Age of acquisition and repetition priming effects on picture naming of children who do and do not stutter

Barry, Hirsh, Johnston, and Williams (2001) found that Age-of-Acquisition (AoA) interacted with repetition priming in the picture naming task (greater priming for late- than for early-acquired words), and proposed that AoA might affect the stage of access to lexical-phonological representations. The present experiment examined the possibility that AoA may influence the retrieval of visual-orthographic information, by studying its effects in the Word-Fragment Completion Task (WFCT). Results showed that the overall percentages of correct completion were greater for early- than for late-acquired words, while repetition priming was higher for late- than for early-acquired items. Furthermore, the interaction between AoA and WFCT priming remained significant even when the fragments were exposed for only 4 s, reducing possible contributions from phonological and semantic processes. These findings suggest that AoA can affect implicit memory by facilitating the retrieval of the orthographic properties of the studied words.

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Age of Acquisition, Word Frequency, and the Locus of Repetition Priming of Picture Naming

Journal of Memory and Language ◽

10.1006/jmla.2000.2743 ◽

2001 ◽

Vol 44 (3) ◽

pp. 350-375 ◽

Cited By ~ 120

Author(s):

Christopher Barry ◽

Katherine W. Hirsh ◽

Robert A. Johnston ◽

Catherine L. Williams

Keyword(s):

Word Frequency ◽

Repetition Priming ◽

Picture Naming ◽

Age Of Acquisition

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Inflectional and Derivational Morphology in the Mental Lexicon: Symmetries and Asymmetries in Repetition Priming

The Quarterly Journal of Experimental Psychology Section A ◽

10.1080/02724989243000073 ◽

1992 ◽

Vol 44 (2) ◽

pp. 373-390 ◽

Cited By ~ 27

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.

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Picture-naming agreement in monolingulas and biliguals

Applied Psycholinguistics ◽

10.1017/s0142716400005312 ◽

1994 ◽

Vol 15 (2) ◽

pp. 177-193 ◽

Cited By ~ 7

Author(s):

Judith P. Goggin ◽

Patricia Estrada ◽

Ronald P. Villarreal

Keyword(s):

Word Frequency ◽

Picture Naming ◽

Word Length ◽

Age Of Acquisition ◽

Language Skill ◽

Frequency Word ◽

Line Drawings ◽

Name Agreement ◽

The Relationship

ABSTRACTName agreement in Spanish and English in response to 264 pictures was assessed in monolinguals and in bilinguals, who varied in rated skill in the two languages. Most of the pictures were adapted from a standardized set of line drawings of common objects (Snodgrass & Vanderwart, 1980). Name agreement decreased as language skill decreased, and agreement was lower when labels were given in Spanish rather than in English. The relationship between name agreement and word frequency, word length, and (in the case of English) age of acquisition was assessed; both word frequency and word length were found to be related to agreement. Modal responses given by monolingual subjects were nearly identical in the two languages, and the types of non-modal responses were affected by both naming language and language skill.

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