Retuning of Lexical-Semantic Representations: Repetition and Spacing Effects in Word-Meaning Priming

Autor/inn/en	Betts, Hannah N.; Gilbert, Rebecca A.; Cai, Zhenguang G.; Okedara, Zainab B.; Rodd, Jennifer M.
Titel	Retuning of Lexical-Semantic Representations: Repetition and Spacing Effects in Word-Meaning Priming
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 44 (2018) 7, S.1130-1150 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000507
Schlagwörter	Semantics; Ambiguity (Semantics); Comparative Analysis; Priming; Language Processing; Word Frequency; Adults; English; Foreign Countries; Task Analysis; Language Tests; Associative Learning; Statistical Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Semantik; Sprachverarbeitung; Word analysis; Frequency; Wortanalyse; Häufigkeit; English language; Englisch; Ausland; Aufgabenanalyse; Language test; Sprachtest; Statistische Analyse; Großbritannien
Abstract	Current models of word-meaning access typically assume that lexical-semantic representations of ambiguous words (e.g., 'bark of the dog/tree') reach a relatively stable state in adulthood, with only the relative frequencies of meanings and immediate sentence context determining meaning preference. However, recent experience also affects interpretation: recently encountered word-meanings become more readily available (Rodd et al., 2016, 2013). Here, 3 experiments investigated how multiple encounters with word-meanings influence the subsequent interpretation of these ambiguous words. Participants heard ambiguous words contextually-disambiguated towards a particular meaning and, after a 20- to 30-min delay, interpretations of the words were tested in isolation. We replicate the finding that 1 encounter with an ambiguous word biased the later interpretation of this word towards the primed meaning for both subordinate (Experiments 1, 2, 3) and dominant meanings (Experiment 1). In addition, for the first time, we show cumulative effects of multiple repetitions of both the same and different meanings. The effect of a single subordinate exposure persisted after a subsequent encounter with the dominant meaning, compared to a dominant exposure alone (Experiment 1). Furthermore, 3 subordinate word-meaning repetitions provided an additional boost to priming compared to 1, although only when their presentation was spaced (Experiments 2, 3); massed repetitions provided no such boost (Experiments 1, 3). These findings indicate that comprehension is guided by the collective effect of multiple recently activated meanings and that the spacing of these activations is key to producing lasting updates to the lexical-semantic network. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01