Psych Of Language Test 2

Front 1

Statistical Learning by 8-Month-Old Infants (1996)
Saffran, Aslin, & Newport

What was the basic purpose?

Back 1

The study attempted to examine experience-dependent mechanisms in language acquisition.

Front 2

Statistical Learning by 8-Month-Old Infants (1996)
Saffran, Aslin, & Newport

Study 1: What was the basic method?

Back 2

Participants: The study recruited 24 eight month old infants.

Measures: The study created a fake language that was phonologically coherent. The words of this language were combined to form a 2 minute segment of continuous speech such that 4 three syllable words from the language were repeated in a random order. The segment did not have pauses or give hints about word boundaries. However, The transitional probabilities were higher within words (1.0) than between words (.3). The speech stream was generated by a speech synthesizer played in a monotone female voice at 270 syllables per minute

Method:
1. 2 minutes speech stream familiarization
2. Participants were then given a string of 4 words (2 words from the language, 2 non-words)
3. The amount of time the infants spent listening to the strings was recorded.

Front 3

Statistical Learning by 8-Month-Old Infants (1996)
Saffran, Aslin, & Newport

Study 1: What were the results?

Back 3

The infants spent more time listening to non-words. This suggests that the infants could differentiate words from non-words. This is based on experience.

Front 4

Statistical Learning by 8-Month-Old Infants (1996)
Saffran, Aslin, & Newport

Study 2:What was the basic method?

Back 4

Participants: The study recruited 24 eight month old infants.

Measures: The study created a fake language that was phonologically coherent. The words of this language were combined to form a 2 minute segment of continuous speech such that 4 three syllable words from the language were repeated in a random order. The segment did not have pauses or give hints about word boundaries. However, The transitional probabilities were higher within words (1.0) than between words (.3). The speech stream was generated by a speech synthesizer played in a monotone female voice at 270 syllables per minute

Method:
1. Participants listened to 2 minutes of the speech stream to familiarize themselves.
2. Participants were then given a string of 4 words (2 words from the language, 2 part-words *explained below*)
3. The amount of time the infants spent listening to the strings was recorded.

Part words are made by taking the last syllable of a created word and then the first two syllables of another word. These are sequences that the infants heard, but statistically did not represent words. Example: PRETTY BABY: TYBA

Front 5

Statistical Learning by 8-Month-Old Infants (1996)
Saffran, Aslin, & Newport

Study 2:What were the results?

Back 5

The infants spent more time listening to part-words. This suggests that the word boundaries play a role in experience based language acquisition.

Front 6

Computation of Conditional Probability Statistics (1998)
Aslin, Saffran, & Newport

Back 6

This study was meant to examine distributional patterns and its effect on language acquisition in infants.

Front 7

Computation of Conditional Probability Statistics (1998)
Aslin, Saffran, & Newport

Back 7

Participants: Two groups of 15 eight month old infants

Materials:
2 sets of 4 three syllable nonsense words were created. They were phonologically coherent. A three minute segment of speech was created using a synthesizer.

Method:
1. Participants listened to a 3 minute segment of speech to familiarize themselves.
2. Infants attention was gained using a light above a loudspeaker.
3. When the infant was paying attention(looking at the light), a test word would be played (6 part words, 6 words). This process was repeated 12 times.
4. Listening time was measured by recording the amount of time that the infant spent looking at the loudspeaker following the test word.

Front 8

Computation of Conditional Probability Statistics (1998)
Aslin, Saffran, & Newport

Back 8

No differences were found between the two artificial languages.Infants spent more time listening to part words than words.

Front 9

Distributional Evidence

Back 9

Regularities in the relative positions and order of elements over a corpus of utterances

Front 10

Incidental Language Learning (1997)
Saffran, Aslin, Newport, Tunick, and Barrueco

What was the basic purpose of the study?

Back 10

The study examined language acquisition in a situation that more closely resembled how children normally acquire language. It examined incidental language acquisition in children and adults.

