There were 10 sets of test items and 10 sets of fillers. The three words in
each testing set could be grouped on the basis of thematic relations,
categorical relations, or neither. Participants’ groupings were coded as
relational if they suggested an object–context or subject–object relationship,
such as monkey and bananas, shampoo and hair, or conditioner and
hair. Groupings were coded as categorical if they suggested shared features
or category memberships, for example, monkey and panda or shampoo and
conditioner. Similarly, participants’ explanations were coded as either
relational (e.g., “Monkeys eat bananas”) or categorical (e.g., “Monkeys and
pandas are both animals”). Examples for filler items included child–
teenager–adult and Monday–Wednesday–Friday.
Within each of the 10 testing sets, there were 3 possible ways for
participants to select two items. In total, there were 30 possible ways of
grouping, 14 of which were coded as relational (such as policeman and
uniform, and postman and uniform) and 11 of which were coded as
categorical (such as policeman and postman). Thus, the stimuli were biased
toward relational grouping.
The Americans were tested in English, and the Chinese were tested in
either English or Chinese, as randomly assigned. Ideally, it would be very
informative if we could have recruited American bilinguals who could read
and write in both English and Chinese, but that turned out to be an almost
impossible task because of the great difficulty of finding such people, even
on the campus of a large U.S. university
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