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Comparable Common Factors in English Homophone Recognition

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Comparable Common Factors in English Homophone Recognition DOCUMENT RESUME ED 056 045 24 TE 002 649 AUTHOR Houston, Thomas Rappe, Jr. TITLE comparable Coamon Factors in EnglishHomophone Recognition. Report from the Project onSituational Variables and Efficiency of ConceptLearning. INSTITUTION Wisconsin Univ., Madison. Research andDevelopment Center for Cognitive Learning. SPONS AGENCY Office of Education (DHEW), Washington, D.C. REPORT No TR-163 BUREAU NO BR-5-0216 PUB DATE Mar 71 CONTRACT OEC-5-10-154 NOTE 178p. EDRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS *Concept Formation; *English; FactorAnalysis; *Language Research; Projects; *Tests;*Word Recognition ABSTRACT A homophone ls a word havingthe same pronunciation as another English word,but a different spelling. A list of7,300 English homophones was compiled andused to construct two tests. Scores were obtained in these and onreference tests for J. P. Guilford's factors CMU, CSU, DMU, and DSU for70 native speakers of midwestern American English from auniversity population. The homophone tests showed Hoyt reliabilitiesof .95 and .87 for these subjects. Following Harris's procedurefor determining Comparable Common Factors, the 15 x 15 matrixof intercorrelations was subjected *-1 three faz:toring procedures, eachyielding oblique and orthogonal lutions. Rcsults were in close agreementfor all analyses, yielding ,e common factors. Twocorresponded to CMU and to DMU. The CSUand which had its largest , tests loaded on the third factor, on the homophone tests,and involved comparing verbalstimuli wa. formal elements of internally generatedlists. These findings replicate Harris's failure to extractdistinct CSU and DSU factors and suggest that homophonerecognition tasks can provide short but reliable reference tests for the symbolicfactor into which CSU and DSU coalesce. (Author) U.S. DEPARTMENT Of HEALTH, EDUCATION& WELFARE OFFICE OF EDUCATION EXACTLY AS RECEIVED fROM THE THIS DOCUMENT HAS BEEN REPRODUCED POINTS OF VIEW OR OPINIONS PERSON OR ORGANIZATION ORIGINATING IT. OFFICIAL OFFICE Of EDUCATION STATED DO NOT NECESSARILY REPRESENT POSITION OR POLICY. IL_ -rink._ 1 Technical Report No. 163 COMPARABLE COMMON FACTORS INENGLISH HOMOPHONE RECOGNITION By Thomas Rappe Houston, Jr. Report from the Project onSituational Variables and Efficiency of ConceptLearning Herbert J. Klausmeier V.A.C. Henmon Professor ofEducational Psychology Robert E. Davidson, Joel R. Levin, Thomas A.Romberg, B. Robert Tabachnick, Alan Voelker, Larry Wilder, Peter Wolff Technical Development Program Director: Mary R. Quilling Research Associate: Dorothy A. Frayer Robert E. Davidson, Associate Professorof Educational Psychology and Chairman of the Examining Committee Wisconsin Research and Development Center for Cognitive Learning The University of Wisconsin Madison, Wisconsin March, 1971 Wisconsin This Technical Report is adoctoral dissertation reportingresearch supported by the Since it has been approvedby Is Uni- Research and DevelopmentCenter for Cognitive Learning. by the Center.It is published by the versity ExaminingCommittee, it has not been reviewed service to the student.Thet ound Center as a record of some ofthe Center's activities and as a original is in The Universityof Wisconsin Memorial Library. supported Research and DevelopmentCenter for Cognitive Learning, Published by the Wisconsin Office of Education, in part as a researchand development center byfunds from the United States and Welfare. The opinionsexpressed herein do notnecessarily Department of Health, Education, by the Office of the Office of Educationand no official endorsement reflect the position or policy tNt of Education should beinferred. Center No. C-03 / ContractOE 5-10-154 NATIONAL EVALUATIONComminzE He My Chauncey Elizabeth Koontz Patrick Suppes Samuel Brownell Professor Professor of Urban Education President Wage and Labor Standards Educational Testing Service Administration, U.S. Deportment of Mathematics Graduate School Department of Labor, Stanford University Yale University Washington Launor F. Carter Martin Deutsch Roderick McPhee *Benton J. Underwood Senior Vice President on Director, Institute for President Professor Developmental Studies Punahou School, Honolulu Department of Psychology Technology and Development Northwestern University System Development Corporation New York Medical College Jack Ed ling G. Wesley Sowards Francis S. Chase Director, Elementary Education Professor Director, Teaching Research Department of Education Division Horida State University University of Chkago Oregon State System of Higher Education RESEARCH AND DEVELOPMENT CENTER POLICY REVIEWBOARD Russell J. Hosier Stephen C. Kleene B. Robert Tabachnick Leonard Berkowitz Chairman, Department Chairman