Abstract
The present study examined the influence of semantic consistency (meaningfulness) and anomaly on the learning of three types of syntactic pairs. The results showed that meaningful pairs are learned with fewer errors than anomalous pairs. The difference between meaningful and anomalous pairs increased from kindergarten to grades 1 and 3. This was interpreted as a manifestation of the development of the semantic system. However, there was a decrease between the meaningful and anomalous pairs from grade 3 to grade 5. Meaningful noun-verb and adjective-noun phrases were learned with fewer errors than verb-noun phrases. No differences were found among types of phrases for the anomalous pairs.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
