Cascaded Processing in Written Naming: Evidence from the Picture-Picture Interference Paradigm

Autor/inn/en	Roux, Sebastien; Bonin, Patrick
Titel	Cascaded Processing in Written Naming: Evidence from the Picture-Picture Interference Paradigm
Quelle	In: Language and Cognitive Processes, 27 (2012) 5, S.734-769 (36 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0169-0965
DOI	10.1080/01690965.2011.580162
Schlagwörter	Phonology; Cognitive Processes; Recognition (Psychology); Interference (Language); Semantics; Models; Experiments; Naming; Graphemes; Phoneme Grapheme Correspondence; Foreign Countries; Higher Education; Educational Psychology; Undergraduate Students; College Credits; Language Processing; France + Suchen Sie Ihr Suchwort? Fonologie; Cognitive process; Kognitiver Prozess; Recognition; Wiedererkennen; Semantik; Analogiemodell; Erprobung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Erziehungspsychologie; Pädagogische Psychologie; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Sprachverarbeitung; Frankreich
Abstract	The issue of how information flows within the lexical system in written naming was investigated in five experiments. In Experiment 1, participants named target pictures that were accompanied by context pictures having phonologically and orthographically related or unrelated names (e.g., a picture of a "ball" superimposed on a picture of a "bed"). In Experiment 2, the related condition consisted of target and context pictures that shared the initial letter but not the initial sound. In both experiments, a facilitatory effect of relatedness was observed on the latencies. Experiment 3 tested whether phonology contributes to the facilitation effect found in the written latencies in Experiment 2 by using target and context pictures that shared the initial phoneme but not the initial grapheme. This experiment did not reveal any reliable difference between the related and unrelated conditions. In Experiments 4 and 5, control tasks were used to rule out a perceptual and conceptual account of the orthographic facilitation effect found in Experiment 2. The findings suggest that the recognition of an object leads to the activation of its name, and thus, that the activation within the lexical system in written-naming flows in a cascaded manner. (Contains 1 figure, 8 tables, and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10