Influences of semantic associations in a conceptual task: a developmental view

Abstract

This study concerns the influence of developmental aspects of word associations in the conceptual area of cognition. Review of relevant word association literature points to the need for using a refined classification system in dealing with these influences. After defining several types of syntactic and semantic associations, the contention is made that since words are most often associated on the basis of meaning relationships, a semantic classification system may be of significant value. Review of the literature also suggests that association preferences as demonstrated by free association responding may affect conceptual behavior in related tasks. In order to determine the influence of the developmental aspects of word associations in the conceptual area of cognition, the use of functional and coordinate associations by third and sixth graders was investigated. The procedure included a paired associate memory task in an attempt to affect the children's association preferences. A no-list memory condition was also included to allow investigation of effects by the syntagmatic-paradigmatic shift. The influences of associations on conceptual behavior were tested in conceptual discrimination problems involving functional, coordinate and non-meaningful paradigmatic associates. Results indicated that word association preferences were affected by the memory task; but the preferences did not affect performance on the conceptual task. However, significant differences in conceptual performance confirmed that the various semantic associations did have an effect. The functional association problem was easiest, while the coordinate and non-meaningful paradigmatic problems were progressively more difficult. The study thus substantiates the value of a semantic classification system of word associations used in conceptual tasks.