Tonal Priming Beyond Tonics

2009 ◽  
Vol 26 (3) ◽  
pp. 211-221 ◽  
Author(s):  
Fréédééric Marmel ◽  
Barbara Tillmann
Keyword(s):  
Reference Point ◽  
Discrimination Task ◽  
Implicit Knowledge ◽  
Priming Effects ◽  
The Third ◽  
Priming Paradigm ◽  
Timbre Discrimination

THE MUSICAL PRIMING PARADIGM ALLOWS FOR INVESTIGATION of listeners' expectations based on their implicit knowledge of tonal stability. To date, priming data are limited to reports of facilitated processing for tonic over nontonic events. The special status of the tonic as a cognitive reference point brings into question the subtlety of listeners' tonal knowledge: Is the facilitated processing observed in priming studies limited to tonic events, or is tone processing influenced by subtler tonal contrasts? The present study investigated tonal priming for mediants (the third scale degree) over leading tones (the seventh scale degree) presented in melodic contexts. Experiment 1 used a timbre discrimination task and Experiment 2 an intonation task. Facilitated processing was observed for the more tonally stable mediants over the less stable leading tones, thus showing that priming effects are not limited to pairs of tonal degrees including the tonic. This finding emphasizes the subtlety of nonexpert listeners' tonal knowledge.

Combining the Post-Cue Task and the Perceptual Identification Task to Assess Parallel Activation and Mutual Facilitation of Related Primes and Targets

2018 ◽  
Vol 65 (2) ◽  
pp. 84-97 ◽  
Author(s):  
Demian Scherer ◽  
Dirk Wentura
Keyword(s):  
Semantic Priming ◽  
Stimulus Onset ◽  
The Other ◽  
Perceptual Identification ◽  
Identification Task ◽  
Priming Effects ◽  
Priming Paradigm ◽  
Parallel Activation ◽  
Prime Target

Abstract. Recent theories assume a mutual facilitation in case of semantic overlap for concepts being activated simultaneously. We provide evidence for this claim using a semantic priming paradigm. To test for mutual facilitation of related concepts, a perceptual identification task was employed, presenting prime-target pairs briefly and masked, with an SOA of 0 ms (i.e., prime and target were presented concurrently, one above the other). Participants were instructed to identify the target. In Experiment 1, a cue defining the target was presented at stimulus onset, whereas in Experiment 2 the cue was not presented before the offset of stimuli. Accordingly, in Experiment 2, a post-cue task was merged with the perceptual identification task. We obtained significant semantic priming effects in both experiments. This result is compatible with the view that two concepts can both be activated in parallel and can mutually facilitate each other if they are related.

Automatic Stereotype Activation Is Context Dependent

2010 ◽  
Vol 41 (3) ◽  
pp. 131-136 ◽  
Author(s):  
Catharina Casper ◽  
Klaus Rothermund ◽  
Dirk Wentura
Keyword(s):  
Lexical Decision ◽  
Context Information ◽  
Decision Task ◽  
Social Categories ◽  
Priming Effects ◽  
Stereotype Activation ◽  
Social Stereotypes ◽  
Priming Paradigm ◽  
Automatic Activation ◽  
Mental Schemas

Processes involving an automatic activation of stereotypes in different contexts were investigated using a priming paradigm with the lexical decision task. The names of social categories were combined with background pictures of specific situations to yield a compound prime comprising category and context information. Significant category priming effects for stereotypic attributes (e.g., Bavarians – beer) emerged for fitting contexts (e.g., in combination with a picture of a marquee) but not for nonfitting contexts (e.g., in combination with a picture of a shop). Findings indicate that social stereotypes are organized as specific mental schemas that are triggered by a combination of category and context information.

Sensitivity to distributional properties of the orthography in the spelling of Italian children with dyslexia

2021 ◽  
pp. 174702182199892
Author(s):  
Chiara Valeria Marinelli ◽  
Marika Iaia ◽  
Cristina Burani ◽  
Paola Angelelli
Keyword(s):  
Low Frequency ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Lexical Knowledge ◽  
Priming Effects ◽  
Lexical Priming ◽  
Distributional Properties ◽  
Developing Readers ◽  
Priming Paradigm ◽  
Italian Children

