Unconscious Semantic Activation Depends on Feature-Specific Attention Allocation

Autor/inn/en	Spruyt, Adriaan; De Houwer, Jan; Everaert, Tom; Hermans, Dirk
Titel	Unconscious Semantic Activation Depends on Feature-Specific Attention Allocation
Quelle	In: Cognition, 122 (2012) 1, S.91-95 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0277
DOI	10.1016/j.cognition.2011.08.017
Schlagwörter	Priming; Semantics; Attention Control; Prediction; Novelty (Stimulus Dimension); Pronunciation; Affective Behavior; Oral Language + Suchen Sie Ihr Suchwort? Semantik; Aufmerksamkeitstest; Vorhersage; Aussprache; Affective disturbance; Active behaviour; Affektive Störung; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	We examined whether semantic activation by subliminally presented stimuli is dependent upon the extent to which participants assign attention to specific semantic stimulus features and stimulus dimensions. Participants pronounced visible target words that were preceded by briefly presented, masked prime words. Both affective and non-affective semantic congruence of the prime-target pairs were manipulated under conditions that either promoted selective attention for affective stimulus information or selective attention for non-affective semantic stimulus information. In line with our predictions, results showed that affective congruence had a clear impact on word pronunciation latencies only if participants were encouraged to assign attention to the affective stimulus dimension. In contrast, non-affective semantic relatedness of the prime-target pairs produced no priming at all. Our findings are consistent with the hypothesis that unconscious activation of (affective) semantic information is modulated by feature-specific attention allocation. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Elsevier. 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 von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10