Literature DB >> 28383951

Strategic origins of early semantic facilitation in the blocked-cyclic naming paradigm.

Eva Belke1, Zeshu Shao2, Antje S Meyer2.   

Abstract

In the blocked-cyclic naming paradigm, participants repeatedly name small sets of objects that do or do not belong to the same semantic category. A standard finding is that, after a first presentation cycle where one might find semantic facilitation, naming is slower in related (homogeneous) than in unrelated (heterogeneous) sets. According to competitive theories of lexical selection, this is because the lexical representations of the object names compete more vigorously in homogeneous than in heterogeneous sets. However, Navarrete, del Prato, Peressotti, and Mahon (2014) argued that this pattern of results was not due to increased lexical competition but to weaker repetition priming in homogeneous compared to heterogeneous sets. They demonstrated that when homogeneous sets were not repeated immediately but interleaved with unrelated sets, semantic relatedness induced facilitation rather than interference. We replicate this finding but also show that the facilitation effect has a strategic origin: It is substantial when sets are separated by pauses, making it easy for participants to notice the relatedness within some sets and use it to predict upcoming items. However, the effect is much reduced when these pauses are eliminated. In our view, the semantic facilitation effect does not constitute evidence against competitive theories of lexical selection. It can be accounted for within any framework that acknowledges strategic influences on the speed of object naming in the blocked-cyclic naming paradigm. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

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Year:  2017        PMID: 28383951     DOI: 10.1037/xlm0000399

Source DB:  PubMed          Journal:  J Exp Psychol Learn Mem Cogn        ISSN: 0278-7393            Impact factor:   3.051


  2 in total

1.  Learning in complex, multi-component cognitive systems: Different learning challenges within the same system.

Authors:  Bonnie L Breining; Nazbanou Nozari; Brenda Rapp
Journal:  J Exp Psychol Learn Mem Cogn       Date:  2018-07-23       Impact factor: 3.051

2.  The modulating effect of education on semantic interference during healthy aging.

Authors:  Daniela Paolieri; Alejandra Marful; Luis Morales; María Teresa Bajo
Journal:  PLoS One       Date:  2018-01-25       Impact factor: 3.240

  2 in total

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