whitmarsh. (PsycINFO Database Record (c) 2000 APA, all rights reserved)

Relatively little research has been done on the quantitative characteristics of children's word usage. This spoken count was undertaken to investigate those aspects of word usage and frequency which could cast light on lexical processes in grammar and verbal development in children. Three groups of 30 children each (boys and girls) from middle-class background were used. No child had any apparent speech or hearing handicap; all were from relatively urban areas and came from English-speaking homes. Each child was shown a 20-card form of the Thematic Apperception Test and was asked to tell stories for the pictures displayed on the cards. Each story-telling session lasted one hour and was tape-recorded. For each age group there are three word lists: (1) words ordered by frequency of use, (2) words categorized by part-of-speech classes, and (3) words alphabetically ordered. The codification procedure and the rationale for each frequency list are explained in detail.

COMPILED A SINGLE ALPHABETICAL LISTING BY STIMULUS WORD FROM 20 COLLECTIONS OF NORMATIVE DISCRETE FREE ASSOCIATION DATA. INCLUDED ARE THE PRIMARY RESPONSE TO EACH STIMULUS WORD, THE ASSOCIATIVE PROBABILITY OF THE PRIMARY RESPONSE, THE WORD FREQUENCY OF EACH STIMULUS AND PRIMARY RESPONSE, AND THE NORM SOURCE FOR EACH STIMULUS.

CONTAINS 3 LISTS FOR USE IN ANAGRAM STUDIES: (1) A SOURCE LIST GROUPING WORDS ACCORDING TO THEIR ALPHABETIZED FORM, (2) ALL 5-LETTER ENGLISH WORDS WHOSE LETTERS CANNOT BE REARRANGED TO SPELL ANY OTHER WORD, AND (3) AN ALPHABETICAL LISTING OF ALL MULTIPLE- AND SINGLE-SOLUTION 5-LETTER WORDS. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

NORMATIVE SOLUTION TIMES BASED ON A SAMPLE OF 134 SOLUTION WORDS AND 378 ASSOCIATED ANAGRAMS COMPILED FROM 9 STUDIES ARE PRESENTED, AS WELL AS THE 120 LETTER ORDERS POSSIBLE WITH A 5-LETTER WORD, AND A SKELETON-WORD TEST AND SCORING KEY USED FOR ASSESSING THE DEGREE TO WHICH SS STORE DIGRAM FREQUENCY INFORMATION. (16 REF.)

PRESENTS TABLES, BASED ON A SAMPLE OF 20,000 ENGLISH WORDS, WHICH SHOW SINGLE-LETTER AND DIGRAM FREQUENCY COUNTS BROKEN DOWN TO ACCOUNT FOR ALL WORD-LENGTH AND LETTER-POSITION COMBINATIONS, FOR WORDS 3-7 LETTERS IN LENGTH. THESE TABLES ARE SIMILAR TO THOSE OF PRATT AND OF UNDERWOOD AND SCHULZ, BUT IN ADDITION ALLOW FOR THE ASSESSMENT OF FREQUENCIES FOR ALL WORD-LENGTH AND LETTER-POSITION VARIATIONS IN THE WORD SAMPLE. THE TABLES MAY BE EMPLOYED TO PROVIDE NORMATIVE FREQUENCY DATA FOR STUDIES IN VERBAL LEARNING AND RETENTION, ANAGRAM PROBLEM SOLVING, WORD RECOGNITION THRESHOLDS, LINGUISTIC ANALYSES, ETC. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

A WORD LIST OF SPOKEN RUSSIAN WAS COMPILED BASED ON AN ACTUAL COUNT OF 10,000 WORDS. THE WORDS WERE COMPOSED OF 50-WORD SAMPLES TAKEN FROM 200 ACTS OF 93 PLAYS PUBLISHED SINCE 1957. IT WAS FOUND THAT JUST 360 WORDS, FROM A TOTAL OF 2,380 WORDS TABULATED, REPRESENTED 73 PERCENT OF ALL OCCURRENCES. THE AUTHOR PREPARED SAMPLE DIALOGUES USING ONLY THESE HIGH-FREQUENCY VOCABULARY ITEMS AS FURTHER PROOF THAT INTELLIGENT COMMUNICATION AT AN ADULT LEVEL WAS POSSIBLE.