Front 11

Incidental Language Learning (1997)
Saffran, Aslin, Newport, Tunick, and Barrueco

Study 1: What was the basic method of the study?

Back 11

Participants: The adult subjects consisted of 12 undergraduates. The child subjects consisted of thirteen 6- and 7- year-old children.

Materials: A 21 minute audiotape was created using a speech synthesizer. The only cues to word boundaries were transitional probabilities. These probabilities were higher within words than across boundaries. The test items were words from the language and non-word foils.

Method:
1. Participants were told to work on an illustration. (cover story) The audiotape was played in the background.
2. Participants were then asked to indicate whether each test item was similar to what they heard while drawing.

Front 12

Incidental Language Learning (1997)
Saffran, Aslin, Newport, Tunick, and Barrueco

Study 1: What were the results of the study?

Back 12

1. Results were similar for adults and children.
2. Results were significantly better than chance.

Front 13

Incidental Language Learning (1997)
Saffran, Aslin, Newport, Tunick, and Barrueco

Study 2: What was the basic method of the study?

Back 13

Participants: The adult subjects consisted of 12 undergraduates. The child subjects consisted of eleven 6- and 7- year-old children.

Materials: A 21 minute audiotape was created using a speech synthesizer. The only cues to word boundaries were transitional probabilities. These probabilities were higher within words than across boundaries. The test items were words from the language and non-word foils.

Method:
This experiment used two sessions.
1. In the first session, participants were told to work on an illustration. (cover story) The audiotape was played in the background.
2. Step one was repeated for the second session.
2. At the end of the second session, participants were then asked to indicate whether each test item was similar to what they heard while drawing.

Front 14

Incidental Language Learning (1997)
Saffran, Aslin, Newport, Tunick, and Barrueco

Study 2: What were the results of the study?

Back 14

1. Results were similar for adults and children.
2. Results were significantly better than chance.
3. Responses were more accurate than study 1.

Front 15

Frequent Frames as a Cue For Grammatical Categories (2003)
Toben H. Mintz

Back 15

The purpose of this study was to examine frequent frames as a tool for categorization.

Front 16

Frequent Frames as a Cue For Grammatical Categories (2003)
Toben H. Mintz

Study 1: What was the basic method?

Back 16

Materials: Six corpora from the CHILDRES data base. All six used data from children that were under 2.6 years old and only focused on the adult's utterances.

Method:
1. The researcher arbitrarily selected frequent frames based on how often they appeared and what words occupied the intervening word (looked for a variety).
2. The researcher measured accuracy by using (hit)/(hit + false alarm). This determined how often the categorizing system was successful when claiming that two words were similar.
3. The researcher measured completeness by using (hit)/(hit + miss). This determined how often the categorizing system was successful at identifying that two similar words were indeed similar.

Front 17

Frequent Frames as a Cue For Grammatical Categories (2003)
Toben H. Mintz

Study 1: What were the results?

Back 17

1. The system was significantly accurate.
2. The completeness of the system was also significant.

Front 18

Frequent Frames

Back 18

Ordered pairs of words that frequently co-occur with exactly one word position intervening

Front 19

Frequent Frames as a Cue For Grammatical Categories (2003)
Toben H. Mintz

Briefly Describe Study 2

Back 19

1. Used a minimum of 13% as a criteria for selecting frequent frames.
2. Removed frequent frames that had less than three word types as possible solutions.
3. Found the same results as experiment 1.

Front 20

Feldman et al. (2002): Child Readers

What was the purpose of the study?

Back 20

The purpose of the study was to examine orthographic and morphological facilitation.

Front 21

Feldman et al. (2002): Child Readers

What was the basic method?

Back 21

Participants: Fifth graders

Materials:
2.The independent variables were stimulus transparency and study condition. Study condition was manipulated by presenting the participants with different word primes. Participants received morphological, orthographic, or identical primes. Some participants did not receive a prime. Stimulus transparency had three levels: transparent complete (transparent.c), opaque, and transparent partial (transparent.p). The transparent.c condition consisted of word primes with overlapping morphological or orthographic features of the target word (e.g. TURN-TURNIP-TURNED). The opaque condition consisted of primes with less morphological and orthographic similarity to the target (e.g. RIDE-RIDDLE-RIDDEN).The transparent.p consisted of word primes with morphologically transparency or partially overlapping orthography (e.g. MARK-MASKING-MARKING).

