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Showing 1 to 15 of 143 results Save | Export
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Jasmine Spencer; Hasibe Kahraman; Elisabeth Beyersmann – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
Reading morphologically complex words requires analysis of their morphemic subunits (e.g., play + er); however, the positional constraints of morphemic processing are still little understood. The current study involved three unprimed lexical decision experiments to directly compare the positional encoding of stems and affixes during reading and to…
Descriptors: Morphemes, Suffixes, Word Recognition, College Students
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Stefan Wöhner; Andreas Mädebach; Herbert Schriefers; Jörg D. Jescheniak – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
This study traced different types of distractor effects in the picture-word interference (PWI) task across repeated naming. Starting point was a PWI study by Kurtz et al. (2018). It reported that naming a picture (e.g., of a duck) was slowed down by a distractor word phonologically related to an alternative picture name from a different taxonomic…
Descriptors: Naming, Interference (Learning), Foreign Countries, College Students
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Benjamin Kowialiewski; Steve Majerus; Klaus Oberauer – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
Recall performance in working memory (WM) is strongly affected by the similarity between items. When asked to encode and recall list of items in their serial order, people confuse more often the position of similar compared to dissimilar items. Models of WM explain this deleterious effect of similarity through a problem of discriminability between…
Descriptors: Foreign Countries, Serial Ordering, Associative Learning, Cognitive Processes
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Filip Nenadic; Ryan G. Podlubny; Daniel Schmidtke; Matthew C. Kelley; Benjamin V. Tucker – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
While known to influence visual lexical processing, the semantic information we associate with words has recently been found to influence auditory lexical processing as well. The present work explored the influence of "semantic richness" in auditory lexical decision. Study 1 recreated an experiment investigating semantic richness effects…
Descriptors: Oral Language, Word Recognition, Semantics, Auditory Stimuli
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Cheng-Yu Hsieh; Marco Marelli; Kathleen Rastle – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
Most printed Chinese words are compounds built from the combination of meaningful characters. Yet, there is a poor understanding of how individual characters contribute to the recognition of compounds. Using a megastudy of Chinese word recognition (Tse et al., 2017), we examined how the lexical decision of existing and novel Chinese compounds was…
Descriptors: Semantics, Orthographic Symbols, Chinese, Reading Processes
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Kanerva, Oksana; Häikiö, Tuomo – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
We investigated whether native Finnish speakers can grasp the meaning of Russian onomatopoeic words without any prior knowledge of the Russian language. In Experiment 1, elicitation test, naïve listeners generated associations for the acoustic events depicted by onomatopoeic words they heard. A cluster analysis suggested presence of different…
Descriptors: Russian, Phonology, Semantics, Foreign Countries
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Schaper, Marie Luisa; Kuhlmann, Beatrice G.; Bayen, Ute J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Item memory and source memory are different aspects of episodic remembering. To investigate metamemory differences between them, the authors assessed systematic differences between predictions of item memory via Judgments of Learning (JOLs) and source memory via Judgments of Source (JOSs). Schema-based expectations affect JOLs and JOSs…
Descriptors: Memory, Metacognition, Schemata (Cognition), Prediction
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Laub, Ruth; Frings, Christian – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
If a target stimulus is presented together with a response-irrelevant distractor stimulus, both stimuli can be encoded together with the response in an event file (see Hommel, 2004). The repetition of any feature of such an event-file can then retrieve the previously encoded response. This kind of feature-based retrieval is an important mechanism…
Descriptors: Stimuli, Cognitive Processes, Perception, Repetition
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Bürki, Audrey; Madec, Sylvain – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
The picture-word interference paradigm (participants name target pictures while ignoring distractor words) is often used to model the planning processes involved in word production. The participants' naming times are delayed in the presence of a distractor (general interference). The size of this effect depends on the relationship between the…
Descriptors: Pictorial Stimuli, Interference (Learning), Reaction Time, Naming
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Chen, Xuemei; Hartsuiker, Robert J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Arai et al. (2007) showed that structural priming in the comprehension of English dative sentences only occurred when the verb was repeated between prime and target, suggesting a lexically-dependent mechanism of structure prediction. However, a recent study in Mandarin comprehension found abstract (verb-independent) structural priming and such…
Descriptors: Indo European Languages, Reading Comprehension, Priming, Prediction
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Maciejewski, Greg; Klepousniotou, Ekaterini – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Semantic ambiguity has been shown to slow comprehension, although it is unclear whether this ambiguity disadvantage is attributable to competition in semantic activation or difficulties in response selection. We tested the two accounts by examining semantic relatedness decisions to homonyms, or words with multiple unrelated meanings (e.g.,…
Descriptors: Semantics, Diagnostic Tests, Ambiguity (Semantics), Word Frequency
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Grasso, Camille L.; Ziegler, Johannes C.; Mirault, Jonathan; Coull, Jennifer T.; Montant, Marie – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
The processing of time activates a spatial left-to-right mental timeline, where past events are "located" to the left and future events to the right. If past and future words activate this mental timeline, then the processing of such words should interfere with hand movements that go in the opposite direction. To test this hypothesis, we…
Descriptors: Word Recognition, Visual Stimuli, Time, Spatial Ability
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Röer, Jan Philipp; Bell, Raoul; Buchner, Axel; Saint-Aubin, Jean; Sonier, René-Pierre; Marsh, John E.; Moore, Stuart B.; Kershaw, Matthew B. A.; Ljung, Robert; Arnström, Sebastian – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Visual-verbal serial recall is disrupted when task-irrelevant background speech has to be ignored. Contrary to previous suggestion, it has recently been shown that the magnitude of disruption may be accentuated by the semantic properties of the irrelevant speech. Sentences ending with unexpected words that did not match the preceding semantic…
Descriptors: Semantics, Recall (Psychology), Serial Ordering, English
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Gilbert, Rebecca A.; Davis, Matthew H.; Gaskell, M. Gareth; Rodd, Jennifer M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Research has shown that adults' lexical-semantic representations are surprisingly malleable. For instance, the interpretation of ambiguous words (e.g., bark) is influenced by experience such that recently encountered meanings become more readily available (Rodd et al., 2016, 2013). However, the mechanism underlying this word-meaning priming effect…
Descriptors: Ambiguity (Semantics), Priming, Listening, Reading
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Mak, Matthew H. C.; Hsiao, Yaling; Nation, Kate – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
In six experiments, we tested whether immediate serial recall is influenced by a word's degree centrality, an index of lexical connectivity. Words of high degree centrality are associated with more words in free association norms than those of low degree centrality. Experiment 1 analyzed secondary data to explore the effect of degree centrality in…
Descriptors: Recall (Psychology), Associative Learning, Serial Learning, Undergraduate Students
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