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The Mental Lexicon in Acquisition THE MENTAL LEXICON IN ACQUISITION - ASSESSMENT, SIZE & STRUCTURE- Dissertation zur Erlangung des akademischen Grades Doktor der Philosophie (Dr. phil) eingereicht bei der Humanwissenschaftlichen Fakultät der Universität Potsdam, Department Linguistik von Jutta Trautwein, M.Sc. Potsdam, Januar 2019 Published online at the Institutional Repository of the University of Potsdam: https://doi.org/10.25932/publishup-43431 https://nbn-resolving.org/urn:nbn:de:kobv:517-opus4-434314 Erstgutachter: Prof. Dr. Sascha Schroeder, Universität Göttingen, zuvor Max-Planck-Institut für Bildungsforschung Berlin Zweitgutachterin: Prof. Dr. Christina Kauschke, Universität Marburg Tag der Disputation: 12.08.2019 DANKSAGUNG Mein herzlicher Dank gilt… … Sascha Schroeder als meinem Doktorvater für die spannende, lehrreiche Zeit am MPI in Berlin und die weitere Begleitung bis zur Fertigstellung dieser Arbeit. … Christina Kauschke für die kurzfristige und unkomplizierte Übernahme des Zweitgutachtens. … Barbara Höhle für die Herstellung des Kontakts zur Universität Potsdam sowie der weiteren Prüfungskommission bestehend aus Isabell Wartenburger, Reinhold Kliegl und Nicole Stadie. … dem gesamten Team REaD, insbesondere dem „coolen Büro“, für drei tolle Jahre, viele konstruktive Team-Meetings und die gegenseitige Unterstützung in dieser herausfordernden Zeit. … allen Schulen, Lehrkräften, Kindern und Erwachsenen, die sich bereit erklärt haben, an meinen Datenerhebungen teilzuneh- men. … meinen Eltern Elisabeth und Ludwig Segbers dafür, dass ihr mir auf meinem bisherigen Lebensweg so vieles ermöglicht und mich stets mit großem Interesse und liebevoller Unterstützung begleitet habt und das auch weiterhin tut. … meinem Mann Jan dafür, dass du mich immer wieder mit auf- munternden Worten und Gesten zum Weitermachen ange- spornt hast. Ohne dich wäre diese Arbeit nicht vollendet wor- den! I ZUSAMMENFASSUNG Das mentale Lexikon wird als individueller Speicher, der semantische, orthographische und phonologische Informationen über alle bekannten Wörter enthält, verstanden. Die lexi- kalischen Einträge sind aufgrund von Ähnlichkeiten auf diesen Sprachebenen im Sinne einer Netzwerkstruktur verbunden. Bei der Sprachverarbeitung von Wörtern und Sätzen müssen die Informationen aus dem mentalen Lexikon abgerufen werden. Sind diese nicht oder nur teilweise vorhanden, ist der Prozess erschwert. Die Beschaffenheit des mentalen Lexikons ist damit zentral für sprachliche Fähigkeiten im Allgemeinen, welche wiederum essenziell für den Bildungserfolg und die Teilhabe an der Gesellschaft sind. Die Erfassung des mentalen Lexikons und die Beschreibung seiner Entwicklung ist demnach ein wichtiger Schwerpunkt linguisti- scher Forschung. Im frühen Kindesalter ist es noch relativ einfach, den Umfang und Inhalt des mentalen Lexikons eines Individuums zu erfassen – dies kann beispielsweise durch Befragung der Eltern oder durch Aufzeichnung von Äußerungen erfolgen. Mit steigendem Inhalt wird diese Mes- sung allerdings schwieriger: Umso mehr Wörter im mentalen Lexikon gespeichert sind, umso unmöglicher wird es, sie alle abzufragen bzw. zu testen. Dies führt dazu, dass es nur wenige Methoden zur Erfassung lexikalischer Eigenschaften nach Schuleintritt gibt. Aus diesem Grund bestehen auch nur wenige aktuelle Erkenntnisse über den Verlauf der lexikalischen Entwick- lung in diesem Alter sowie deren spezifischen Einfluss auf andere (sprachliche) Fähigkeiten. Diese Lücke sollte in der vorliegenden Dissertation geschlossen werden. Dazu wurden zwei Ziele verfolgt: Zum einen sollte eine aussagekräftige Methode entwickelt werden, mit der Um- fang und Inhalt des Wortschatzes von Kindern im Grundschulalter bis ins Erwachsenenalter bestimmt werden können. Zum anderen sollten die Ergebnisse der Methode dazu dienen, den lexikalischen Erwerb nach Schuleintritt genauer zu beschreiben und zu verstehen. Dabei wurde neben der Entwicklung der Lexikongröße auch die Struktur des Lexikons, d.h. die Ver- netzung der Einträge untereinander, betrachtet. Die grundsätzliche Idee der Arbeit beruht auf der Wörterbuch-Methode, bei der eine Auswahl an Wörtern aus einem Wörterbuch getestet und die Ergebnisse auf das gesamte Wörterbuch übertragen werden, um die Lexikongröße einer Person zu bestimmen. In der vor- liegenden Dissertation diente das childLex Korpus, das die linguistische Umwelt von Grund- schulkindern enthält, als Grundlage. Zunächst wurde ein Wortschatztest entwickelt, der auf dem Korpus basiert. Anschließend wurde das Testverhalten von virtuellen Versuchspersonen II simuliert, indem verschiedene Lexikongrößen aus dem Korpus gezogen wurden und überprüft wurde, welche der Items aus dem Wortschatztest in den Lexika enthalten waren. Dies ermög- lichte die Bestimmung der Beziehung zwischen