scholarly journals Adolescents and adults need inhibitory control to compare fractions

2019 ◽  
Vol 5 (3) ◽  
pp. 314-336 ◽  
Author(s):  
Sandrine Rossi ◽  
Julie Vidal ◽  
Marie Letang ◽  
Olivier Houdé ◽  
Grégoire Borst
Keyword(s):  
Inhibitory Control ◽  
Negative Priming ◽  
Priming Effects ◽  
Priming Paradigm ◽  
Whole Number ◽  
Adolescents And Adults ◽  
Common Components

For children, adolescents and educated adults, comparing fractions with common numerators (e.g., 4/5 vs. 4/9) is more challenging than comparing fractions with common denominators (e.g., 3/4 vs. 6/4) or fractions with no common components (e.g., 5/7 vs. 6/2). Errors are related to the tendency to rely on the “greater the whole number, the greater the fraction” strategy, according to which 4/9 seems larger than 4/5 because 9 is larger than 5. We aimed to determine whether the ability of adolescents and educated adults to compare fractions with common numerators was rooted in part in their ability to inhibit the use of this misleading strategy by adapting the negative priming paradigm. We found that participants were slower to compare the magnitude of two fractions with common denominators after they compared the magnitude of two fractions with common numerators than after they decided which of two fractions possessed a denominator larger than the numerator. The negative priming effects reported suggest that inhibitory control is needed at all ages to avoid errors when comparing fractions with common numerators.

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.

Inhibition of the whole number bias in decimal number comparison: A developmental negative priming study

2019 ◽  
Vol 177 ◽  
pp. 240-247 ◽  
Author(s):  
Margot Roell ◽  
Arnaud Viarouge ◽  
Olivier Houdé ◽  
Grégoire Borst
Keyword(s):  
Negative Priming ◽  
Decimal Number ◽  
Number Comparison ◽  
Whole Number

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.

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