Priming on verbal perceptual tests: Roles of lexical, surface, and conceptual processes
Identifieur interne : 001A19 ( Istex/Corpus ); précédent : 001A18; suivant : 001A20Priming on verbal perceptual tests: Roles of lexical, surface, and conceptual processes
Auteurs : Werner WippichSource :
- Psychological Research [ 0340-0727 ] ; 1995-04-01.
Abstract
Abstract: According to a lexical-access hypothesis, priming on verbal-completion tests requires previous access to higher-order nodes such as morphemes or words. In two experiments, subjects studied words presented in printed color, either by reading the words or by naming the printed colors. In Experiment 2, some of the words were to be ignored in both study conditions. The words presented in Experiment 2 were either conceptually related or unrelated to each other. And the cues in the test phase for repeated targets were either printed in the studied color or in a different color. In both experiments, the word stems of nouns studied and of new targets were presented with word-completion instructions (implicit test of memory). Consistent with the hypothesis, the amount of priming obtained was greater in the reading than in the color-naming condition. The least amount of priming was observed for targets that were to be ignored at study. In addition, Experiment 2 showed considerable effects of surface similarity (i.e., stronger priming effects with cues whose color was not changed from the study to the test phase) and some effects of conceptual processing, as was indicated by different amounts of priming for unrelated and for related nouns. Because these two effects were observed with both types of study task, it is concluded that perceptual and conceptual processes may make independent contributions to priming effects in verbal perceptual tests. This conclusion modifies and extends the original hypothesis, according to which previous lexical access is required in order to obtain effects of perceptual or conceptual processes on the priming scores.
Url:
DOI: 10.1007/BF00431286
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ISTEX:B6CA344ECD3D05CBBA9B5562879BD3C398E817C2Le document en format XML
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Res</title><idno type="ISSN">0340-0727</idno><idno type="eISSN">1430-2772</idno><imprint><publisher>Springer-Verlag</publisher><pubPlace>Berlin/Heidelberg</pubPlace><date type="published" when="1995-04-01">1995-04-01</date><biblScope unit="volume">57</biblScope><biblScope unit="issue">3-4</biblScope><biblScope unit="page" from="250">250</biblScope><biblScope unit="page" to="259">259</biblScope></imprint><idno type="ISSN">0340-0727</idno></series><idno type="istex">B6CA344ECD3D05CBBA9B5562879BD3C398E817C2</idno><idno type="DOI">10.1007/BF00431286</idno><idno type="ArticleID">BF00431286</idno><idno type="ArticleID">Art11</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0340-0727</idno></seriesStmt></fileDesc><profileDesc><textClass></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Abstract: According to a lexical-access hypothesis, priming on verbal-completion tests requires previous access to higher-order nodes such as morphemes or words. In two experiments, subjects studied words presented in printed color, either by reading the words or by naming the printed colors. In Experiment 2, some of the words were to be ignored in both study conditions. The words presented in Experiment 2 were either conceptually related or unrelated to each other. And the cues in the test phase for repeated targets were either printed in the studied color or in a different color. In both experiments, the word stems of nouns studied and of new targets were presented with word-completion instructions (implicit test of memory). Consistent with the hypothesis, the amount of priming obtained was greater in the reading than in the color-naming condition. The least amount of priming was observed for targets that were to be ignored at study. In addition, Experiment 2 showed considerable effects of surface similarity (i.e., stronger priming effects with cues whose color was not changed from the study to the test phase) and some effects of conceptual processing, as was indicated by different amounts of priming for unrelated and for related nouns. Because these two effects were observed with both types of study task, it is concluded that perceptual and conceptual processes may make independent contributions to priming effects in verbal perceptual tests. This conclusion modifies and extends the original hypothesis, according to which previous lexical access is required in order to obtain effects of perceptual or conceptual processes on the priming scores.</div></front></TEI><istex><corpusName>springer</corpusName><author><json:item><name>Werner Wippich</name><affiliations><json:string>Fachbereich I-Psychologie, D-54286, Trier, Germany</json:string></affiliations></json:item></author><articleId><json:string>BF00431286</json:string><json:string>Art11</json:string></articleId><language><json:string>eng</json:string></language><originalGenre><json:string>OriginalPaper</json:string></originalGenre><abstract>Abstract: According to a lexical-access hypothesis, priming on verbal-completion tests requires previous access to higher-order nodes such as morphemes or words. In two experiments, subjects studied words presented in printed color, either by reading the words or by naming the printed colors. In Experiment 2, some of the words were to be ignored in both study conditions. The words presented in Experiment 2 were either