The study examines statistical learning in the spelling of Italian children with dyslexia and typically developing readers by studying their sensitivity to probabilistic cues in phoneme-grapheme mappings. In the first experiment children spelled to dictation regular words and words with unpredictable spelling that contained either a high- or a low-frequency (i.e., typical or atypical) sound-spelling mappings. Children with dyslexia were found to rely on probabilistic cues in writing stimuli with unpredictable spelling to a greater extent than typically developing children. The difficulties of children with dyslexia on words with unpredictable spelling were limited to those containing atypical mappings. In the second experiment children spelled new stimuli, that is, pseudowords, containing phonological segments with unpredictable mappings. The interaction between lexical knowledge and reliance on probabilistic cues was examined through a lexical priming paradigm in which pseudowords were primed by words containing related typical or atypical sound-to-spelling mappings. In spelling pseudowords, children with dyslexia showed sensitivity to probabilistic cues in the phoneme-to-grapheme mapping but lexical priming effects were also found, although to a smaller extent than in typically developing readers. The results suggest that children with dyslexia have a limited orthographic lexicon but are able to extract regularities from the orthographic system and rely on probabilistic cues in spelling words and pseudowords.

scholarly journals Priming effects in the recognition of simple and complex words and pseudowords

2018 ◽  
Vol 39 (2) ◽  
pp. 198-222
Author(s):  
Miguel Lázaro ◽  
Víctor Illera ◽  
Javier Sainz
Keyword(s):  
Word Recognition ◽  
Low Frequency ◽  
Morphological Processing ◽  
Orthographic Processing ◽  
Frequency Effect ◽  
Experimental Conditions ◽  
Priming Effects ◽  
The Third ◽  
Complex Words ◽  
Intense Debate

AbstractWhether morphological processing of complex words occurs beyond orthographic processing is a matter of intense debate. In this study, morphological processing is examined by presenting complex words (brujería -> brujo –witchcraft -> witch), as well as simple (brujaña->brujo) and complex pseudowords (brujanza ->brujo), as primes in three masked lexical decision tasks. In the first experiment, the three experimental conditions facilitated word recognition in comparison to the control condition, but no differences emerged between them. Given the importance of the surface frequency effect observed, a second experiment was conducted. The results fully replicate those observed in the first one, but this time with low frequency targets. In the third experiment, vowels were removed from the stems of primes to reduce the orthographic overlap between primes and targets and, therefore, the influence of the embedded stem effect. The results show facilitative effects only for complex words. However, paired comparisons show no differences between experimental conditions. The overall results show the central role played by the processing of stems in visual word recognition and are explained in terms of current models of morphological processing.

Inflectional and Derivational Morphology in the Mental Lexicon: Symmetries and Asymmetries in Repetition Priming

1992 ◽  
Vol 44 (2) ◽  
pp. 373-390 ◽  
Author(s):  
H. Schriefers ◽  
A. Friederici ◽  
P. Graetz
Keyword(s):  
Repetition Priming ◽  
Mental Lexicon ◽  
Derivational Morphology ◽  
Lexical Organization ◽  
Priming Effects ◽  
Priming Paradigm ◽  
Complex Forms ◽  
Complex Words ◽  
Prime Target

Using a repetition priming paradigm, the interrelations between morphologically related words in the mental lexicon were examined in two experiments. In contrast to most previous studies, in which morphologically complex words occur as primes and stems as targets, derivationally and inflectionally complex forms were fully crossed in prime–target pairs. Experiment 1 showed asymmetries in the pattern of priming effects between different inflectional forms of German adjectives. Such asymmetries are problematic for any theory that assumes that all members of an inflectional paradigm share one entry in the mental lexicon. Experiment 2 contrasted derivational and inflectional variants of the same stems used in Experiment 1. Once again, there were same clear asymmetries in the pattern of priming effects. The implications of these results for models of lexical organization of inflectional and derivational morphology are discussed.

scholarly journals Can children's spelling of schwa vowels in stems be improved?

2010 ◽  
pp. 113-127 ◽  
Author(s):  
João Rosa ◽  
Terezinha Nunes
Keyword(s):  
Primary School ◽  
Significant Interaction ◽  
Older Children ◽  
Priming Effects ◽  
Early Signs ◽  
Priming Condition ◽  
Priming Paradigm ◽  
Written Form ◽  
Age Range ◽  
Morphological Representation

Children in the early grades of primary school do not seem to have much awareness of morphemes. In this study, a priming paradigm was used to try to detect early signs of morphological representation of stems through a spelling task presented to Portuguese children (N= 396; age range 6 to 9 years). Primes shared the stem with the targets and contained well-articulated, stressed vowels; the stems of the target words contained non-stressed schwa vowels, which typically result in spelling difficulties. If priming proved effective, the well-articulated vowels in the prime should lead to improvement in the spelling of the schwa vowels in the targets. Primes were presented in two conditions: in only-oral or in oral-plus-written form. Effectiveness of priming was assessed by comparison with a no-priming condition. There was a significant interaction between priming effects and grade. No priming effects were detected in 6- and 7-year-old children; oral-plus-written priming produced higher rates of correct vowel spelling for 8- and 9-year-olds; only-oral priming was effective in improving the vowel spelling of 9-year-olds. Thus the older children used morphological information under priming conditions but there is no evidence to suggest that younger children did so.