Professor, Currkulum Dean, College of and Instruction Letters and Science of Curriculum and Department of Psychology Instruction Archie A. Buchmiller Clauston Jenkins Donald J. McCarty Henry C. Weinlick Dean Executive Secretary Deputy State Superintendent Assistant Director Wisconsin Education Association Department of Pubfic Instruction Coordinating Committee for School of Ed.rcation Higher Education Herbert J. Klausmeier Ira Sharkansky M. Crawford Young Robert E. Grinder Associate Dean Chairman Director, R & D Center Associate Professor of Political Deportment of Educational Professor of Educational Science ihe Graduate School Psychology Psychology EXECUTIVE COMMITTEE Edgar F.Borgatta Robert E. Davidson Russell J. Hosier Wayne Otto Professor of Curriculum and Professor of Curriculum and Brithingham Professor of Assistant Professor, Instruction (Reading) Sociology Educational Psychology instruction ond of Business Anne E. Buchanan Frank H. Farley *Herbert J. Klausmeier Robert G. Petzold Director, R & D Center Associate Dean of the School Project Specialist Associate Professor, of Education R & D Center Educational Psychology Professor of Educational. Psychology Professor of Curriculum and Instruction and of Music Robin S. Chapman Research Associate R & D Center FACULTY OF PRINCIPAL INVESTIGATORS Frunk H. Farley James Moser Richard L. Vent.' Vernon L. Allen Assistant Professor of Mathematics Assistant Professor Professor of Psychology Associate Professor of Educational and of Computer Sciences Psychology Education; Visiting Scholar Ted Czajkowski Lester S. Golub Wayne Otto Alan Voelker Lecturer in Curriculum and Professor of .Curiiculum and Assistant Professor of Curriculum Assistant Professor of Cwriculum Instruction 'Reading) and Instruction and Instruction Instruction and In English Milton 0. Pella Larry Wilder Robert E. Davidson John G. Harvey Assistant Professor of Curriculum Associate Professor of Professor of Currkulum and Assistant Professor of instruction(Science) and Instruction Educational Psychology Mathematics and of Curriculum and Instruction , Gary A. Davis Herbert j. Klausmeier Thomas A. Romberg Peter Wolff Director, R & D Center Associate Director, R & D Center Assistant Professor of Educational Associate Professor of Professor of Mathematics and of Psychology Educationat Psychology Professor of Educational Psychology Curriculum and instruction M. Vere De Vault Donald Lange B. Robert Tabachnick Professor of Curriculum and Assistant Professor of Curriculum Chairman, Departmerit and Instruction of Currkulum and Instruction [Mathematics) Instruction MANAGEMENT COUNCIL Thomas A. Romberg James Walter Dan G. Woolpert Herbert J. Klausmeier Director Director Director, R & D Center Associate Director Operotions and Business V.A.C. Henmon Professor of Dissemination Program Educational Psychology Mary R. Quilling Director .1 * COMMITTEECHAIRMAN Technical Development Program STATEMENT OF FOCUS The Wisconsin Research andDevelopment Center for Cognitive Learning focuses on contributingto a better understandingof of cognitive learning by childrenand youth and to the improvement and related educational practices. The strategy for research development is comprehensive. It includes basic research to of generate new knowledgeabout the conditions and processes learning and about the processesof instruction, and thesubsequent which development of research-basedinstructional materials, many of are designed for useby teachers and othersfor use by students. Through- These materials are testedand refined in school settings. experts, academic out these operationsbehavioral scientists, curriculum results of scholars, and school peopleinteract, insuring that the Center activities are basedsoundly on knowledge of subject matter and coghitive learning andthat they are applied to theimprovement of educational practice. This Technical Report is fromthe Situational Variablesand Efficiency of Concept LearningProject in Program 1. General objectives of the P-zogram are to generatenew knowledgeabout concept nnd learnt:rig and cognitive skills, tosynthesize existing knowledge, lor actifiLis, to develop educationalmaterials sugpested Cortributing to these Programobject_Lves, the (A)10..lept Learning Project has the followingfive objectives: to identify the conditions describe that facilitate conceptlearning in the school setting and to their management, to develop andvalidate a schema for evaluatinzthe student's level of conce-e unEerstanding, to develop andvalidate a model of cognitiveprocesses in conceptlearning, to generate knowledge concerning the semanticcomponents of conceptlearnin,, school and to idencify conditionsassociated with motivation for learning and to describe theirmanagement. ACKNOWLEDGMENTS Since I cannot, after the courseof more than five years, recall to the names of all who gavescholarly, logistic, or moral
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