EFFECTS OF INCLUSION INSTRUCTION IN TEACHING AND PROBE PHASES ON INTERPRETATION OF NOVEL WORDS

92 second- and 116 sixth-graders were taught that an apple is a group of buruna (novel word) for the inclusion instruction or that an apple is a buruna for no inclusion. Then six fruit and five unrelated names were presented in the probe phase, and the subjects were asked to sele ct the names which they thought were a group of buruna for the inclusi on instruction or the names which they thought were a buruna for the n o-inclusion. The percentages of the subjects who selected the six frui t names, i.e., those who interpreted the novel word as the superordina te category, were greater for the inclusion than for the no-inclusion instructions in the probe phase, especially for the sixth-graders.