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It's Been Said Before

By Orin Hargraves

It's Been Said Before "examines why certain phrases become clichés and why they should be avoided -- or why they still have life left in them."

New from Cambridge University Press!


Sounds Fascinating

By J. C. Wells

How do you pronounce biopic, synod, and Breughel? - and why? Do our cake and archaic sound the same? Where does the stress go in stalagmite? What's odd about the word epergne? As a finale, the author writes a letter to his 16-year-old self.

Academic Paper

Title: What's in a word? Morphological awareness and vocabulary knowledge in three languages
Author: Catherine McBride-Chang
Institution: Chinese University of Hong Kong
Author: Twila Tardif
Institution: University of Michigan
Author: Jeung-Ryeul Cho
Institution: Kyungnam University
Author: Hua Shu
Institution: Beijing Normal University
Author: Paul Fletcher
Institution: University College Cork
Author: Stephanie F. Stokes
Institution: University of Canterbury
Author: Anita M. Y. Wong
Institution: University of Hong Kong
Author: Kawai Leung
Institution: Chinese University of Hong Kong
Linguistic Field: Language Acquisition; Psycholinguistics
Subject Language: Chinese, Yue
Chinese, Mandarin
Abstract: Understanding how words are created is potentially a key component to being able to learn and understand new vocabulary words. However, research on morphological awareness is relatively rare. In this study, over 660 preschool-aged children from three language groups (Cantonese, Mandarin, and Korean speakers) in which compounding morphology is highly prevalent were tested on their abilities to manipulate familiar morphemes to create novel compound words as well as on a variety of early language and reasoning measures twice over the span of 9 months to 1 year. With Time 1 vocabulary knowledge, phonological processing, and reasoning skills controlled, morphological awareness predicted unique variance in Time 2 vocabulary knowledge across languages. Across languages, vocabulary knowledge also predicted unique variance in subsequent morphological awareness, with Time 1 morphological awareness controlled. Findings underscore the bidirectional bootstrapping of morphological awareness and vocabulary acquisition for languages in which lexical compounding is prominent, and suggest that morphological awareness may be practically important in predicting and fostering children's early vocabulary learning.


This article appears IN Applied Psycholinguistics Vol. 29, Issue 3.

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