Academic vocabulary networks were examined in 3 elementary grades textbook programs (first through fifth grade) in 3 domains—science, mathematics, and social studies. Within each program, a given network consisted of a focal domain-specific academic word and the collection of words from all grades that overlapped in meaning with the focal word. Academic words and the networks for each domain-specific academic word were computationally determined. For each network, the time at which the first network word appeared represented the inception of the network. The network’s expansion across the grades was tracked as additional words appeared. The main research questions were as follows: (a) Did network growth patterns across grades vary according to domain? and, within domain, (b) Did network patterns vary according to two focal domain-specific academic word characteristics? The two focal word characteristics were the age at which the focal word’s meaning was typically known and the timing of the introduction of the focal word. Multilevel growth model analyses were conducted. The dependent variable was number of words, called nodes, in a network at each time point across the grades. Main conclusions were the following: (a) network patterns varied across domains, with social studies networks most different from those in the other two domains; and (b) network growth pattern varied according to selected focal word characteristics, and the focal word characteristic effect varied by domain. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

中文翻译：

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小学年级核心学科教科书中特定领域学术词汇网络的发展。

在科学、数学和社会研究 3 个领域的 3 个小学年级教科书课程（一年级至五年级）中检查了学术词汇网络。在每个程序中，一个给定的网络由一个焦点领域特定的学术词和所有年级的与焦点词在含义上重叠的词的集合组成。学术词和每个特定领域学术词的网络是通过计算确定的。对于每个网络，第一个网络词出现的时间代表了网络的开始。随着其他单词的出现，网络在各个年级的扩展被跟踪。主要研究问题如下： (a) 跨年级的网络增长模式是否因领域而异？并且，在域内，(b) 网络模式是否根据两个焦点领域特定的学术词特征而变化？两个焦点词特征是通常知道焦点词含义的年龄和引入焦点词的时间。进行了多级增长模型分析。因变量是跨年级每个时间点的网络中的单词数，称为节点。主要结论如下： (a) 不同领域的网络模式各不相同，社会研究网络与其他两个领域的网络模式差异最大；(b) 网络增长模式因选定的焦点词特征而异，焦点词特征效应因领域而异。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）进行了多级增长模型分析。因变量是跨年级每个时间点的网络中的单词数，称为节点。主要结论如下： (a) 不同领域的网络模式各不相同，社会研究网络与其他两个领域的网络模式大不相同；(b) 网络增长模式因选定的焦点词特征而异，焦点词特征效应因领域而异。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）进行了多级增长模型分析。因变量是跨年级每个时间点的网络中的单词数，称为节点。主要结论如下： (a) 不同领域的网络模式各不相同，社会研究网络与其他两个领域的网络模式差异最大；(b) 网络增长模式因选定的焦点词特征而异，焦点词特征效应因领域而异。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）(b) 网络增长模式因选定的焦点词特征而异，焦点词特征效应因领域而异。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）(b) 网络增长模式因选定的焦点词特征而异，焦点词特征效应因领域而异。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）