dem Verhalten im Wortschatztest und der ab- soluten Lexikongröße und ließ sich dann auf tatsächliche Studienteilnehmer übertragen. Ne- ben der Wortschatzgröße konnten mit dieser Methode auch der wahrscheinliche Inhalt des mentalen Lexikons und so die Vernetzung des Lexikons zu verschiedenen Entwicklungszeit- punkten bestimmt werden. Drei Studien wurden konzipiert, um die vorgestellten Ziele zu erreichen und die prä- sentierte Methode zu etablieren. Studie 1 diente der Entwicklung des Wortschatztests, der auf den childLex Korpus beruht. Hierzu wurde das Ja/Nein-Testformat gewählt und verschie- dene Versionen für unterschiedliche Altersgruppen erstellt. Die Validierung mithilfe des Rasch-Modells zeigt, dass der Test ein aussagekräftiges Instrument für die Erfassung des Wort- schatzes von Grundschuldkindern im Deutschen darstellt. In Studie 2 werden der darauf ba- sierende Mechanismus zur Schätzung von Lexikongrößen sowie Ergebnisse zu deren Entwick- lung vom Grundschul- bis ins Erwachsenenalter präsentiert. Es ergaben sich plausible Ergeb- nisse in Bezug auf die Wortschatzentwicklung, die einer quadratischen Funktion folgt und mit etwa 6000 Wörtern in der ersten Klasse beginnt und im Durschnitt 73.000 Wörter im jungen Erwachsenenalter erreicht. Studie 3 befasste sich mit den lexikalischen Inhalten in Bezug auf die Netzwerkstruktur des mentalen Lexikons in verschiedenen Altersgruppen. Dabei zeigt sich, dass die orthographische Vernetzung des mentalen Lexikons im Erwerb abnimmt. Zusammengenommen liefert die Dissertation damit einen innovativen Ansatz zur Mes- sung und Beschreibung der Entwicklung des mentalen Lexikons in der späteren Kindheit. Die Studien bieten aktuelle Ergebnisse zum lexikalischen Erwerb in einer Altersgruppe, in der dazu bisher wenige Erkenntnisse vorlagen. Die Ergebnisse zeigen eindrücklich, wie wichtig diese Phase für den Wortschatzerwerb ist und legen außerdem nahe, dass es starke interindividu- elle Unterschiede im lexikalischen Erwerb gibt. Diesen entgegenzuwirken ist eines der Ziele zukünftiger Forschung und Bildung. Zudem ergeben sich aus der Dissertation vielfältige Mög- lichkeiten zur Anwendung der Methode sowohl zu Forschungszwecken, z.B. in Bezug auf die Übertragung auf andere Zielgruppen und den Effekt der Ergebnisse auf andere Fähigkeiten, als auch für die pädagogische Arbeit, z.B. für die Anpassung von Texten an bestimmte Ziel- gruppen. III ABSTRACT The individual’s mental lexicon comprises all known words as well related information on semantics, orthography and phonology. Moreover, entries connect due to similarities in these language domains building a large network structure. The access to lexical information is crucial for processing of words and sentences. Thus, a lack of information inhibits the re- trieval and can cause language processing difficulties. Hence, the composition of the mental lexicon is essential for language skills and its assessment is a central topic of linguistic and educational research. In early childhood, measurement of the mental lexicon is uncomplicated, for example through parental questionnaires or the analysis of speech samples. However, with growing content the measurement becomes more challenging: With more and more words in the mental lexicon, the inclusion of all possible known words into a test or questionnaire becomes impossible. That is why there is a lack of methods to assess the mental lexicon for school chil- dren and adults. For the same reason, there are only few findings on the courses of lexical development during school years as well as its specific effect on other language skills. This dissertation is supposed to close this gap by pursuing two major goals: First, I wanted to de- velop a method to assess lexical features, namely lexicon size and lexical structure, for children of different age groups. Second, I aimed to describe the results of this method in terms of lexical development of size and structure. Findings were intended to help understanding mechanisms of lexical acquisition and inform theories on vocabulary growth. The approach is based on the dictionary method where a sample of words out of a dictionary is tested and results are projected on the whole dictionary to determine an individ- ual’s lexicon size. In the present study, the childLex corpus, a written language corpus for chil- dren in German, served as the basis for lexicon size estimation. The corpus is assumed to com- prise all words children attending primary school could know. Testing a sample of words out of the corpus enables projection of the results on the whole corpus. For this purpose, a vo- cabulary test based on the corpus was developed. Afterwards, test performance of virtual participants was simulated by drawing different lexicon sizes from the corpus and comparing
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