A further examination of word frequency and age-of-acquisition effects in English lexical decision task performance: The role of frequency trajectory.

2019 ◽  
Vol 45 (1) ◽  
pp. 82-96
Author(s):  
Barbara J. Juhasz ◽  
Melvin J. Yap ◽  
Akila Raoul ◽  
Micaela Kaye
Keyword(s):  
Lexical Decision ◽  
Task Performance ◽  
Lexical Decision Task ◽  
Word Frequency ◽  
Age Of Acquisition ◽  
Decision Task

The Interaction of Word Frequency and Stimulus Quality in the Lexical Decision Task: Now you See It, Now you Don't

1988 ◽  
Vol 40 (4) ◽  
pp. 757-770 ◽  
Author(s):  
J. M. Wilding
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Word Frequency ◽  
Decision Task ◽  
Stimulus Quality ◽  
Joint Effects ◽  
Two Factors

Two experiments are reported that examined the joint effects of word frequency and stimulus quality in the context of a lexical decision task. In the first experiment the interval between response to a stimulus and onset of the next stimulus was 0.8 sec, and the effect of the two factors was additive. In the second this interval was 3.3 sec, and the effect of reducing stimulus quality was greater for infrequent words than for frequent words. This is similar to the result of Norris (1984). The inability of current models of word recognition to explain this finding is discussed.

Lexical decision task performance in blood-fearful and spider-fearful individuals

2006 ◽  
Vol 25 (2) ◽  
pp. 132-143 ◽  
Author(s):  
F. Richard Ferraro ◽  
Kim Christopherson ◽  
Jason Douglas
Keyword(s):  
Lexical Decision ◽  
Task Performance ◽  
Lexical Decision Task ◽  
Decision Task

Stress properties of Greek compounds: Psycholinguistic considerations

2015 ◽  
Vol 60 (1) ◽  
pp. 25-50
Author(s):  
Athanasios Tsiamas ◽  
Gonia Jarema ◽  
Eva Kehayia ◽  
Gevorg Chilingaryan
Keyword(s):  
Lexical Decision ◽  
Lexical Decision Task ◽  
Statistical Significance ◽  
Close Relation ◽  
Cognitive Status ◽  
Complex Interaction ◽  
Underlying Structure ◽  
Decision Task ◽  
Auditory Lexical Decision

AbstractTheoretical accounts of Greek compounds argue for a close relation between their stress properties and their underlying structure. Compounds that preserve and receive stress at the same position as their second constituent are analyzed as stem-word constructions, while those that receive antepenultimate stress are viewed as belonging to the stem-stem category. Using an auditory lexical decision task, we examine the effect of stress change on the processing of compounds in the light of existing theoretical linguistic accounts. Although our experimental results do not reach statistical significance, we believe that they are informative of the cognitive status and role of stress in compound processing. Finally, they relate to existing theories of compounding in Greek and reflect the complex interaction of the psycholinguistic effects of stress and the structural properties of these constructions.

scholarly journals If I Cry, Do You Care?

2013 ◽  
Vol 34 (1) ◽  
pp. 41-47 ◽  
Author(s):  
Patricia Lockwood ◽  
Abigail Millings ◽  
Erica Hepper ◽  
Angela C. Rowe
Keyword(s):  
Individual Differences ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Cognitive Processes ◽  
Reaction Times ◽  
Cognitive Empathy ◽  
Decision Task ◽  
Semantic Activation ◽  
Emotional Empathy

Crying is a powerful solicitation of caregiving, yet little is known about the cognitive processes underpinning caring responses to crying others. This study examined (1) whether crying (compared to sad and happy) faces differentially elicited semantic activation of caregiving, and (2) whether individual differences in cognitive and emotional empathy moderated this activation. Ninety participants completed a lexical decision task in which caregiving, neutral, and nonwords were presented after subliminal exposure (24 ms) to crying, sad, and happy faces. Individuals low in cognitive empathy had slower reaction times to caregiving (vs. neutral) words after exposure to crying faces, but not after sad or happy faces. Results are discussed with respect to the role of empathy in response to crying others.

The Impact of Reader Skill on Phonological processing in visual Word Recognition

2003 ◽  
Vol 56 (1) ◽  
pp. 63-81 ◽  
Author(s):  
Sara J. Unsworth ◽  
Penny M. Pexman
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Phonological Processing ◽  
Decision Task ◽  
Skilled Readers ◽  
Phonological Activation ◽  
The Impact ◽  
Do So

There has been much debate about the role of phonology in reading. This debate has been fuelled, in part, by mixed findings for phonological effects in lexical decision tasks. In the present research we investigated the impact of reader skill on three phonological effects (homophone, homograph, and regularity effects) in a lexical decision task and in a phonological lexical decision task. In both tasks, the more skilled readers showed different patterns of phonological effects from those of the less skilled readers; in particular, less skilled readers showed regularity effects in both tasks whereas more skilled readers did not. We concluded that more skilled readers activate phonology in these tasks but do so more efficiently, with less spurious phonological activation.

Does stress matter?

2020 ◽  
Vol 15 (3) ◽  
Author(s):  
Athanasios Tsiamas ◽  
Gonia Jarema ◽  
Eva Kehayia
Keyword(s):  
Lexical Decision ◽  
Lexical Decision Task ◽  
Native Speakers ◽  
Naming Task ◽  
Stress Change ◽  
Decision Task ◽  
Linguistic Features ◽  
Modern Greek ◽  
Significant Difference

Abstract This study investigates the effect of stress change during compound processing in Modern Greek. Twenty-five native speakers were tested in a cross-modal lexical decision task and a naming task in order to test for performance differences across stress-change vs. non-stress-change compounds. No statistically significant difference was found for the lexical decision task. However, the naming task showed a significant effect of stress change in compound processing, with the production of non-stress-change compounds showing facilitation. These results indicate that stress change is reflected in compound processing in Greek and underscore the importance of considering the interplay between specific tasks and the computational role of linguistic features.

scholarly journals Phonologic Mediation is Fundamental to Reading: Evidence from Beginning Readers

1996 ◽  
Vol 49 (3) ◽  
pp. 715-744 ◽  
Author(s):  
Anna M. T. Bosman ◽  
Annette de Groot
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Lexical Decision Task ◽  
Beginning Reading ◽  
Beginning Readers ◽  
Decision Task ◽  
Semantic Categorization ◽  
Skilled Reading ◽  
Advanced Readers

Three tasks were employed to investigate the role of assembled phonology in beginning readers. In two proofreading tasks, children had more trouble finding pseudohomophone misspellings (stimuli with phonology identical to that of a word) than control misspellings (stimuli that do not share their phonology with a word). In a lexical-decision task, they had more trouble deciding that pseudohomophone misspellings were non-words than deciding that control misspellings were non-words. Finally, in a semantic-categorization task, children had more trouble rejecting pseudohomophone misspellings as a member of a designated category than rejecting control misspellings. Differences between more and less advanced readers occurred, but they need not be attributed to differential use of phonology in word recognition. Instead, they were explained in terms of a difference between reader groups in spelling-verification efficiency. The results of the present studies on beginning reading parallel studies on skilled reading by Van Orden et al. (1992). The main conclusion was that assembled phonology plays an important role in word recognition in beginning readers.

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