Method:
1. Participants were shown a flashcard for about one second. Each flashcard contained a word stimulus corresponding to experimental condition.
2. The researcher read the word aloud to the participant two times. 3. The participants were then given a fragment completion task containing 20 word fragments.
4. The accuracy of the participants in producing the target word was recorded.

Front 22

Feldman et al. (2002): Child Readers

What were the results?

Back 22

The results indicated that performance of child readers on the fragment completion task was sensitive to morphological relationships. Completion rates following opaque, as well as transparent, morphological relatives were significantly greater than those following orthographically similar forms. The experiment found significant orthographic facilitation in the transparent complete condition.

Front 23

Schreuder and Baayen (1997): Family Size for Simplex Words

What was the basic purpose of the study?

Back 23

The purpose of this study was to examine facilitation based on morphemes and family sizes.

Front 24

Schreuder and Baayen (1997): Family Size for Simplex Words

What was the basic method?

Back 24

Lexical Decision Task

Front 25

Schreuder and Baayen (1997): Family Size for Simplex Words

What were the results?

Back 25

Monomorphemic nouns with more derivational relatives yielded faster lexical decision response latencies and higher accuracy rates.

When a monomorphemic form is processed, it appears that family members are automatically activated, resulting in a high level of global activation within the mental lexicon.

Front 26

Monomorphemic

Back 26

consisting of only one morpheme. "Raise" is monomorphemic. "Rays" is not.

Front 27

Pitzer and Dagenbach (2001): Prime Repetition

What was the purpose of the study?

Back 27

The purpose of the study was to examine the effects of multiple primes on a lexical decision task.

Front 28

Pitzer and Dagenbach (2001): Prime Repetition

Study 1: What was the basic method?

Back 28

Participants: 30 English speaking undergraduates.

Measures: There were 120 word targets and 120 pronounceable non-word targets. They were assigned to one of eight conditions. The conditions were: 1&2) the first prime was/wasn't related to the target. 3&4) the second prime was/wasn't related to the target. 5&6) both primes were identical and were/weren't related to the target. 7&8) both primes were/weren't identical and matched with a non-word target

Method:
1. Participants were shown a prime
2. The screen went blank for 300 ms
3. Participants were shown a second prime
4. The screen went blank for 150 ms
5. Participants were then shown the target word. Participants had to determine if the target word was a real word or a non-word
6. The researcher measured accuracy

Front 29

Pitzer and Dagenbach (2001): Prime Repetition

Study 1: What were the results?

Back 29

1. No priming in repetition conditions
2. P2 related showed priming effects
3. No priming in P1 conditions

Front 30

Pitzer and Dagenbach (2001): Prime Repetition

Study 2: What was the basic method?

Back 30

Participants: 30 English speaking undergraduates.

Measures: There were 120 word targets and 120 pronounceable non-word targets. They were assigned to one of eight conditions. The conditions were: 1&2) the first prime was/wasn't related to the target. 3&4) the second prime was/wasn't related to the target. 5&6) both primes were identical and were/weren't related to the target. 7&8) both primes were/weren't identical and matched with a non-word target

Method:
1. Participants were shown a prime
2. The screen went blank for 1000 ms
3. Participants were shown a second prime
4. The screen went blank for 150 ms
5. Participants were then shown the target word. Participants had to determine if the target word was a real word or a non-word
6. The researcher measured accuracy

Front 31

Pitzer and Dagenbach (2001): Prime Repetition

Study 2: What was the basic method?

Back 31

Priming occurred in the repeated-related condition. P2 priming was only marginally significant.

Front 32

Rey et al. (2000): Reading Units

What was the basic purpose of the study?

Back 32

To examine whether graphemes or orthography are important in word recognition.

