Abstract

The lexical quantity and quality hypothesis (Perfetti & Hart, 2002) postulates that, to the extent that the vocabulary expands and strengthens, there will be a facilitation in the retrieval and representation of words. The objective of this work is to investigate how the disciplinary lexicon is incorporated in novice students of Kinesiology . For that, a lexical decision task, consisting of a high-frequency vocabulary test and another of disciplinary words, was applied to 55 students. The results indicate that disciplinary words are difficult to recognize despite the results of the common words test.