论文信息 - Cognitive Development, Sex, and Abstractness In Grade One Word Recognition

Cognitive Development, Sex, and Abstractness In Grade One Word Recognition

AbstractThe effects of global cognitive development, sex, and word abstractness on young readers' word recognition were explored. A three-way analysis of variance on word recognition scores indicated that noun words were recognized more frequently than non-noun words (p = 0.01): subjects with high cognitive development recognized more words than children with lower cognitive development (p = 0.08); and females recognized more words than males (p = 0.18). The two-way and three-way interactions were not significant (p > 0.30).

Larry D. Yore | Lloyd O. Ollila | L. Ollila | L. Yore

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