Front 33

Rey et al. (2000): Reading Units

Study 1: What was the basic method?

Back 33

Participants: 21 English speakers participated in experiment 1A. 90 French speakers participated in experiment 1B.

Measures: There were 60 words in the stimulus set. These were divided into four categories: Word Frequency (High vs. Low) and whether or not the letter was embedded in a multi-letter grapheme (Place- A vs. Beach- EA)

Method:
1. Participants were presented with a target letter on a computer screen.
2. Participants were then shown a word for a brief amount of time.
3. Participants were asked to indicate whether the target letter appeared in the word.
4. Response time was measured

Front 34

Rey et al. (2000): Reading Units

Study 1: What were the results?

Back 34

Participants responded significantly slower when the target letter was embedded in a multi-letter grapheme. This effect was significant in both English and French. There was no effect for word frequency.

Front 35

Rey et al. (2000): Reading Units

Study 2: What was the basic method?

Back 35

Participants: 27 English speaking college students

Measures: There were 64 words in the stimulus set. These were divided into four categories: Phonemic Similarity (Same vs. Different) and whether or not the letter was embedded in a multi-letter grapheme (Place- A vs. Beach- EA)

Method:
1. Participants were presented with a target letter on a computer screen.
2. Participants were then shown a word for a brief amount of time.
3. Participants were asked to indicate whether the target letter appeared in the word.
4. Response time was measured

Front 36

Rey et al. (2000): Reading Units

Study 2: What were the results?

Back 36

Participants responded significantly slower when the target letter was embedded in a multi-letter grapheme.

Front 37

Age of Acquisition

Back 37

Age of acquisition(AoA) is the age at which an individual learns a word. Generally, children learn more common words first.

The earlier a word is learned, the more accurate and quickly an individual can identify/recognize it. This effect occurs even when all other frequency measures have been matched.

AOA effects may arise as a consequence of a loss of plasticity in developing systems. Early learned items have a head start that enables them to develop stronger representations within the network. Late-learned items can only develop strong representations if they are presented with a very high frequency.

Front 38

Comparative

Back 38

The comparative form of an adjective or adverb.

Example: "Faster" is the comparative form of "Fast"

These are Quasi-Inflectional/Derivational Forms.

See Bertram, Baayen, and Schreuder (2000): Faster RTs for larger family size

Front 39

Superlative

Back 39

The superlative form of an adjective or adverb.

Example: "Fastest" is the superlative form of "Fast"

These are Quasi-Inflectional/Derivational Forms.

See Bertram, Baayen, and Schreuder (2000): Faster RTs for larger family size.

Front 40

Corpus/Corpora

Back 40

A body of words or sentences.

Front 41

Cumulative Frequency

Back 41

Cumulative Frequency represents how often a person is exposed to a given word over the course of their life.

As Cumulative Frequency increases, RT decreases and accuracy increases.

Studies usually measure Cumulative Frequency by examining frequency norms based on children texts.

Front 42

Base Frequency

Back 42

Base Frequency is the sum of the surface frequencies of a word and its inflected forms.

As base frequency increases, RT decreases and accuracy increases.

Front 43

Child Directed Speech

Back 43

The speech of carers to young children that is modified to make it easier to understand. It is sometimes called "motherese".

This language is phonologically simplistic. There is more redundancy. Pauses are longer and utterances are shorter. This speech is marked by a high pitch.

Speech contains more nouns during toy-play and more verbs in non-toy-play.

This may not directly help language development. It may facilitate it because of encouragement.

The children who develop quickly usually receive more encouragement, are asked more questions, and receive longer replies.

Front 44

Discourse

Back 44

Discourse is a set of sentences that are related to one another in a meaningful way.

Front 45

Derivational Form

Back 45

Derivation is characterized by inflections indicating a semantic relation between a word and its base

Example: Develop-Development

Front 46

Inflectional Form

Back 46

characterized by inflections indicating grammatical distinctions; "inflectional morphology is used to indicate number and case and tense and person etc."

