scholarly journals The Impact of Stimuli Color in Lexical Decision and Semantic Word Categorization Tasks

2019 ◽  
Vol 43 (8) ◽  
Author(s):  
Margarida V. Garrido ◽  
Marília Prada ◽  
Cláudia Simão ◽  
Gün R. Semin
Keyword(s):  
Lexical Decision ◽  
Word Categorization ◽  
The Impact

The impact of consonant–vowel transpositions on masked priming effects in Italian and English

2019 ◽  
Vol 73 (2) ◽  
pp. 183-198
Author(s):  
Lucia Colombo ◽  
Giacomo Spinelli ◽  
Stephen J Lupker
Keyword(s):  
Lexical Decision ◽  
Present Article ◽  
Masked Priming ◽  
Previous Literature ◽  
Priming Effects ◽  
Priming Paradigm ◽  
Orthographic Coding ◽  
The Impact ◽  
Orthographic Code

There are now a number of reports in the literature that transposed letter (TL) priming effects emerge when two consonants are transposed (e.g., caniso-CASINO) but not when two vowels are transposed (e.g., cinaso-CASINO). In the present article, four masked priming lexical decision experiments, two in Italian and two in English, are reported in which TL priming effects involving the transposition of two adjacent consonants (e.g., atnenna-ANTENNA) were contrasted with those involving the transposition of a vowel and an adjacent consonant (e.g., anetnna-ANTENNA), a contrast not directly examined in the previous literature. In none of the experiments was there any indication that the priming effects were different sizes for the two types of transpositions, including Experiment 4 in which a sandwich priming paradigm was used. These results support the assumption of most orthographic coding models that the consonant–vowel status of the letters is not relevant to the nature of the orthographic code. The question of how to reconcile these results with other TL manipulations investigating vowel versus consonant transpositions is discussed.

On the limits of familiarity accounts in lexical decision: The case of repetition effects

2019 ◽  
Vol 73 (3) ◽  
pp. 375-383
Author(s):  
Manuel Perea ◽  
Ana Marcet ◽  
Marta Vergara-Martínez ◽  
Pablo Gomez
Keyword(s):  
Lexical Decision ◽  
Lexical Decision Task ◽  
Inhibitory Effect ◽  
Decision Task ◽  
Episodic Retrieval ◽  
Repetition Effects ◽  
Repeated Item ◽  
Evidence Accumulation ◽  
Initial Block ◽  
The Impact

Recent modelling accounts of the lexical decision task have suggested that the reading system performs evidence accumulation to carry out some functions. Evidence accumulation models have been very successful in accounting for effects in the lexical decision task, including the dissociation of repetition effects for words and nonwords (facilitative for words but inhibitory for nonwords). The familiarity of a repeated item triggers its recognition, which facilitates ‘word’ responses but hampers nonword rejection. However, reports of facilitative repetition effects for nonwords with several repetitions in short blocks challenge this hypothesis and favour models based on episodic retrieval. To shed light on the nature of the repetition effects for nonwords in lexical decision, we conducted four experiments to examine the impact of extra-lexical source of information—we induced the use of episodic retrieval traces via instructions and list composition. When the initial block was long, the repetition effect for nonwords was inhibitory, regardless of the instructions and list composition. However, the inhibitory effect was dramatically reduced when the initial block included two presentations of the stimuli and it was even facilitatory when the initial block was short. This composite pattern suggests that evidence accumulation models of lexical decision should take into account all sources of evidence—including episodic retrieval—during the process of lexical decision.

The impact of word prevalence on lexical decision times: Evidence from the Dutch Lexicon Project 2.

2016 ◽  
Vol 42 (3) ◽  
pp. 441-458 ◽  
Author(s):  
Marc Brysbaert ◽  
Michaël Stevens ◽  
Paweł Mandera ◽  
Emmanuel Keuleers
Keyword(s):  
Lexical Decision ◽  
The Impact ◽  
Decision Times

The Impact of Reader Skill on Phonological processing in visual Word Recognition

2003 ◽  
Vol 56 (1) ◽  
pp. 63-81 ◽  
Author(s):  
Sara J. Unsworth ◽  
Penny M. Pexman
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Phonological Processing ◽  
Decision Task ◽  
Skilled Readers ◽  
Phonological Activation ◽  
The Impact ◽  
Do So

There has been much debate about the role of phonology in reading. This debate has been fuelled, in part, by mixed findings for phonological effects in lexical decision tasks. In the present research we investigated the impact of reader skill on three phonological effects (homophone, homograph, and regularity effects) in a lexical decision task and in a phonological lexical decision task. In both tasks, the more skilled readers showed different patterns of phonological effects from those of the less skilled readers; in particular, less skilled readers showed regularity effects in both tasks whereas more skilled readers did not. We concluded that more skilled readers activate phonology in these tasks but do so more efficiently, with less spurious phonological activation.

