Voice-specificity effects on auditory word priming

The present study investigated whether and to what extent auditory word priming, which is one mechanism of spoken-word processing and learning, is involved in a second language (L2). The objectives of the study were to determine whether L2 learners use auditory word priming as monolinguals do when they are acquiring an L2, how attentional processing orientation influences the extent to which they do so, and what L2 learners actually “learn” as they use auditory word priming. Results revealed that L2 learners use auditory word priming, that the extent to which they do so depends little on attention to the form of spoken input, and that L2 learners overrely on detailed context-specific information available in spoken input as they use auditory word priming.

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Dense neighborhoods and mechanisms of learning: evidence from children with phonological delay

Journal of Child Language ◽

10.1017/s0305000914000701 ◽

2014 ◽

Vol 42 (5) ◽

pp. 1036-1072 ◽

Cited By ~ 1

Author(s):

JUDITH A. GIERUT ◽

MICHELE L. MORRISETTE

Keyword(s):

Working Memory ◽

Language Acquisition ◽

Sound Production ◽

Phonological Acquisition ◽

Phonological Working Memory ◽

Learning Mechanism ◽

Word Priming ◽

Auditory Word ◽

Auditory Word Priming

ABSTRACTThere is a noted advantage of dense neighborhoods in language acquisition, but the learning mechanism that drives the effect is not well understood. Two hypotheses – long-term auditory word priming and phonological working memory – have been advanced in the literature as viable accounts. These were evaluated in two treatment studies enrolling twelve children with phonological delay. Study 1 exposed children to dense neighbors versus non-neighbors before training sound production in evaluation of the priming hypothesis. Study 2 exposed children to the same stimuli after training sound production as a test of the phonological working memory hypothesis. Results showed that neighbors led to greater phonological generalization than non-neighbors, but only when presented prior to training production. There was little generalization and no differential effect of exposure to neighbors or non-neighbors after training production. Priming was thus supported as a possible mechanism of learning behind the dense neighborhood advantage in phonological acquisition.

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Auditory word priming in young children

Infant Behavior and Development ◽

10.1016/s0163-6383(96)90448-8 ◽

1996 ◽

Vol 19 ◽

pp. 394

Author(s):

Barbara Church ◽

Cynthia Fisher

Keyword(s):

Young Children ◽

Word Priming ◽

Auditory Word ◽

Auditory Word Priming

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Modality-Specificity Effects in Priming of Visual and Auditory Word-Fragment Completion

The Journal of General Psychology ◽

10.3200/genp.132.2.117-138 ◽

2005 ◽

Vol 132 (2) ◽

pp. 117-138 ◽

Cited By ~ 3

Author(s):

Janet M. Gibson ◽

Ryan Bahrey

Keyword(s):

Word Fragment ◽

Word Fragment Completion ◽

Auditory Word ◽

Modality Specificity ◽

Specificity Effects

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Multidimensional Anxiety and Content-specificity Effects in Preferential Processing of Threat

European Psychologist ◽

10.1027//1016-9040.8.4.252 ◽

2003 ◽

Vol 8 (4) ◽

pp. 252-265 ◽

Cited By ~ 9

Author(s):

Manuel G. Calvo ◽

P. Avero ◽

M. Dolores Castillo ◽

Juan J. Miguel-Tobal

Keyword(s):

Selective Attention ◽

Cognitive Biases ◽

Naming Task ◽

Color Naming ◽

Memory Bias ◽

Ego Threat ◽

Phobic Anxiety ◽

Relative Contribution ◽

Content Specificity ◽

Specificity Effects

We examined the relative contribution of specific components of multidimensional anxiety to cognitive biases in the processing of threat-related information in three experiments. Attentional bias was assessed by the emotional Stroop word color-naming task, interpretative bias by an on-line inference processing task, and explicit memory bias by sensitivity (d') and response criterion (β) from word-recognition scores. Multiple regression analyses revealed, first, that phobic anxiety and evaluative anxiety predicted selective attention to physical- and ego-threat information, respectively; cognitive anxiety predicted selective attention to both types of threat. Second, phobic anxiety predicted inhibition of inferences related to physically threatening outcomes of ambiguous situations. And, third, evaluative anxiety predicted a response bias, rather than a genuine memory bias, in the reporting of presented and nonpresented ego-threat information. Other anxiety components, such as motor and physiological anxiety, or interpersonal and daily-routines anxiety made no specific contribution to any cognitive bias. Multidimensional anxiety measures are useful for detecting content-specificity effects in cognitive biases.

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