Example: Cat-Cats

Front 47

Jargon

Back 47

Specialized Vocabulary

Front 48

Experience-Dependent Language Acquisition

Back 48

Language acquisition which is driven by exposure to language.

Front 49

Experience-Independent Language Acquisition

Back 49

Language acquisition which is driven by innate mechanisms.

Front 50

Distributional Information

Back 50

Language acquisition based on statistical properties and co-occurrence. This is not necessarily active. The distribution of sounds and words that infants hear may subconsciously teach them about the language.

See Saffran et al. Statistical properties (word boundaries) may affect language acquisition.

Front 51

Letter Detection

Back 51

Letter Detection is a shallow level of processing used to study phenomena in Psychology of Language.

Participants are visually presented with a prime and asked to determine if the target letter was present in the word.

It was used in Rey et al (2000)

Front 52

Depth of Processing

Back 52

Deep Processing: Lexical Decision Task, Semantic Categorization

Shallow Processing: Naming, Letter Detection

Front 53

Lexical Decision Task

Back 53

The Lexical Decision Task is a deep level of processing used to study phenomena in Psychology of Language.

Participants are presented with a word and asked to determine if it is a word or a non word.

Front 54

Polysemous

Back 54

Words that have more than one meaning.

Front 55

Pseudohomophones

Back 55

Non-words that sound like real words when pronounced.

Participants are quicker to name pseudohomophones and slower to reject them than control non-words.

Example: Brane-Brain

Front 56

Phonotactically legal

Back 56

Phonotactically legal words are non-words that can be pronounced.

Front 57

Semantic Priming

Back 57

Priming obtained by the prior presentation of a stimulus related in meaning.

Front 58

Syntax

Back 58

Rules of word order for a language

Front 59

Surface Frequency

Back 59

Frequency of entire word.

As surface frequency increases, RT decreases and accuracy increases.

Front 60

Local and Global Coherence

Back 60

Local Coherence occurs at sentence level.

Global Coherence occurs at the discourse level.

Front 61

Transparent vs. Opaque

Back 61

Transparent: More obvious meaning or relation to target word.

Opaque: Less obvious meaning or relation to target word.

Front 62

Grammatical Categories

Back 62

1. Noun
2. Verb
3. Adjective
4. Adverb
5. Determiners (articles)

Front 63

Framing Effects

Back 63

Framing effects help individuals understand discourse and language. It helps orient a schema.

Example: Topic Sentences, Titles

Front 64

Complex Form

Back 64

Polymorphemic

Front 65

Simplex Form

Back 65

Monomorphemic

Front 66

Sublexical

Back 66

Correspondences in spelling and sound beneath the level of the whole word.

It relies on grapheme-to-phoneme correspondence.

It is useful for children trying to "sound out" words.

Front 67

Naming

Back 67

A experimental method that uses shallow level of processing. Participants listen to spoken words and repeat it back as quickly and accurately as possible

Front 68

Automatic Spreading Activation

Back 68

Theoretically there is a mental connectedness between lexical representations. Automatic Spreading Activation is the activation of words that are stored similarly.

Example: Cat-Dog

Front 69

Type Count

Back 69

The number of different possible completions for a given word

Front 70

Token Count

Back 70

The sum of the frequencies of different possible completions for a given word

Front 71

Word Boundaries

Back 71

Where a word begins and ends. This task demonstrates understanding of the concept of a word.

Front 72

Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words

Study 1: What was the basic purpose?

Back 72

Compare inflected verbs with large and small families.

Front 73

Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words

What was the method?

Back 73

Participants:
Studies 1, 2, 3, 6: 16 students
Study 4: 17 students
Study 5: 30 students

Materials: There were 40 critical items and 100 filler words. In addition, there were 140 phonotactically legal non-words.

Method: 280 trials, divided into two blocks of 140, each with 70 words and 70 nonwords

1. Visual Fixation on test item (500 ms)
2. Blank Screen (50ms)
3. Stimulus (1500ms duration, 2000ms deadline)
4. RT was measured
5. Participants were asked to determine whether or not the test item was a word, and how frequent (scale 1-7) they believed the word appeared in Dutch.

