Brazilian Norms for Word Lists:
Semantic Association, Concreteness, Word Frequency, and Emotionality
Keywords:
Norms, Word lists, Emotion, Concreteness, LexiconAbstract
The present study provides normative measures for 44 word lists in Portuguese according to the following dimensions: concreteness, word frequency, emotionality and semantic association. Each list contains one theme word and 15 semantically associated words. The measures for each dimension were selected from databases published in the Brazilian literature, or collected from a sample of undergraduate students. The results indicated that concreteness, word frequency and emotionality values tend to co-vary positively with the average values of its respective lists. Furthermore, an inverse correlation was observed between the average associative values of each list and its set size, but no correlation was found between set size and the concreteness ratings of the theme word.
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References
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Bock, J. K. (1986). Meaning, sound, and syntax: Lexical priming in sentence production. Journal of Experimental Psychology: Learning, Memory, and Cognition, 12, 575-586.
Bradshaw, J. L. (1984). A guide to norms, ratings, and lists. Memory & Cognition, 12, 202-206.
Brown, A. S. (1976). Catalog of scaled verbal material. Memory & Cognition, 4, 1S-45S.
Budson, A. E., Todman, R. W., Chong, H., Adams, E. H., Kensinger, E. A., Krangel, T. S, & Wright, C. I. (2006). False recognition of emotional word lists in aging and Alzheimer disease. Cognitive and Behavioral Neurology, 19, 71-78.
Busnello, R. H. D., Stein, L. M., & Salles, J. F. (2008). Efeito de priming de identidade subliminar na decisão lexical com universitários brasileiros. Psico, 39, 41-47. Carneiro, M. P., Albuquerque, P. B., & Fernandez, A. (2008). Portuguese category norms for children. Behavior Research, Methods & Instruments, 40, 177-182.
Cramer, P. (1968). Word association. New York: Academic Press
Deese, J. (1959). On the prediction of occurrence of particular verbal intrusions in immediate recall. Journal of Experimental Psychology, 58, 17-22.
Faust, M., Dimitrovsky, L., & Shacht, T. (2003). Naming difficulties in children with dyslexia: Application of the tip-of-the-tongue paradigm. Journal of Learning Disabilities, 36, 203-215.
Fliessbach, K., Weis, S., Klaver, P., Elger, C. E., & Weber, B. (2006). The effect of word concreteness on recognition memory. NeuroImage, 32, 1413-1421.
Forster, K. I., & Chambers, S. M. (1973). Lexical access and naming time. Journal of Verbal Learning and Verbal Behavior, 12, 627”“635.
Glanzer, M., & Bowles, N. (1976). Analysis of the word frequency effect in recognition memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 2, 21-31.
Hamann, S. (2001). Cognitive and neural mechanisms of emotional memory. Trends in Cognitive Sciences, 5, 394-400.
Janczura, G. A. (1996). Normas associativas para 69 categorias semânticas. Psicologia: Teoria e Pesquisa, 12, 237-244.
Janczura, G. A. (2005). Contexto e normas de associação para palavras: a redução do campo semântico. Paidéia, 15, 417-425.
Janczura, G. A., Castilho, G. M., Rocha, N. O., Van Erven, T. J. C., & Huang, T. P. (2007). Normas de concretude para 909 palavras da língua portuguesa. Psicologia: Teoria e Pesquisa, 23, 195-204.
Janczura, G. A., & Nelson, D. L. (1999). Concept accessibility as the determinant of typicality judgments. American Journal of Psychology, 112, 1-19.
Jenkins, J. J., & Russell, W. A. (1960). Systematic changes in word association norms: 1910-1952. Journal of Abnormal and Social Psychology, 60, 293-304.
Kensinger, E. A., & Corkin, S. (2003). Memory enhancement for emotional words: Are emotional words more vividly remembered than neutral words? Memory & Cognition, 31, 1169-1180.
Kent, G. H., & Rosanoff, A. J. (1910). A study of association in insanity. American Journal of Insanity, 67, 37-96.
Lang, P. J. (1980). Behavioral treatment and bio-behavioral assessment: Computer applications. Em J. B. Sidowski, J. H. Johnson & T. A. Williams (Eds.), Technology in mental health care delivery systems (pp. 119-137). Norwood, NJ: Ablex.
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Monsell, S., Doyle, M. C., & Haggard, P. N. (1989). The effects of frequency in visual word recognition tasks: Where are they? Journal of Experimental Psychology: General, 118, 43-71.
Nelson, D. L., McEvoy, C. L., & Schreiber, T. A. (2004). The University of South Florida free association, rhyme, and fragment norms. Behavior Research Methods, Instruments, & Computers, 36, 402-407.
