Scoring Yes–No vocabulary tests: Reaction time vs. nonword approaches

By A. Pellicer‐Sánchez, N. Schmitt. 2012

93 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/b92d07b790e7137261f090aea5c1320e253f03d3

How researchers see this paper

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

In Artificial Intelligence

1. B. Kremmel
2. N. Schmitt
3. E. Peters
4. Stuart Webb
5. Lars Stenius Stæhr
6. M. Garnier
7. Parveneh Tavakoli
8. Johannes Eckerth

In Developmental and Educational Psychology

1. B. Kremmel
2. N. Schmitt
3. E. Peters
4. Stuart Webb
5. Lars Stenius Stæhr
6. M. Garnier
7. A. Pellicer‐Sánchez
8. Parveneh Tavakoli

Citations in the corpus

• Size and Depth of Vocabulary Knowledge: What the Research Shows (2014, background): “…Watson, & Segalowitz, 1995; Segalowitz, Segalowitz, & Wood, 1998), but fluency has just begun to be addressed in research that focuses specifically on vocabulary itself, such as Harrington (2006), Harrington and Carey (2009), Pellicer-Sánchez and Schmitt (2012), and Read and Shiotsu (2010).”
• Interpreting Vocabulary Test Scores: What Do Various Item Formats Tell Us About Learners’ Ability to Employ Words? (2016, background): “(The Yes/No format is more difficult to interpret, and scores can vary greatly, depending on the formulas and pseudowords used to adjust for overestimation (e.g., Pellicer-Sánchez & Schmitt, 2012; Stubbe, 2012).”