Front 74

Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words

Study 1: What were the results?

Back 74

1. Participants responded significantly more quickly to large families (665ms) than small families(702ms).
2. The values for ratings and error were significantly different (Small families being rated as less frequent)
3. Less SD/variability in Large Family Size: Clear familiarity

Front 75

Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words

Study 2: What was the basic purpose?

Back 75

Compare comparative words with large and small families.

Front 76

Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words

Study 2: What were the results?

Back 76

1. Participants responded significantly more quickly to large families589 (665ms) than small families(669ms).
2. The values for ratings and error were significantly different (Small families being rated as less frequent)
3. Less SD/variability in Large Family Size: Clear familiarity

Front 77

Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words

Study 3: What was the basic purpose?

Back 77

Compare derivational forms with large and small families.
Example: Bake-Baker

Less transparent than inflections, more shades of meaning

Front 78

Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words

Study 3: What were the results?

Back 78

1. Participants responded significantly more quickly to large families589 (618ms) than small families(642ms).
2. The values for ratings and error were significantly different (Small families being rated as less frequent)
3. Less SD/variability in Large Family Size: Clear familiarity

Front 79

Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words

Study 5: What was the basic purpose?

Back 79

Compare inflected vs. derivational forms directly
Example: Worked vs. Workable

Front 80

Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words

Study 5: What were the results?

Back 80

1. Larger family size effect for derived than inflected (difference of 16 compared to 44)
2. There was no reliable interaction
3. Higher surface frequencies for inflected forms, in conjunction with the absence of a reliable interaction shows that the effect of family size can be equally strong for both inflected and derived verbs.

Front 81

Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words

Study 6: What was the basic purpose?

Back 81

Examine family size effect for abstract nouns (Goodness)

suffixes

Also examines transparent vs. opaque members of a family

Front 82

Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words

Study 6: What were the results?

Back 82

1, There were no RT or error differences
2. family size effect disappeared
3. Transparent members of a family had lower RTs than opaque members.

Front 83

Morphological family size

Back 83

1. Bertram, Baayen, and Schreuder (2000)
2. Experiments show that large morphological family sizes have lower RTs.

Front 84

Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words

Study 6: What was the basic purpose?

Back 84

Examine family size effect for abstract nouns (Goodness)

suffixes

Also examines transparent vs. opaque members of a family

Front 85

Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words

Study 6: What were the results?

Back 85

1, There were no RT or error differences
2. family size effect disappeared
3. Transparent members of a family had lower RTs than opaque members.

Front 86

Morphological family size

Back 86

1. Bertram, Baayen, and Schreuder (2000)
2. Experiments show that large morphological family sizes have lower RTs.

Front 87

Balota and Lorch (1996): Mediated Priming

What was the purpose of the study?

Back 87

The purpose was to see whether there is a combinatorial influence of multiple related primes

Front 88

Balota and Lorch (1996): Mediated Priming

Experiment 1: What was the basic method?

Back 88

Participants: 64 college students

Measures: The critical stimuli were based on a set of 56-word triads. In each triad, the first and second words (lion-tiger) were directly related and the second and third words (tiger-stripes) were directly related, but the first and third words (lion-stripes) were associated only indirectly by their relations to the second word.

Method:
1. Presented with a word pair
2. Blank Interval
3. Presented with the target word
4. Asked to determine if it was a word or a non-word
5. Accuracy and RT were measured

Front 89

Balota and Lorch (1996): Mediated Priming

Experiment 1:What were the results?

Back 89

1. No evidence for mediated model (the neutral word condition wasn't significantly slower than the related condition)

Front 90

Balota and Lorch (1996): Mediated Priming

Experiment 1A and 2A

Back 90

Tested the link between the first and second words in each word triad (Lion->Tiger). This is an essential prerequisite for a mediated model. This connection was significant.

1A: 20 students
2A: 26 students

Front 91

Balota and Lorch (1996): Mediated Priming

Experiment 2: What was the basic method?