Nelson, D. L., & Schreiber, T. A. (1992). Word concreteness and word structure as independent determinants of recall. Journal of Memory and Language, 31, 237-260.
Nestor, P. G., Valdman, O., Niznikiewicz, M., Spencer, K., McCarley, R. W., & Shenton, M. E. (2006). Word priming in schizophrenia: Associational and semantic influences. Schizophrenia Research, 82, 139-142.
Oliva, A. D., Otta, E., Ribeiro, F. L., Bussab, V. S. R., Lopes, F. A., Yamamoto, M. E., & Moura, M. L. S. (2006). Razão, emoção e ação em cena: a mente humana sob um olhar evolucionista. Psicologia: Teoria e Pesquisa, 22, 053-062.
Paivio, A., Walsh, M., & Bons, T. (1994). Concreteness effects on memory: When and why? Journal of Experimental Psychology: Learning, Memory and Cognition, 20, 1196-1204.
Palermo, D. S., & Jenkins, J. J. (1964). Word association norms: Grade school through college. Minneapolis: University of Minnesota Press.
Pinheiro, A. M. V. (1996). Contagem de frequência de ocorrência de palavras expostas a crianças na faixa pré-escolar e séries iniciais do 1o. Grau [Software]. São Paulo: Associação Brasileira de Dislexia - ABD.
Pompéia, S., Paes, A. T., & Bueno, O. F. A. (2003). Teste de complementação de letras: estímulos para uso no Brasil. Psicologia: Teoria e Pesquisa, 19, 65-73.
Proctor, R. W., & Vu, K. -P. L. (1999). Index of norms and ratings published in the Psychonomic Society journals. Behavior Research Methods, Instruments, & Computers, 31, 659-667.
Ribieiro, R. L., Pompéia, S., & Bueno, O. F. A. (2004). Normas brasileiras para o International Affective Picture System (IAPS): comunicação breve. Revista de Psiquiatria do Rio Grande do Sul, 26, 190-194.
Roediger III, H. L., & McDermott, K. B. (1995). Creating false memories: Remembering words not presented on lists. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 803-814.
Roediger III, H. L., Watson, J. M., McDermott, K. B., & Gallo, D. A. (2004). Factors that determine false recall: A multiple regression analysis. Psychological Bulletin & Review, 8, 385-407.
Russell, W. A., & Jenkins, J. J. (1954). The complete Minnesota norms for responses to 100 words from Kent”“Rosanoff word association test (relatório técnico no 11). Minneapolis: University of Minnesota Press.
Santos, R. F., Silveira, R. A. T., Gomes, C. F. A., & Stein, L. M. (2009). Normas de emocionalidade para a versão brasileira do paradigma Deese-Roediger-McDermott (DRM). Psicologia: Teoria e Pesquisa, 25, 387-394.
Santos, R. F., & Stein, L. M. (2008). A influência das emoções nas falsas memórias: uma revisão crítica. Psicologia USP, 19, 415-434
Sardinha, T. B. (2003). The bank of Portuguese. Retirado em 29/03/2008, de http://lael.pucsp.br/direct.
Schellenberg, P.E. (1930). A group free association test for college students. Dissertação de Doutorado, University of Minnesota, Minneapolis.
Schvaneveldt, R., Ackerman, B. P., & Semlear, T. (1977). The effect of semantic context on children’s word recognition. Child Development, 48, 612-616.
Seifert, L. S. (1997). Activating representations in permanent memory: Different benefits for pictures and words. Journal of Experimental Psychology: Learning, Memory and Cognition, 23, 1106-1121.
Stadler, M. A., Roediger, H. L., & McDermott, K. B. (1999). Norms for word lists that create false memories. Memory & Cognition, 27, 494-500.
Stein, L. M., Feix, L. F., & Rohenkohl, G. (2006). Avanços metodológicos no estudo das falsas memórias: construção e normatização do procedimento de palavras associadas. Psicologia: Reflexão e Crítica, 19, 166-176.
Uttl, B., Siegenthaler, A. L., & Ohta, N. (2006). Memory and emotion from interdisciplinary perspectives. Em B. Uttl, N. Ohta & A. L. Siegenthaler (Eds.), Memory and emotion ”“ interdisciplinary perspectives (pp. 1-12). Oxford: Blackwell.
Van Erven, T. J. C. G., & Janczura, G. A. (2004). A memória dos idosos em tarefas complexas. Psicologia: Teoria e Pesquisa, 20, 59-68.
Woodrow, H., & Lowell, F. (1916). Children’s association frequency tables. Psychological Monographs, 22.
