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Park, Soja; Arbuckle, Tannis Y. – Journal of Experimental Psychology: Human Learning and Memory, 1977
Four experiments examined the memory of Korean subjects for words written in the two writing systems used in Korea, one alphabetic, the other ideographic. The impetus for the investigation was the apparently different encoding properties of the two scripts, with alphabets seeming to encode sound and ideograms, meaning. (Editor)
Descriptors: Alphabets, Experimental Psychology, Experiments, Ideography
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Brown, Alan S.; Zoccoli, Sandy L.; Leahy, Matthew M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005
In 3 experiments the authors examined changes in successive exemplar generation percentages within categories defined semantically (e.g., fruit-P, fruit-A, fruit-M) and by 1st letter (e.g., insect-C, sport-C, car-C), with a mixed control condition (e.g., fruit-P, insect-C, disease-M). Retrieval success declined across 12 successive items in both…
Descriptors: Semantics, Alphabets, Inhibition, Classification
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Neely, James H. – American Journal of Psychology, 1977
Examines, within a single experiment, whether the conditions exist for drawing a valid inference about the possibility of a word losing its meaning through either visual satiation or visual "and" verbal satiation. Evaluates research by Fillenbaum (1964) and Esposito and Pelton (1969). (Author/RK)
Descriptors: Alphabets, Decision Making, Information Processing, Psychological Studies
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Havelka, Jelena; Rastle, Kathleen – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005
The Serbian writing system was used to investigate whether a serial procedure is implicated in print-to-sound translation and whether components of the reading aloud system can be strategically controlled. In mixed- and pure-alphabet lists, participants read aloud phonologically bivalent words comprising bivalent letters in initial or final…
Descriptors: Written Language, Phonology, Phoneme Grapheme Correspondence, Serbocroatian
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Leong, C. K. – 1976
This paper discusses some psycholinguistic and psychological bases of learning to read in two apparently disparate writing systems, English and Chinese. As an alphabet, English orthography has "more reason than rhyme"; relational units and markers (e.g., "hens" and "hence") are important. The combinatory properties of…
Descriptors: Alphabets, Beginning Reading, Chinese, English