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Autor/inStone, Anna
TitelCategorical Priming of Famous Person Recognition: A Hitherto Overlooked Methodological Factor Can Resolve a Long-Standing Debate
QuelleIn: Cognition, 108 (2008) 3, S.874-880 (7 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0010-0277
DOI10.1016/j.cognition.2008.06.001
SchlagwörterInvestigations; Semantics; Familiarity; Cognitive Processes; Models; Recognition (Psychology); Methods; Comparative Analysis; Experimental Psychology
AbstractThe Burton, Bruce and Johnston [Burton, A. M., Bruce, V., & Johnston, R. A. (1990). Understanding face recognition with an interactive activation model. "British Journal of Psychology," 81, 361-380] model of person recognition proposes that representations of known persons are connected by shared semantic attributes. This predicts that priming should be observed between persons from the same category, e.g. famous persons with the same occupation. Empirical investigations to date have produced mixed results, and comparison of methods suggests that priming based on shared occupation may have been suppressed by the presence of prime-target pairs representing a stronger relationship of close association. In the present experiment, 72 participants performed a familiarity decision to famous names preceded by close associates or members of the same occupational category. As predicted, categorical priming was observed in the group of participants for whom the same occupation prime-target pairs were presented before the close-associate pairs, but not in the group for whom the two types of relationship were intermixed. Associate priming was significant in both groups. These results are attributed to differing levels of processing of the primes, invoked by participants' observation of the most salient prime-target relationship. (Contains 1 figure.) (As Provided).
AnmerkungenElsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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