Balota, D. A., & Neely, J. H. (1980). Test-expectancy and word frequency effects in recall and recognition. Journal of Experimental Psychology: Learning, Memory and Cognition, 6, 576-587.
Bock, J. K. (1986). Meaning, sound, and syntax: Lexical priming in sentence production. Journal of Experimental Psychology: Learning, Memory, and Cognition, 12, 575-586.
Bradshaw, J. L. (1984). A guide to norms, ratings, and lists. Memory & Cognition, 12, 202-206.
Brown, A. S. (1976). Catalog of scaled verbal material. Memory & Cognition, 4, 1S-45S.
Budson, A. E., Todman, R. W., Chong, H., Adams, E. H., Kensinger, E. A., Krangel, T. S, & Wright, C. I. (2006). False recognition of emotional word lists in aging and Alzheimer disease. Cognitive and Behavioral Neurology, 19, 71-78.
Busnello, R. H. D., Stein, L. M., & Salles, J. F. (2008). Efeito de priming de identidade subliminar na decisão lexical com universitários brasileiros. Psico, 39, 41-47. Carneiro, M. P., Albuquerque, P. B., & Fernandez, A. (2008). Portuguese category norms for children. Behavior Research, Methods & Instruments, 40, 177-182.
Cramer, P. (1968). Word association. New York: Academic Press
Deese, J. (1959). On the prediction of occurrence of particular verbal intrusions in immediate recall. Journal of Experimental Psychology, 58, 17-22.
Faust, M., Dimitrovsky, L., & Shacht, T. (2003). Naming difficulties in children with dyslexia: Application of the tip-of-the-tongue paradigm. Journal of Learning Disabilities, 36, 203-215.
Fliessbach, K., Weis, S., Klaver, P., Elger, C. E., & Weber, B. (2006). The effect of word concreteness on recognition memory. NeuroImage, 32, 1413-1421.
Forster, K. I., & Chambers, S. M. (1973). Lexical access and naming time. Journal of Verbal Learning and Verbal Behavior, 12, 627”“635.
Glanzer, M., & Bowles, N. (1976). Analysis of the word frequency effect in recognition memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 2, 21-31.
Hamann, S. (2001). Cognitive and neural mechanisms of emotional memory. Trends in Cognitive Sciences, 5, 394-400.
Janczura, G. A. (1996). Normas associativas para 69 categorias semânticas. Psicologia: Teoria e Pesquisa, 12, 237-244.
Janczura, G. A. (2005). Contexto e normas de associação para palavras: a redução do campo semântico. Paidéia, 15, 417-425.
Janczura, G. A., Castilho, G. M., Rocha, N. O., Van Erven, T. J. C., & Huang, T. P. (2007). Normas de concretude para 909 palavras da língua portuguesa. Psicologia: Teoria e Pesquisa, 23, 195-204.
Janczura, G. A., & Nelson, D. L. (1999). Concept accessibility as the determinant of typicality judgments. American Journal of Psychology, 112, 1-19.
Jenkins, J. J., & Russell, W. A. (1960). Systematic changes in word association norms: 1910-1952. Journal of Abnormal and Social Psychology, 60, 293-304.
Kensinger, E. A., & Corkin, S. (2003). Memory enhancement for emotional words: Are emotional words more vividly remembered than neutral words? Memory & Cognition, 31, 1169-1180.
Kent, G. H., & Rosanoff, A. J. (1910). A study of association in insanity. American Journal of Insanity, 67, 37-96.
Lang, P. J. (1980). Behavioral treatment and bio-behavioral assessment: Computer applications. Em J. B. Sidowski, J. H. Johnson & T. A. Williams (Eds.), Technology in mental health care delivery systems (pp. 119-137). Norwood, NJ: Ablex.
Macizo, P., Gómez-Ariza, C. J., & Bajo, M. T. (2000). Associative norms of 58 Spanish words for children from 8 to 13 years old. Psicológica, 21, 287-300.
Monsell, S., Doyle, M. C., & Haggard, P. N. (1989). The effects of frequency in visual word recognition tasks: Where are they? Journal of Experimental Psychology: General, 118, 43-71.
Nelson, D. L., McEvoy, C. L., & Schreiber, T. A. (2004). The University of South Florida free association, rhyme, and fragment norms. Behavior Research Methods, Instruments, & Computers, 36, 402-407.
Nelson, D. L., & Schreiber, T. A. (1992). Word concreteness and word structure as independent determinants of recall. Journal of Memory and Language, 31, 237-260.
Nestor, P. G., Valdman, O., Niznikiewicz, M., Spencer, K., McCarley, R. W., & Shenton, M. E. (2006). Word priming in schizophrenia: Associational and semantic influences. Schizophrenia Research, 82, 139-142.