Back 91

Participants:

Materials: same words as experiment 1

Method:
1. participants read a prime word to themselves
2. participants were asked to read aloud the target word as quickly and accurately as possible

Front 92

Balota and Lorch (1996): Mediated Priming

Experiment 2:What were the results?

Back 92

1. Weaker related results than experiment 1.
2. Significant evidence for mediated model (the mediated condition was faster than the neutral condition)

Front 93

Balota and Lorch (1996): Mediated Priming

Lexical Decision vs. Pronunciation

Back 93

In sum, we propose that response latencies in lexical decisions were not facilitated by mediated primes because subjects searched for a direct relation between the prime and target and direct relations were not readily available for mediated prime-target pairs. Such postaccess searches occur because of the decision aspects of the lexical decision task. When a task was used that did not involve postaccess search processes (i.e., pronunciation), response latency was facilitated by mediated primes. This result supports the multiple-step activation model.

Front 94

Mediated Priming

Back 94

A mediator makes two unrelated primes activate one another.


Example: Cat->Dog->Bark

See Balota and Lorch (1996)

Front 95

Backward Checking

Back 95

When presented with a target word, participants may look back to see if the target word fits the prime.

Example: Bell-> Hop faster than Fish->Hop

Front 96

Segmentation of Fluid Speech

Back 96

Material used in language acquisition experiments. It is a stream of speech that contains higher transitional probability within words than across word boundaries.

Front 97

Transitional/Conditional Probability

Back 97

Within a language, the transitional probability from one sound to the next will generally be highest when the two sounds follow one another within a word, whereas transitional probabilities spanning a word boundary will be relatively low. Transitional probability from PRE to TY is greater than the transitional probability between TY and BA (prettybaby). Conditional probability of YX = frequency of XY / frequency of X.

Front 98

Forward Spread Activation

Back 98

Forward activation of lexical representations based on priming.

Front 99

Semantic categorization

Back 99

A task requiring the participant to make a decision that taps semantic processes.

Example: is an apple a fruit or a vegetable?

Front 100

Stimulus-Onset-Asynchrony (SOA)

Back 100

The time between when a prime is first presented and the start of the target.

Front 101

Additive Effects

Back 101

the facilitation derived from responding
to a target following two related primes should be equal to
The facilitation observed when only one related prime is
presented plus the facilitation obtained when only the other
related prime is presented.

RU+UR=RR

Front 102

Under-additive Effects

Back 102

The facilitation from two related primes presented together is less than the
total facilitation of each related prime when presented separately

(RU + UR) > R*

R by itself

Front 103

Over-additive Effects

Back 103

The facilitation observed with two related primes is greater than the total facilitation of each related prime presented separately.

UR+RU < RR

Front 104

Homographic

Back 104

Two words spelled identically

Front 105

Balota and Paul (1996): Summation of Activation

What was the basic purpose of the study?

Back 105

The purpose of the study was to examine possible additive effects of multiple primes.

Front 106

Balota and Paul (1996): Summation of Activation

Study 1: What was the basic method?

Back 106

Participants: 40 undergraduate students

Measures:
Category Label stimuli (Metal)
Ambiguous stimuli (Organ)

Method:
1. First Prime (133 ms)
2. Blank Screen
3. Second Prime (133 ms)
4. Blank Screen
5. Lexical Decision

Blank screens were short in an attempt to expand on previous research.(33 ms)

Response times and accuracy were measured.

Front 107

Balota and Paul (1996): Summation of Activation

Study 1: What were the results?

Back 107

1. No interaction between prime type and target type.
2. Found additive effects.
3. RR>UR>RU>UU
4. this experiment support lexical level priming (no difference between ambiguous (hard to connect semantic meaning) and unambiguous(easier to connect semantic meaning))

Front 108

Balota and Paul (1996): Summation of Activation

Study 2: What was the basic method?