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.

Beyond Alexandria

2020 ◽  
Author(s):  
Marijn S. Visscher
Keyword(s):  
Coming Out ◽  
Reference Point ◽  
The Third ◽  
Key Points ◽  
Historical Importance

This book aims to further our understanding of Seleucid literature, covering the period from Seleucus I to Antiochus III. Despite the historical importance of the Seleucid Empire during this time, little attention has been devoted to its literature. The works of authors affiliated with the Seleucid court have tended to be overshadowed by works coming out of Alexandria, emerging from the court of the Ptolemies, the main rivals of the Seleucids. This book makes two key points, both of which challenge the idea that ‘Alexandrian’ literature is coterminous with Hellenistic literature as a whole. First, the book sets out to demonstrate that a distinctly Seleucid strand of writing emerged from the Seleucid court, characterized by shared perspectives and thematic concerns. Second, the book argues that Seleucid literature was significant on the wider Hellenistic stage. Specifically, it aims to show that the works of Seleucid authors influenced and provided counterpoints to writers based in Alexandria, including key figures such as Eratosthenes and Callimachus. For this reason, the literature of the Seleucids is not only interesting in its own right; it also provides an important reference point for further understanding of Hellenistic literature in general. These two points are worked out in four chapters, each focussing on a specific ‘moment’ in Seleucid history and the corresponding literature: the establishment of the Eastern borders under Seleucus I; the consolidation of a symbolic centre at Babylon; the crisis of the Third Syrian War under Seleucus II; and the flourishing literary court of Antiochus III.

Laughter, Humor, and Comedy in Ancient Philosophy

2019 ◽  
Keyword(s):  
Social Norms ◽  
Reference Point ◽  
Ancient Philosophy ◽  
Social Function ◽  
Future Research ◽  
The Third ◽  
Educational Role ◽  
Comic Poetry ◽  
Do So

Ancient philosophers were very interested in the themes of laughter, humor, and comedy. They theorized about laughter and its causes, moralized about the appropriate uses of humor and what it is appropriate to laugh at, and wrote treatises on comedic composition. Further, they were often merciless in ridiculing their opponents’ positions, often borrowing comedic devices and techniques from comic poetry and drama to do so. The volume is organized around three themes or sets of questions. The first set concerns the psychology of laughter. What is going on in our minds when we laugh? What background conditions must be in place for laughter to occur? Is laughter necessarily hostile or derisive? The second set of questions concerns the ethical and social norms governing laughter and humor. When is it appropriate or inappropriate to laugh? Does laughter have a positive social function? Is there a virtue, or excellence, connected to laugher and humor? The third set of questions concerns the philosophical uses of humor and comedic technique. Do philosophers use humor exclusively in criticizing other rivals, or can it play a positive educational role as well? If it can, how does philosophical humor communicate its philosophical content? This volume aims not to settle these fascinating questions but more modestly to start a conversation about them, in the hope that the volume will be both a reference point for discussions of laughter, humor, and comedy in ancient philosophy and an engine for future research about them.

scholarly journals Implicit knowledge and memory for musical stimuli in musicians and non-musicians

2019 ◽  
Vol 48 (6) ◽  
pp. 836-845
Author(s):  
Lisa Thorpe ◽  
Margaret Cousins ◽  
Ros Bramwell
Keyword(s):  
Implicit Memory ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Musical Structure ◽  
Music Learning ◽  
Monitoring Task ◽  
Chord Sequence ◽  
Priming Paradigm ◽  
Phoneme Monitoring ◽  
Musical Sequence

The phoneme monitoring task is a musical priming paradigm that demonstrates that both musicians and non-musicians have gained implicit understanding of prevalent harmonic structures. Little research has focused on implicit music learning in musicians and non-musicians. This current study aimed to investigate whether the phoneme monitoring task would identify any implicit memory differences between musicians and non-musicians. It focuses on both implicit knowledge of musical structure and implicit memory for specific musical sequences. Thirty-two musicians and non-musicians (19 female and 13 male) were asked to listen to a seven-chord sequence and decide as quickly as possible whether the final chord ended on the syllable /di/ or /du/. Overall, musicians were faster at the task, though non-musicians made more gains through the blocks of trials. Implicit memory for musical sequence was evident in both musicians and non-musicians. Both groups of participants reacted quicker to sequences that they had heard more than once but showed no explicit knowledge of the familiar sequences.

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