Exploring the effects of word features on French immersion children's ability to deconstruct morphologically complex words
Bibliographic record
Abstract
The present study investigated factors influencing the ability to decompose multimorphemic words in French in non-francophone children educated in French. In particular, we focused on the effects of two word features: English-French cognate status and base frequency. We also examined the effect of child language background (English first language (EL1) versus English second language (ELL)) on performance. In two related studies, children in grades 1 to 3 completed a translation task requiring them to match morphologically complex words in French and English. Target words were manipulated with respect to cognate status and base frequency. Overall, performance was found to improve over time and to be influenced by cognate status and word frequency. Across all grades, EL1 and ELL children were comparable on task performance. Taken together, these results suggest that French immersion students' ability to deconstruct words and extract morphemes in French is influenced by the presence of cognates, as well as base frequency.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".