COMBINING EXPLICIT AND SENSITIVE INDICES FOR MEASURING L2 VOCABULARY LEARNING THROUGH CONTEXTUALIZED INPUT AND WORD-FOCUSED INSTRUCTION

2021 ◽  
pp. 1-31
Author(s):  
Bert Vandenberghe ◽  
Maribel Montero Perez ◽  
Bert Reynvoet ◽  
Piet Desmet
Keyword(s):  
Lexical Decision ◽  
Lexical Processing ◽  
Vocabulary Learning ◽  
Semantic Relatedness ◽  
Instructional Interventions ◽  
Beneficial Effects ◽  
Grammaticality Judgment ◽  
Form Recognition ◽  
L2 Vocabulary ◽  
The Impact

Abstract This study combines explicit (pen-and-paper) and sensitive (time-pressured) measures to gauge the impact of three instructional interventions (contextualized input with meaning-focused activities, contextualized input with word-focused activities, and decontextualized input with word-focused exercises) on the learning of 20 L2 French target verbs. Participants (N = 313, L1 = Dutch) completed a combination of explicit (form recognition, meaning recall, grammatical preference) and time-pressured sensitive tests (lexical decision, semantic relatedness, grammaticality judgment) as immediate and delayed posttests. Explicit posttests show the beneficial effects of word-focused instruction, and underline the efficiency of context for meaning-related knowledge. Sensitive posttests generally confirm the explicit results, but reveal differences between both word-focused conditions related to lexical processing and strength of knowledge. This study suggests that combining explicit and sensitive measures can provide a more complete picture about the effects of L2 vocabulary instruction and shows that contextualized and decontextualized word-focused instruction benefit vocabulary learning in a complementary way.

scholarly journals The impact of focus particles on the recognition and rejection of contrastive alternatives

2016 ◽  
Vol 8 (1) ◽  
pp. 59-95 ◽  
Author(s):  
NICOLE GOTZNER ◽  
ISABELL WARTENBURGER ◽  
KATHARINA SPALEK
Keyword(s):  
Lexical Decision ◽  
Recognition Task ◽  
Interference Effects ◽  
Priming Effects ◽  
Focus Particles ◽  
Active Search ◽  
Prior Context ◽  
Unrelated Condition ◽  
Probe Recognition ◽  
The Impact

abstractThe semantics of focus particles like only requires a set of alternatives (Rooth, 1992). In two experiments, we investigated the impact of such particles on the retrieval of alternatives that are mentioned in the prior context or unmentioned. The first experiment used a probe recognition task and showed that focus particles interfere with the recognition of mentioned alternatives and the rejection of unmentioned alternatives relative to a condition without a particle. A second lexical decision experiment demonstrated priming effects for mentioned and unmentioned alternatives (compared with an unrelated condition) while focus particles caused additional interference effects. Overall, our results indicate that focus particles trigger an active search for alternatives and lead to a competition between mentioned alternatives, unmentioned alternatives, and the focused element.

scholarly journals Embodied Semantic Effects in Visual Word Recognition

2018 ◽  
Author(s):  
Louise Connell ◽  
Dermot Lynott
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Visual Word Recognition ◽  
Semantic Content ◽  
Sensory Experience ◽  
Visual Word ◽  
Object Interaction ◽  
Sensorimotor Information ◽  
The Impact

We review the range of embodied semantic effects that have been found in visual word recognition paradigms (lexical decision, naming). Many different embodied effects have been elicited by distinct measures of sensorimotor information, and are associated with different theoretical accounts of why semantic content affects how quickly a word can be recognised. We discuss effects due to imageability, body-object interaction, relative embodiment, sensory experience, and modality-specific perceptual strength. Finally, we discuss the impact of embodied semantic effects on current models of visual word recognition.

Do Inhibitory Control Demands Affect Event-Based Prospective Memory Performance in ADHD?

2014 ◽  
Vol 23 (1) ◽  
pp. 51-56 ◽  
Author(s):  
Mareike Altgassen ◽  
Andrea Koch ◽  
Matthias Kliegel
Keyword(s):  
Inhibitory Control ◽  
Prospective Memory ◽  
Executive Control ◽  
Memory Performance ◽  
Ongoing Task ◽  
Word Categorization ◽  
Entire Duration ◽  
Event Based ◽  
Cue Detection ◽  
The Impact

Objective: Empirical evidence on prospective memory (PM) in ADHD is inconsistent. Differential findings have been related to differential executive control demands. This study aimed at exploring the impact of inhibitory control on event-based PM performance in ADHD. Method: Eighteen adults with ADHD and 18 controls performed a word categorization task with an embedded event-based PM task. In addition, participants performed an acoustically presented task that put either low or high loads on inhibitory control processes. Results: Inhibitory load did not differentially affect PM performance: Across both inhibitory load conditions, individuals with ADHD showed reduced PM performance when compared with controls. Moreover, inhibitory load did not influence PM performance across both groups. Conclusion: Possibly, full inhibitory control resources are not necessary during the entire duration of an event-based PM task, but may suffice to be employed after cue detection when needing to interrupt the ongoing task. (J. of Att. Dis. 2019; 23(1) 51-56)

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