Semantics and syntax in word learning

Abstract

This study compared the effects of semantics and syntax in word learning on subsequent use of new words. Forty-eight fourth graders were randomly assigned to one of three training groups. Seven CVC trigrams, each of a different grammatical form class, were learned as new words. Trigrams were learned in response to sets of three pictured instances of a referent by a Semantics Training group; to sets of three sentences omitting the word of one form class by a Syntax Training group; to sets of three pictures presented with corresponding sentences by a Both Training group. Semantics Training Ss required the greatest number of trials to criterion. The Ss demonstrated acquisition of syntax by completing sentences in a grammatical use test. Semantic meaning was evidenced by matching trigrams to English equivalents. The Ss trained with sentences were best able to use the new words grammatically. The Ss trained with pictures were best able to identify new verbal instances of the referent. Sex differences were neither reliable nor consistent in direction. Correct use by form class was reported. It is concluded that (a) referential association is more effective than syntax for acquisition of semantic meaning, and (b) grammatical use is more effective than semantics as a method of acquiring syntactic meaning.