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Autor/inn/enCohen-Shikora, Emily R.; Balota, David A.
TitelPast Tense Route Priming
QuelleIn: Cognition, 126 (2013) 3, S.397-404 (8 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0010-0277
DOI10.1016/j.cognition.2012.11.009
SchlagwörterAccuracy; Phonology; Priming; Reaction Time; Verbs; Morphology (Languages); Experiments
AbstractThe present research examined whether lexical (whole word) or more rule-based (morphological constituent) processes can be locally biased by experimental list context in past tense verb inflection. In Experiment 1, younger and older adults completed a past tense inflection task in which list context was manipulated across blocks containing regular past tense verbs (e.g. REACH-REACHED) or irregular past tense verbs (TEACH-TAUGHT). Critical targets, consisting of half regular and half irregular verbs, were embedded within blocks and participants' inflection response latency and accuracy were assessed. The results yielded a cross-over interaction in response latencies for both young and older adults. In the regular context there was a robust regularity effect: regular target verbs were conjugated faster than irregular target verbs. In contrast, in the irregular context, irregular target verbs were conjugated faster than regular target verbs. Experiment 2 used the same targets but in the context of either standard nonwords or nonwords ending in "-ED" to test the possibility of a phonological basis for the effect. The effect of context was eliminated. The results support the notion that distinct processes in past tense verb production can be locally biased by list context and, as shown in Experiment 2, this route priming effect was not due to phonological priming. (Contains 1 table and 4 figures.) (As Provided).
AnmerkungenElsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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