Abstract
The problem was to identify the effect of context situations on the meaning of frequency words. One hundred college students served in the rating of the materials as well as in the experimental task. Frequency words and sentences without frequency words were rated and then four frequency words and five sentences were selected on the basis of the positive-negative continuum. Each of the four frequency words (and no frequency word) were then placed in the five sentences and rated by 20 subjects each. A two-way analysis of variance with repeated measures showed sentences, frequency words, and sentence and frequency words interaction all significant. The main conclusion is frequency words take on different meanings (positive-negative) when placed in various sentences.
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