Back 108

Participants: 48 undergraduate students

Measures:
Unambiguous stimuli (Tiger)
Ambiguous stimuli (Organ)

Method:
1. First Prime (133 ms)
2. Blank Screen
3. Second Prime (133 ms)
4. Blank Screen
5. Lexical Decision

Blank screens were short in an attempt to expand on previous research.(33 ms)

Response times and accuracy were measured.

Front 109

Balota and Paul (1996): Summation of Activation

Study 2: What were the results?

Back 109

1. No interaction between prime type and target type.
2. Found additive effects.
3. RR>UR>RU>UU
4. this experiment support lexical level priming (no difference between ambiguous (hard to connect semantic meaning) and unambiguous(easier to connect semantic meaning))

Front 110

Ambiguous Stimuli

Back 110

Piano->Organ
Kidney->Organ

The two Organs are different

Front 111

Unambiguous Stimuli

Back 111

Lion->Tiger
Stripes->Tiger

The Tiger is the same, however Lion and Stripes are not related

Front 112

Categorical Stimuli

Back 112

Copper->Metal
Bronze->Metal

Metal is the same and copper and bronze relate to one another.

Front 113

Balota and Paul (1996): Summation of Activation

Study 3: What was the basic method?

Back 113

Participants: 64 undergraduate students

Measures:
Unambiguous stimuli (Tiger)
Ambiguous stimuli (Organ)

Method:
1. First Prime (133 ms)
2. Blank Screen
3. Second Prime (133 ms)
4. Blank Screen
5. Naming Response

Blank screens were short in an attempt to expand on previous research.(33 ms)

Response times and accuracy were measured.

Front 114

Balota and Paul (1996): Summation of Activation

Study 3: What were the results?

Back 114

1. No interaction between prime type and target type.
2. Found additive effects.
3. RR>UR>RU>UU
4. this experiment support lexical level priming (no difference between ambiguous (hard to connect semantic meaning) and unambiguous(easier to connect semantic meaning))

Front 115

Balota and Paul (1996): Summation of Activation

Study 4: What was the basic method?

Back 115

Participants: 48 undergraduate students

Measures:
Unambiguous stimuli (Tiger)
Ambiguous stimuli (Organ)

Method:
1. First Prime (1000 ms)
2. Blank Screen
3. Second Prime (1000 ms)
4. Blank Screen
5. Naming Response

Front 116

Balota and Paul (1996): Summation of Activation

Study 4: What were the results?

Back 116

1. No interaction between prime type and target type.
2. Found additive effects.
3. RR>UR>RU>UU
4. this experiment support lexical level priming (no difference between ambiguous (hard to connect semantic meaning) and unambiguous(easier to connect semantic meaning))

Front 117

Balota and Paul (1996): Summation of Activation

Study 5: What was the basic method?

Back 117

Participants: 48 undergraduate students

Measures:
Unambiguous stimuli (T$i$g$e$r)
Ambiguous stimuli (O$r$g$an$)

Method:
1. First Prime (250 ms)
2. Blank Screen
3. Second Prime (250 ms)
4. Blank Screen
5. Naming Response

Front 118

Balota and Paul (1996): Summation of Activation

Study 5: What were the results?

Back 118

1. No interaction between prime type and target type.
2. Found additive effects.
3. RR>UR>RU>UU
4. this experiment support lexical level priming (no difference between ambiguous (hard to connect semantic meaning) and unambiguous(easier to connect semantic meaning))
5. Slower to recognize than other studies, but maintained the same results.

Front 119

Balota and Paul (1996): Summation of Activation

Study 6: What was the basic method?

Back 119

Participants: 32 undergraduate students

Measures:
Unambiguous stimuli (Tiger)
Ambiguous stimuli (Organ)

Method:
1. First Prime (250 ms)
2. Blank Screen
3. Second Prime (250 ms)
4. Blank Screen
5. Related Judgment Task

Front 120

Balota and Paul (1996): Summation of Activation

Study 6: What were the results?

Back 120

1. Interaction between prime type and target type (ambiguous were faster)
2. Under-additive for ambiguous primes
3. Additive for unambiguous primes