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Kathleen Rastle - One of the best experts on this subject based on the ideXlab platform.
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How does the provision of semantic inFormation influence the lexicalization of new spoken words
Quarterly journal of experimental psychology (2006), 2015Co-Authors: Erin Hawkins, Kathleen RastleAbstract:The integration of a novel spoken word with existing lexical items can proceed within 24 hours of learning its Phonological Form. However, previous studies have reported that lexical integration of new spoken words can be delayed if semantic inFormation is provided during learning. One possibility is that this delay in lexical integration reflects reduced Phonological processing during learning as a consequence of the need to learn the semantic associations. In the current study, adult participants learnt novel words via a phoneme monitoring task, in which half of the words were associated with a picture referent, and half were Phonological Forms only. Critically, participants were instructed to learn the Forms of the novel words, with no explicit goal to learn the word–picture mappings. Results revealed significant lexical competition effects emerging one week after consolidation, which were equivalent for the picture-present and Form-only conditions. Tests of declarative memory and shadowing showed equi...
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Semantic advantage for learning new Phonological Form representations
Journal of cognitive neuroscience, 2014Co-Authors: Erin Hawkins, Duncan E. Astle, Kathleen RastleAbstract:Learning a new word requires discrimination between a novel sequence of sounds and similar known words. We investigated whether semantic inFormation facilitates the acquisition of new Phonological representations in adults and whether this learning enhancement is modulated by overnight consolidation. Participants learned novel spoken words either consistently associated with a visual referent or with no consistent meaning. An auditory oddball task tested discrimination of these newly learned Phonological Forms from known words. The MMN, an electrophysiological measure of auditory discrimination, was only elicited for words learned with a consistent semantic association. Immediately after training, this semantic benefit on auditory discrimination was linked to explicit learning of the associations, where participants with greater semantic learning exhibited a larger MMN. However, although the semantic-associated words continued to show greater auditory discrimination than nonassociated words after consolidation, the MMN was no longer related to perFormance in learning the semantic associations. We suggest that the provision of semantic systematicity directly impacts upon the development of new Phonological representations and that a period of offline consolidation may promote the abstraction of these representations.
Willem J. M. Levelt - One of the best experts on this subject based on the ideXlab platform.
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Lexical access in the production of pronouns
Cognition, 1999Co-Authors: Bernadette M. Schmitt, Antje S. Meyer, Willem J. M. LeveltAbstract:Speakers can use pronouns when their conceptual referents are accessible from the preceding discourse, as in 'The flower is red. It turns blue'. Theories of language production agree that in order to produce a noun semantic, syntactic, and Phonological inFormation must be accessed. However, little is known about lexical access to pronouns. In this paper, we propose a model of pronoun access in German. Since the Forms of German pronouns depend on the grammatical gender of the nouns they replace, the model claims that speakers must access the syntactic representation of the replaced noun (its lemma) to select a pronoun. In two experiments using the lexical decision during naming paradigm [Levelt, W.J.M., Schriefers, H., Vorberg, D., Meyer, A.S., Pechmann, T., Havinga, J., 1991a. The time course of lexical access in speech production: a study of picture naming. Psychological Review 98, 122-142], we investigated whether lemma access automatically entails the activation of the corresponding word Form or whether a word Form is only activated when the noun itself is produced, but not when it is replaced by a pronoun. Experiment 1 showed that during pronoun production the Phonological Form of the replaced noun is activated. Experiment 2 demonstrated that this Phonological activation was not a residual of the use of the noun in the preceding sentence. Thus, when a pronoun is produced, the lemma and the Phonological Form of the replaced noun become reactivated.
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Word frequency effects in speech production: Retrieval of syntactic inFormation and of Phonological Form
Journal of Experimental Psychology: Learning Memory and Cognition, 1994Co-Authors: Jörg D. Jescheniak, Willem J. M. LeveltAbstract:In 7 experiments the authors investigated the locus of word frequency effects in speech production, Experiment 1 demonstrated a frequency effect in picture naming that was robust over repetitions, Experiments 2, 3, and 7 excluded contributions from object identification and initiation of articulation. Experiments 4 and 5 investigated whether the effect arises in accessing the syntactic word (lemma) by using a grammatical gender decision task. Although a frequency effect was found, it dissipated under repeated access to a word's gender. Experiment 6 tested whether the robust frequency effect arises in accessing the Phonological Form (lexeme) by having Ss translate words that produced homophones. Low-frequent homophones behaved like high-frequent controls, inheriting the accessing speed of their high-frequent homophone twins
Emma Stephens - One of the best experts on this subject based on the ideXlab platform.
