Paper Summary
Title: Declines in Vocabulary Among American Adults with Levels of Educational Attainment, 1974-2016
Source: Intelligence
Authors: Jean M. Twenge, W. Keith Campbell, Ryne A. Sherman
Published Date: 2019-07-04
Podcast Transcript
Hello, and welcome to paper-to-podcast. Today, we'll be discussing a paper I've read 78 percent of, titled Declines in Vocabulary Among American Adults with Levels of Educational Attainment, 1974-2016 by Jean M. Twenge and colleagues.
This study found that American adults' vocabulary skills have been on the decline across all levels of educational attainment. Shockingly, the vocabulary of college graduates dropped by more than half a standard deviation during this period. To put it in perspective, the average college graduate answered 81% of vocabulary questions correctly in the late 70s, while in the 2010s, the figure fell to 71%. It seems that a college degree doesn't have the same meaning for verbal ability as it once did.
The researchers in this study used data from the nationally representative General Social Survey (GSS) of U.S. adults, which has been conducted since 1974 and includes a vocabulary test designed to measure verbal ability. They focused on the responses of 29,912 participants. Quite a mouthful of data, isn't it?
A positive critique of this research includes the use of a nationally representative sample of American adults and the application of age-period-cohort (APC) analysis. This analysis allowed the researchers to investigate the origin of trends over time in vocabulary while accounting for the changing levels of education among the participants.
However, there are some possible issues with the research. One concern is that the vocabulary test used in the GSS may not show measurement invariance over time. Another limitation is that the GSS vocabulary items are a measure of passive vocabulary rather than active vocabulary. Additionally, the unchanging list of words in the GSS test may have become dated or used less frequently in books, making them more difficult for modern populations to define. Lastly, the study does not explore the possible impact of factors such as technology, social media, and other cultural changes on vocabulary skills.
The research findings have significant implications for various sectors. For educators, the results may prompt a reevaluation of teaching methods and curricula to better facilitate vocabulary improvement, particularly at the college level. For employers, the findings suggest that a college degree may no longer guarantee the same level of verbal ability as in the past, leading to the implementation of more comprehensive assessments during the hiring process. In the publishing industry, the results could inspire authors and editors to reconsider the vocabulary level used in books, magazines, and newspapers. Finally, the research could also have implications for the development of language learning tools and resources.
So, what do we make of this decline in vocabulary skills? Perhaps, it's time for us to collectively raise the bar and strive for linguistic excellence – or, in simpler terms, let's all start using bigger words, folks!
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Supporting Analysis
The study found that American adults' vocabulary skills have declined across all levels of educational attainment between the mid-1970s and the mid-2010s. When controlled for educational attainment, the vocabulary of college graduates dropped by more than half a standard deviation over this period. In the late 1970s, the average college graduate answered 81% of the vocabulary questions correctly, while in the 2010s, the figure fell to 71%. The gap in vocabulary skills between those without a high school education and those with a college education also narrowed, from 3.4 correct answers in 1974-79 to 2.9 correct answers in 2010-16. The correlation between vocabulary and years of education was lower in recent years, implying that a college degree doesn't have the same meaning for verbal ability as it did in the past. Further analysis revealed that the decline in vocabulary is primarily a time period effect, with vocabulary peaking in the mid-1970s and declining thereafter. The effect size between the highest score in 1976 and the lowest in 2014 was -0.35, and -0.33 between 1976 and 2016.
The researchers examined trends in vocabulary, a key component of verbal intelligence, using data from the nationally representative General Social Survey (GSS) of U.S. adults. The GSS has been conducted since 1974 and includes a vocabulary test designed to measure verbal ability. Participants were asked to define specific words via multiple-choice questions. The study focused on the responses of 29,912 participants. To determine whether the trends were due to time period, cohort, or age, the researchers used age-period-cohort (APC) analysis while controlling for educational attainment. APC analysis is a technique that separates the effects of age, time period, and cohorts. This allowed the researchers to investigate the origin of trends over time in vocabulary while accounting for the changing levels of education among the participants. The analysis was conducted using hierarchical linear modeling (HLM) with cross-classified random effects.
The most compelling aspects of the research include the use of a nationally representative sample of American adults and the application of age-period-cohort (APC) analysis. By using data from the General Social Survey (GSS), the researchers ensured a diverse and representative sample that allowed for more generalizable conclusions about American adults' vocabulary skills over time. The use of APC analysis was a strong methodological choice because it enabled the researchers to disentangle the effects of age, time period, and birth cohort on vocabulary skills. This approach provided valuable insights into whether the observed trends in vocabulary were due to cultural changes affecting all ages, generational differences, or developmental changes as people age. Additionally, the study controlled for educational attainment, which allowed the researchers to better understand the relationship between education and verbal ability. Overall, the research design and methods used in the study were robust and methodically sound, providing compelling evidence regarding the decline in vocabulary among American adults across all levels of educational attainment. The use of a nationally representative sample and the application of APC analysis contributed to the credibility of the study's findings.
One possible issue with the research is that the vocabulary test used in the General Social Survey (GSS) may not show measurement invariance over time. The items have shown evidence of differential item functioning, meaning responses to certain items may vary in ways confounded with the period effects. This could account for change over time rather than a true change in the latent trait of verbal intelligence. Another limitation is that the GSS vocabulary items are a measure of passive vocabulary (recognizing words' meanings in a multiple-choice context) rather than active vocabulary (offering the definition of the word). This might be one reason why the gap between passive and active vocabulary may be larger now than it was in the past. Additionally, the unchanging list of words in the GSS test may have become dated or used less frequently in books, making them more difficult for modern populations to define. However, it is difficult to determine if the use of these words has declined due to fashion or a "dumbing down" of the words used in books. Lastly, the study does not explore the possible impact of factors such as technology, social media, and other cultural changes on vocabulary skills.
The research findings on the decline in vocabulary among American adults across all educational levels have significant implications for various sectors. For educators, the results may prompt a reevaluation of teaching methods and curricula to better facilitate vocabulary improvement, particularly at the college level. This could involve integrating more advanced reading materials or focusing on active vocabulary development in courses. For employers, the findings suggest that a college degree may no longer guarantee the same level of verbal ability as in the past. This could lead to the implementation of more comprehensive assessments during the hiring process to evaluate candidates' verbal skills more accurately. In the publishing industry, the results could inspire authors and editors to reconsider the vocabulary level used in books, magazines, and newspapers. This might involve striking a balance between maintaining linguistic complexity and ensuring accessibility for a wider audience. Finally, the research could also have implications for the development of language learning tools and resources, encouraging the creation of more effective methods to improve verbal ability among adults, including those with higher education.