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Encounters with unknown words in different contexts generate a cognitive process utilized in determining their meanings. The paper seeks to shed light on these “transformations” as words are encountered over a range of contexts, and this is done by way of two experiments. Both experiments are described, compared against an “ideal acquisition process” analogous to P.H. Winston’s “arch” concept acquisition process. This ideal process involves the ability to adapt new information and resolve ambiguities in previous word hypotheses. For both experiments, a test was used to select a random cross-section of “high verbal” and “low verbal” subjects from a population sample. For the first experiment, the paper describes how an unknown word was to be learned purely from context, without any prior information given. The subjects were asked to provide think-aloud protocols in order for an assessment about the process of word acquisition to be made. Based on these protocols, parameters were created to be scored. The paper describes how, despite the significant differences in the approaches taken by low and high verbal subjects, reflected in higher scores for high verbal subjects according to the scored parameters, the score relating to word definition was not significantly different. The high verbal subjects are shown to have utilized a process similar to the ideal acquisition process. The second experiment differed from the first with the proffering of specific background information relating to the unknown word. In this experiment, the paper shows that on all counts, the high verbal subjects scored markedly higher than the low verbal subjects. The results are said to support the idea that higher verbal subjects were more proficient in learning new words due to the approaches used as reflected in the think-aloud protocols. The paper concludes by summarizing the findings of the experiment, the key point being that while there were indispensable similarities in approaches to word acquisition by both high and low verbal subjects (such as the use of “models” to replace unknown words upon the initial encounter), the fundamental approach to determining the meaning of the words, reflected in the series of cognitive transformations that occur, are the primary indicator determining the ability to learn new words.
At the heart of the CVA project is the utilization of think-aloud protocols to provide insight into the strategies of what the authors would refer to as high verbal subjects. In this regard, the paper essentially reflects the aspirations of the CVA research team—to gain a fuller understanding of the processes involved in quality vocabulary acquisition. That there is a generally accepted “ideal acquisition process” is debatable, although the authors did not make so vast a claim. The ideal process they describe seems to be made in reference to their own experiment, but it does point to the fact that algorithm and curriculum refinement, towards a more perfect CVA technique, is a driving force behind the CVA project.

the process is intuitive.

i. is there a linear relationship evident between all letter bigrams?
yes do this
no do dat...