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the relationships among verbal short term memory Phonological awareness and new word learning evidence from typical development and down syndrome
Journal of Experimental Child Psychology, 2009Co-Authors: Christopher Jarrold, Annabel S C Thorn, Emma StephensAbstract:Abstract This study examined the correlates of new word learning in a sample of 64 typically developing children between 5 and 8 years of age and a group of 22 teenagers and young adults with Down syndrome. Verbal short-term memory and Phonological awareness skills were assessed to determine whether learning new words involved accurately representing Phonological inFormation in memory. Results showed a relationship between verbal short-term memory measures and typically developing individuals’ ability to learn the Phonological Form of novel words but not their ability to learn the physical referent of new words. Similarly, individuals with Down syndrome showed impaired verbal short-term memory and impaired Form but not referent learning. Together, these findings specify the circumstances in which an accurate Phonological representation within short-term memory is required for new word learning.
Jörg D. Jescheniak - One of the best experts on this subject based on the ideXlab platform.
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Semantic and Phonological activation in noun and pronoun production
Journal of experimental psychology. Learning memory and cognition, 2001Co-Authors: Jörg D. Jescheniak, Herbert Schriefers, Ansgar HantschAbstract:Speakers can refer to objects and other entities by nouns or pronouns. The present article investigated the production of gender-marked pronouns in German. Four picture-word interference experiments are reported, addressing 2 questions. First, is the lemma of a referent noun (i.e., the representation of the referent noun's semantic and syntactic properties) accessed when producing a pronoun? Second, if so, is this access confined to the lemma, or will the referent noun's Phonological Form be activated, too? The results suggest that in generating pronouns, speakers accessed the lemma of the referent noun, whereas its Phonological Form was not substantially activated. The results are discussed in the context of other recent experimental studies of pronoun and noun production.
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Word frequency effects in speech production: Retrieval of syntactic inFormation and of Phonological Form
Journal of Experimental Psychology: Learning Memory and Cognition, 1994Co-Authors: Jörg D. Jescheniak, Willem J. M. LeveltAbstract:In 7 experiments the authors investigated the locus of word frequency effects in speech production, Experiment 1 demonstrated a frequency effect in picture naming that was robust over repetitions, Experiments 2, 3, and 7 excluded contributions from object identification and initiation of articulation. Experiments 4 and 5 investigated whether the effect arises in accessing the syntactic word (lemma) by using a grammatical gender decision task. Although a frequency effect was found, it dissipated under repeated access to a word's gender. Experiment 6 tested whether the robust frequency effect arises in accessing the Phonological Form (lexeme) by having Ss translate words that produced homophones. Low-frequent homophones behaved like high-frequent controls, inheriting the accessing speed of their high-frequent homophone twins
Erin Hawkins - One of the best experts on this subject based on the ideXlab platform.
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How does the provision of semantic inFormation influence the lexicalization of new spoken words
Quarterly journal of experimental psychology (2006), 2015Co-Authors: Erin Hawkins, Kathleen RastleAbstract:The integration of a novel spoken word with existing lexical items can proceed within 24 hours of learning its Phonological Form. However, previous studies have reported that lexical integration of new spoken words can be delayed if semantic inFormation is provided during learning. One possibility is that this delay in lexical integration reflects reduced Phonological processing during learning as a consequence of the need to learn the semantic associations. In the current study, adult participants learnt novel words via a phoneme monitoring task, in which half of the words were associated with a picture referent, and half were Phonological Forms only. Critically, participants were instructed to learn the Forms of the novel words, with no explicit goal to learn the word–picture mappings. Results revealed significant lexical competition effects emerging one week after consolidation, which were equivalent for the picture-present and Form-only conditions. Tests of declarative memory and shadowing showed equi...
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Semantic advantage for learning new Phonological Form representations
Journal of cognitive neuroscience, 2014Co-Authors: Erin Hawkins, Duncan E. Astle, Kathleen RastleAbstract:Learning a new word requires discrimination between a novel sequence of sounds and similar known words. We investigated whether semantic inFormation facilitates the acquisition of new Phonological representations in adults and whether this learning enhancement is modulated by overnight consolidation. Participants learned novel spoken words either consistently associated with a visual referent or with no consistent meaning. An auditory oddball task tested discrimination of these newly learned Phonological Forms from known words. The MMN, an electrophysiological measure of auditory discrimination, was only elicited for words learned with a consistent semantic association. Immediately after training, this semantic benefit on auditory discrimination was linked to explicit learning of the associations, where participants with greater semantic learning exhibited a larger MMN. However, although the semantic-associated words continued to show greater auditory discrimination than nonassociated words after consolidation, the MMN was no longer related to perFormance in learning the semantic associations. We suggest that the provision of semantic systematicity directly impacts upon the development of new Phonological representations and that a period of offline consolidation may promote the abstraction of these representations.