Lexical Diversity and Language Development: Quantification and Assessment

By D. Malvern, Brian Richards, N. Chipere, P. Durán. 2004

632 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Gender Studies

View Paper: https://www.semanticscholar.org/paper/7d58ef704881b878aed741196ab3dbcbcff0593d

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In Developmental and Educational Psychology

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Citations in the corpus

Dimensions of leadership and social influence in online communities (2010, neutral): “Again, linguistic diversity is a measure of lexical complexity or vocabulary richness, and it is often used to measure cognitive ability (Malvern et al., 2004).”
Comparing Narrative and Expository Text Construction Across Adolescence: A Developmental Paradox (2007, background): “To illustrate, compare the texts produced by a 9-year-old fourth-grade boy, a native speaker of Californian English, in (1) and (2).1 1.”
The effect of collaborative writing in an EFL secondary setting (2019, methodology): “To grant comparability with other L2 acquisition studies, the TTR index will also be reported, although D has been claimed to be a much more reliable measure (MacWhinney, 2000; Malvern et al., 2004) and less sensitive to text length (MacWhinney, 2000).”
MTLD, vocd-D, and HD-D: A validation study of sophisticated approaches to lexical diversity assessment (2010, neutral): “This problem of text length sensitivity is particularly the case for the best known LD index, type–token ratio (TTR: Templin, 1957), the use of which and problems with which have been extensively documented (e.g., Malvern et al., 2004).”
AphasiaBank: Methods for Studying Discourse (2011, background): “To address this problem, Malvern, Richards, Chipere, and Purán (2004) developed the VOCD (VOCabulary Diversity) statistic.”
Assessing Lexical Proficiency Using Analytic Ratings: A Case for Collocation Accuracy (2014, background): “The variety of words produced, as measured by D (Malvern et al. 2004), is also a strong predictor of human judgments of overall lexical proficiency (Crossley et al.”
Does intensive explicit grammar instruction make all the difference? (2006, methodology): “…accuracy, lexical diversity, range of expression, using a nationally standardized marking scheme (Oxford Delegacy of Examinations) with a maximum score of 10 each; (b) Computed scores: accuracy (percentage of correct noun and verb phrases); lexical diversity using Measure D (Malvern et al., 2004).”
The Relationship of Lexical Richness to the Quality of ESL Learners' Oral Narratives. (2012, background): “Although MSTTR reduces the sample size problem, Malvern et al. (2004) pointed out that it is not without its disadvantages; e.g., samples do not always divide into standard-sized segments, resulting in some waste of data.”
Psycholinguistic word information in second language oral discourse (2011, methodology): “There are various deviations of simple TTR measures such as Corrected TTR (Carroll, 1964), Log TTR (Herdan, 1960), vocd (Malvern et al., 2004), Advanced TTR (Daller et al, 2003), Guiraud Advanced (Daller et al, 2003) and, most recently, the Measure of Textual Lexical Diversity (MTLD; McCarthy and…”
Does the writing of undergraduate ESL students develop after one year of study in an English-medium university? (2014, neutral): “5 years), O’Loughlin and Arkoudis (2009), using IELTS writing scores, showed that the average group score for writing increased by 0.”