Oliva, A. D., Otta, E., Ribeiro, F. L., Bussab, V. S. R., Lopes, F. A., Yamamoto, M. E., & Moura, M. L. S. (2006). Razão, emoção e ação em cena: a mente humana sob um olhar evolucionista. Psicologia: Teoria e Pesquisa, 22, 053-062.
Paivio, A., Walsh, M., & Bons, T. (1994). Concreteness effects on memory: When and why? Journal of Experimental Psychology: Learning, Memory and Cognition, 20, 1196-1204.
Palermo, D. S., & Jenkins, J. J. (1964). Word association norms: Grade school through college. Minneapolis: University of Minnesota Press.
Pinheiro, A. M. V. (1996). Contagem de frequência de ocorrência de palavras expostas a crianças na faixa pré-escolar e séries iniciais do 1o. Grau [Software]. São Paulo: Associação Brasileira de Dislexia - ABD.
Pompéia, S., Paes, A. T., & Bueno, O. F. A. (2003). Teste de complementação de letras: estímulos para uso no Brasil. Psicologia: Teoria e Pesquisa, 19, 65-73.
Proctor, R. W., & Vu, K. -P. L. (1999). Index of norms and ratings published in the Psychonomic Society journals. Behavior Research Methods, Instruments, & Computers, 31, 659-667.
Ribieiro, R. L., Pompéia, S., & Bueno, O. F. A. (2004). Normas brasileiras para o International Affective Picture System (IAPS): comunicação breve. Revista de Psiquiatria do Rio Grande do Sul, 26, 190-194.
Roediger III, H. L., & McDermott, K. B. (1995). Creating false memories: Remembering words not presented on lists. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 803-814.
Roediger III, H. L., Watson, J. M., McDermott, K. B., & Gallo, D. A. (2004). Factors that determine false recall: A multiple regression analysis. Psychological Bulletin & Review, 8, 385-407.
Russell, W. A., & Jenkins, J. J. (1954). The complete Minnesota norms for responses to 100 words from Kent”“Rosanoff word association test (relatório técnico no 11). Minneapolis: University of Minnesota Press.
Santos, R. F., Silveira, R. A. T., Gomes, C. F. A., & Stein, L. M. (2009). Normas de emocionalidade para a versão brasileira do paradigma Deese-Roediger-McDermott (DRM). Psicologia: Teoria e Pesquisa, 25, 387-394.
Santos, R. F., & Stein, L. M. (2008). A influência das emoções nas falsas memórias: uma revisão crítica. Psicologia USP, 19, 415-434
Sardinha, T. B. (2003). The bank of Portuguese. Retirado em 29/03/2008, de http://lael.pucsp.br/direct.
Schellenberg, P.E. (1930). A group free association test for college students. Dissertação de Doutorado, University of Minnesota, Minneapolis.
Schvaneveldt, R., Ackerman, B. P., & Semlear, T. (1977). The effect of semantic context on children’s word recognition. Child Development, 48, 612-616.
Seifert, L. S. (1997). Activating representations in permanent memory: Different benefits for pictures and words. Journal of Experimental Psychology: Learning, Memory and Cognition, 23, 1106-1121.
Stadler, M. A., Roediger, H. L., & McDermott, K. B. (1999). Norms for word lists that create false memories. Memory & Cognition, 27, 494-500.
Stein, L. M., Feix, L. F., & Rohenkohl, G. (2006). Avanços metodológicos no estudo das falsas memórias: construção e normatização do procedimento de palavras associadas. Psicologia: Reflexão e Crítica, 19, 166-176.
Uttl, B., Siegenthaler, A. L., & Ohta, N. (2006). Memory and emotion from interdisciplinary perspectives. Em B. Uttl, N. Ohta & A. L. Siegenthaler (Eds.), Memory and emotion ”“ interdisciplinary perspectives (pp. 1-12). Oxford: Blackwell.
Van Erven, T. J. C. G., & Janczura, G. A. (2004). A memória dos idosos em tarefas complexas. Psicologia: Teoria e Pesquisa, 20, 59-68.
Woodrow, H., & Lowell, F. (1916). Children’s association frequency tables. Psychological Monographs, 22.
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Published
2010-02-09
How to Cite
Stein, L. M., & Gomes, C. F. de A. (2010). Brazilian Norms for Word Lists:: Semantic Association, Concreteness, Word Frequency, and Emotionality. Psicologia: Teoria E Pesquisa, 25(4), 537. Retrieved from https://periodicos.unb.br/index.php/revistaptp/article/view/17416
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Estudos Empíricos
