Making sense of polysemous words

By Marjolijn H. Verspoor, Wander Lowie. 2003

145 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/a06d42dd660be6d87c440ac860566488e03238ba

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

The Development of Polysemy and Frequency Use in English Second Language Speakers (2010, methodology): “Such models suggest that separate entries for related word senses would be uneconomical because they would take up more storage space and would fail to capture the sense connections in the word's uses (Nunberg, 1979; Pustejovsky, 1995; Verspoor & Lowie, 2003).”
The Relationship between Depth of Vocabulary Knowledge and L2 Learners' Lexical Inferencing Strategy Use and Success (2004, background): “Several studies have also demonstrated a relationship between learners vocabulary knowledge and their subsequent learning of vocabulary through reading (Haynes & Baker, 1993; Parry 1997; Pulido, 2003; Sternberg & Powell, 1983; Verspoor & Lowie, 2003).”
Presenting figurative idioms with a touch of etymology: more than mere mnemonics? (2007, result): “Our optimism is fuelled by studies which have yielded encouraging results with regard to learners’ ability to interpret figurative senses of polysemous words on the basis of knowledge of the literal senses of these words (e.g. Boers, 2000b; Csábi, 2004; Verspoor and Lowie, 2003).”
Cognitive Linguistic approaches to teaching vocabulary: Assessment and integration (2011, background): “Some studies measured whether participants could remember the meaning of the items (e.g. Verspoor & Lowie 2003), others measured whether they could reproduce them (e.g. Boers 2000a, b), and still others measured both (e.g. Boers 2001).”
FREQUENCY OF INPUT AND L2 COLLOCATIONAL PROCESSING (2013, background): “The core meaning of the two constituents in the collocation enable a direct word-by-word translation in terms of prototypical semantic value (Verspoor & Lowie, 1993 ).”