Effects of Script Types of Japanese Loan Words on Priming Performance

2005 ◽  
Vol 100 (2) ◽  
pp. 403-408
Author(s):  
Chiyoko Hayashi
Keyword(s):  
Undergraduate Students ◽  
Stimulus Word ◽  
Priming Effect ◽  
Test Phase ◽  
Word Fragment ◽  
Word Fragment Completion ◽  
Loan Words ◽  
Completion Task ◽  
Completion Test ◽  
Test Fragment

23 female undergraduate students ( M = 20 yr., 10 mo., SD = 15 mo.) were given a word-fragment completion task, containing a study and nonstudy list. In the present study, the effect of orthographic familiarity (e.g., script type) of a test item on a word-fragment completion task was examined. The script types of word stimuli (Katakana and Hiragana) were manipulated between a study and test phase. Priming effect was greater when the script type was the same between a study and test phase than in the cross-script condition. Further, even if the script type of word stimulus was different between study and test phases, a significant priming effect was obtained when the test fragment was orthographically familiar. These results suggested that not only the consistency of the perceptual feature of the stimulus word between study and test phases, but also orthographic familiarity of the stimulus word in the test phase facilitated priming effect in a word-fragment completion test.

scholarly journals Using the speeded word fragment completion task to examine semantic priming

2014 ◽  
Vol 47 (2) ◽  
pp. 580-606 ◽  
Author(s):  
Tom Heyman ◽  
Simon De Deyne ◽  
Keith A. Hutchison ◽  
Gert Storms
Keyword(s):  
Semantic Priming ◽  
Word Fragment ◽  
Word Fragment Completion ◽  
Completion Task

Effects of Age-of-Acquisition in the Word-Fragment Completion Task

2012 ◽  
Vol 59 (1) ◽  
pp. 22-29 ◽  
Author(s):  
Pietro Spataro ◽  
Neil W. Mulligan ◽  
Emiddia Longobardi ◽  
Clelia Rossi-Arnaud
Keyword(s):  
Implicit Memory ◽  
Repetition Priming ◽  
Picture Naming ◽  
Present Experiment ◽  
Age Of Acquisition ◽  
Naming Task ◽  
Word Fragment ◽  
Phonological Representations ◽  
Word Fragment Completion ◽  
Completion Task

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.

Word Fragment Completion Task

2004 ◽  
Author(s):  
Jennifer A. Bartz ◽  
John E. Lydon
Keyword(s):  
Word Fragment ◽  
Word Fragment Completion ◽  
Completion Task

Perceptual Priming and Reading Speed among Fourth Grade Children

2014 ◽  
Vol 17 ◽  
Author(s):  
Maria José Soler ◽  
Carmen Dasí ◽  
Vicente Bellver ◽  
Juan Carlos Ruiz
Keyword(s):  
Working Memory ◽  
School Children ◽  
Reading Speed ◽  
Fourth Grade ◽  
Primary School Children ◽  
Word Fragment ◽  
Perceptual Priming ◽  
Word Fragment Completion ◽  
Completion Task ◽  
Prior Processing

AbstractThis study evaluated the perceptual priming in fourth grade primary school children using a word-fragment completion task. The children were classified into two categories according to their reading speed: high and low. Using several sub-scales of the WISC-IV, their working memory was measured, and their total IQ was estimated, in order to control for their effects on priming. The statistical analyses showed that children with high reading speed were significantly better at word-fragment completion and showed greater priming (p < .01); in other words, the prior processing of the words from which the fragments came produced a greater benefit in the performance of the word-fragment completion task. A regression model was developed to explain reading speed based on the following variables: perceptual priming, working memory and percentage of completed fragments belonging to words not previously processed (adjusted R2 = 0.64).

scholarly journals Suppression of Non-Selected Meanings Via Hippocampal Inhibition as a Possible Brain Mechanism For Ambiguity Resolution: An fMRI Study Using The Word Fragment Completion Task

2021 ◽  
Author(s):  
Maxim Kireev ◽  
Alexander Korotkov ◽  
Ruslan Masharipov ◽  
Maya Zheltyakova ◽  
Denis Cherednichenko ◽  
...  
Keyword(s):  
Ambiguity Resolution ◽  
Word Fragment ◽  
Bold Signal ◽  
Word Fragment Completion ◽  
Completion Task ◽  
Fmri Study ◽  
Ambiguous Stimuli ◽  
Induced Forgetting ◽  
The Right ◽  
The Brain

Abstract Dealing with ambiguity, one usually selects one meaning unconsciously and remains unaware of the alternative meanings. The brain systems dealing with multiple meanings of ambiguous stimuli are relatively well studied, while the brain processing of their non-selected meanings is relatively less investigated. The current functional MRI event-related study used a modified version of the word fragment completion task to reveal possible brain mechanisms involved in processing the non-selected meaning of ambiguous stimuli. Some noun stimuli were ambiguous, and the others were not. Adjectives created contexts strongly biasing the choice of the noun meaning in one or the other way. All ambiguous and unambiguous noun stimuli were presented twice during the experiment. It was revealed that ambiguity resolution was associated with a decrement in the BOLD signal within the right and left hippocampi. This finding supported one of the tested hypotheses assumed that non-selected meanings are actively suppressed. The similarity between this result and BOLD signal changes observed for suppression-induced forgetting for purging unwanted memories from awareness allows suggesting the general neurophysiological basis for voluntary and automatic inhibitory awareness control.

More on Magnitude of Priming in Implicit Memory Tasks

2002 ◽  
Vol 95 (3) ◽  
pp. 889-894 ◽  
Author(s):  
Maria José Soler ◽  
Juan Carlos Ruiz ◽  
Carmen Dasí
Keyword(s):  
Implicit Memory ◽  
Word Frequency ◽  
Undergraduate Students ◽  
High Frequency ◽  
Memory Task ◽  
Low Frequency ◽  
Word Fragment ◽  
Sources Of Information ◽  
Visual Identification ◽  
Completion Test

The effects of word frequency, length of the word, and type of word Fragment in a fragment-completion test were investigated with 57 undergraduate students, 19–22 years. Priming with better performance on studied than on nonstudied words in this task was greater for low frequency words than for high frequency words and greater for fragments without the first letter than for fragments with the first letter. It was inferred that characteristics of fragments should be considered in any implicit memory task when the magnitude of priming is of interest. In general, word fragment-completion processes appear to be based on sources of information available in visual identification tasks.

Rumination, Dysphoria, and Subjective Experience

2005 ◽  
Vol 24 (4) ◽  
pp. 355-367 ◽  
Author(s):  
Jonathan Smallwood ◽  
Rory C. O'Connor ◽  
Derek Heim
Keyword(s):  
Subjective Experience ◽  
Negative Mood ◽  
Word Fragment ◽  
Focused Attention ◽  
Short Word ◽  
Word Fragment Completion ◽  
Completion Task ◽  
Phenomenological Experience ◽  
Psychological Vulnerability ◽  
The Relationship

An experiment is presented which investigated the relationship between rumination, dysphoria, and subjective experience during a short word-fragment completion task. Consistent with previous work off-task thinking, operationalized as task unrelated thought, was associated with dysphoria. By contrast, rumination was a significant predictor of task appraisal defined as task-related interference (TRI). While rumination did not directly contribute to the experience of task unrelated thinking (TUT), evidence was presented which suggests that when combined with a negative mood a ruminative style may amplify the association between this style of thinking and dysphoria. These findings suggest that we can distinguish between the phenomenological experience associated with rumination as distinct from dysphoria and this dissociation may be important in our ability to explain how self-focused attention contributes to enhanced psychological vulnerability.

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