conceptually related or unrelated to each other. And the cues in the test phase for repeated targets were either printed in the studied color or in a different color. In both experiments, the word stems of nouns studied and of new targets were presented with word-completion instructions (implicit test of memory). Consistent with the hypothesis, the amount of priming obtained was greater in the reading than in the color-naming condition. The least amount of priming was observed for targets that were to be ignored at study. In addition, Experiment 2 showed considerable effects of surface similarity (i.e., stronger priming effects with cues whose color was not changed from the study to the test phase) and some effects of conceptual processing, as was indicated by different amounts of priming for unrelated and for related nouns. Because these two effects were observed with both types of study task, it is concluded that perceptual and conceptual processes may make independent contributions to priming effects in verbal perceptual tests. 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Schmitt</name></json:item><json:item><name>S Mecklenbfiiuker</name></json:item></author><title>Untersuchungen zur Wirkung geteilter Aufmerksamkeit auf explizite und implizite Behaltensmage</title><publicationDate>1989</publicationDate></host></json:item></refBibs><genre><json:string>research-article</json:string></genre><host><volume>57</volume><pages><last>259</last><first>250</first></pages><issn><json:string>0340-0727</json:string></issn><issue>3-4</issue><subject><json:item><value>Psychology, general</value></json:item></subject><journalId><json:string>426</json:string></journalId><genre><json:string>journal</json:string></genre><language><json:string>unknown</json:string></language><eissn><json:string>1430-2772</json:string></eissn><title>Psychological Research</title><publicationDate>1995</publicationDate><copyrightDate>1995</copyrightDate></host><categories><wos><json:string>social science</json:string><json:string>psychology, 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Res</title><idno type="journal-ID">426</idno><idno type="pISSN">0340-0727</idno><idno type="eISSN">1430-2772</idno><idno type="issue-article-count">12</idno><idno type="volume-issue-count">4</idno><imprint><publisher>Springer-Verlag</publisher><pubPlace>Berlin/Heidelberg</pubPlace><date type="published" when="1995-04-01"></date><biblScope unit="volume">57</biblScope><biblScope unit="issue">3-4</biblScope><biblScope unit="page" from="250">250</biblScope><biblScope unit="page" to="259">259</biblScope></imprint></monogr><idno type="istex">B6CA344ECD3D05CBBA9B5562879BD3C398E817C2</idno><idno type="DOI">10.1007/BF00431286</idno><idno type="ArticleID">BF00431286</idno><idno type="ArticleID">Art11</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>1995</date></creation><langUsage><language ident="en">en</language></langUsage><abstract xml:lang="en"><p>Abstract: According to a lexical-access hypothesis, priming on verbal-completion tests requires previous access to higher-order nodes such as morphemes or words. In two experiments, subjects studied words presented in printed color, either by reading the words or by naming the printed colors. In Experiment 2, some of the words were to be ignored in both study conditions. The words presented in Experiment 2 were either conceptually related or unrelated to each other. And the cues in the test phase for repeated targets were either printed in the studied color or in a different color. In both experiments, the word stems of nouns studied and of new targets were presented with word-completion instructions (implicit test of memory). Consistent with the hypothesis, the amount of priming obtained was greater in the reading than in the color-naming condition. The least amount of priming was observed for targets that were to be ignored at study. In addition, Experiment 2 showed considerable effects of surface similarity (i.e., stronger priming effects with cues whose color was not changed from the study to the test phase) and some effects of conceptual processing, as was indicated by different amounts of priming for unrelated and for related nouns. Because these two effects were observed with both types of study task, it is concluded that perceptual and conceptual processes may make independent contributions to priming effects in verbal perceptual tests. This conclusion modifies and extends the original hypothesis, according to which previous lexical access is required in order to obtain effects of perceptual or conceptual processes on the priming scores.</p></abstract><textClass><keywords scheme="Journal Subject"><list><head>Psychology</head><item><term>Psychology, general</term></item></list></keywords></textClass></profileDesc><revisionDesc><change when="1995-04-01">Published</change><change xml:id="refBibs-istex" who="#ISTEX-API" when="2016-11-22">References added</change><change xml:id="refBibs-istex" who="#ISTEX-API" when="2017-01-21">References added</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><extension>txt</extension><original>false</original><mimetype>text/plain</mimetype><uri>https://api.istex.fr/document/B6CA344ECD3D05CBBA9B5562879BD3C398E817C2/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="Springer, Publisher found" wicri:toSee="no header"><istex:xmlDeclaration>version="1.0" encoding="UTF-8"</istex:xmlDeclaration><istex:docType PUBLIC="-//Springer-Verlag//DTD A++ V2.4//EN" URI="http://devel.springer.de/A++/V2.4/DTD/A++V2.4.dtd" name="istex:docType"></istex:docType><istex:document><Publisher><PublisherInfo><PublisherName>Springer-Verlag</PublisherName><PublisherLocation>Berlin/Heidelberg</PublisherLocation></PublisherInfo><Journal><JournalInfo JournalProductType="ArchiveJournal" NumberingStyle="Unnumbered"><JournalID>426</JournalID><JournalPrintISSN>0340-0727</JournalPrintISSN><JournalElectronicISSN>1430-2772</JournalElectronicISSN><JournalTitle>Psychological Research</JournalTitle><JournalSubTitle>An International Journal of Perception, Attention, Memory and Action</JournalSubTitle><JournalAbbreviatedTitle>Psychol. Res</JournalAbbreviatedTitle><JournalSubjectGroup><JournalSubject Type="Primary">Psychology</JournalSubject><JournalSubject Type="Secondary">Psychology, general</JournalSubject></JournalSubjectGroup></JournalInfo><Volume><VolumeInfo VolumeType="Regular" TocLevels="0"><VolumeIDStart>57</VolumeIDStart><VolumeIDEnd>57</VolumeIDEnd><VolumeIssueCount>4</VolumeIssueCount></VolumeInfo><Issue IssueType="Combined"><IssueInfo TocLevels="0"><IssueIDStart>3</IssueIDStart><IssueIDEnd>4</IssueIDEnd><IssueArticleCount>12</IssueArticleCount><IssueHistory><CoverDate><Year>1995</Year><Month>4</Month></CoverDate></IssueHistory><IssueCopyright><CopyrightHolderName>Springer-Verlag</CopyrightHolderName><CopyrightYear>1995</CopyrightYear></IssueCopyright></IssueInfo><Article ID="Art11"><ArticleInfo Language="En" ArticleType="OriginalPaper" NumberingStyle="Unnumbered" TocLevels="0" ContainsESM="No"><ArticleID>BF00431286</ArticleID><ArticleDOI>10.1007/BF00431286</ArticleDOI><ArticleSequenceNumber>11</ArticleSequenceNumber><ArticleTitle Language="En">Priming on verbal perceptual tests: Roles of lexical, surface, and conceptual processes</ArticleTitle><ArticleCategory>Original Article</ArticleCategory><ArticleFirstPage>250</ArticleFirstPage><ArticleLastPage>259</ArticleLastPage><ArticleHistory><RegistrationDate><Year>2004</Year><Month>9</Month><Day>21</Day></RegistrationDate></ArticleHistory><ArticleCopyright><CopyrightHolderName>Springer-Verlag</CopyrightHolderName><CopyrightYear>1995</CopyrightYear></ArticleCopyright><ArticleGrants Type="Regular"><MetadataGrant Grant="OpenAccess"></MetadataGrant><AbstractGrant Grant="OpenAccess"></AbstractGrant><BodyPDFGrant Grant="Restricted"></BodyPDFGrant><BodyHTMLGrant Grant="Restricted"></BodyHTMLGrant><BibliographyGrant Grant="Restricted"></BibliographyGrant><ESMGrant Grant="Restricted"></ESMGrant></ArticleGrants><ArticleContext><JournalID>426</JournalID><VolumeIDStart>57</VolumeIDStart><VolumeIDEnd>57</VolumeIDEnd><IssueIDStart>3</IssueIDStart><IssueIDEnd>4</IssueIDEnd></ArticleContext></ArticleInfo><ArticleHeader><AuthorGroup><Author AffiliationIDS="Aff1"><AuthorName DisplayOrder="Western"><GivenName>Werner</GivenName><FamilyName>Wippich</FamilyName></AuthorName></Author><Affiliation ID="Aff1"><OrgName>Fachbereich I-Psychologie</OrgName><OrgAddress><Postcode>D-54286</Postcode><City>Trier</City><Country>Germany</Country></OrgAddress></Affiliation></AuthorGroup><Abstract ID="Abs1" Language="En"><Heading>Abstract</Heading><Para>According to a lexical-access hypothesis, priming on verbal-completion tests requires previous access to higher-order nodes such as morphemes or words. In two experiments, subjects studied words presented in printed color, either by reading the words or by naming the printed colors. In Experiment 2, some of the words were to be ignored in both study conditions. The words presented in Experiment 2 were either conceptually related or unrelated to each other. And the cues in the test phase for repeated targets were either printed in the studied color or in a different color. In both experiments, the word stems of nouns studied and of new targets were presented with word-completion instructions (implicit test of memory). Consistent with the hypothesis, the amount of priming obtained was greater in the reading than in the color-naming condition. The least amount of priming was observed for targets that were to be ignored at study. In addition, Experiment 2 showed considerable effects of surface similarity (i.e., stronger priming effects with cues whose color was not changed from the study to the test phase) and some effects of conceptual processing, as was indicated by different amounts of priming for unrelated and for related nouns. Because these two effects were observed with both types of study task, it is concluded that perceptual and conceptual processes may make independent contributions to priming effects in verbal perceptual tests. This conclusion modifies and extends the original hypothesis, according to which previous lexical access is required in order to obtain effects of perceptual or conceptual processes on the priming scores.</Para></Abstract></ArticleHeader><NoBody></NoBody></Article></Issue></Volume></Journal></Publisher></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Priming on verbal perceptual tests: Roles of lexical, surface, and conceptual processes</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>Priming on verbal perceptual tests: Roles of lexical, surface, and conceptual processes</title></titleInfo><name type="personal"><namePart type="given">Werner</namePart><namePart type="family">Wippich</namePart><affiliation>Fachbereich I-Psychologie, D-54286, Trier, Germany</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="research-article" displayLabel="OriginalPaper"></genre><originInfo><publisher>Springer-Verlag</publisher><place><placeTerm type="text">Berlin/Heidelberg</placeTerm></place><dateIssued encoding="w3cdtf">1995-04-01</dateIssued><copyrightDate encoding="w3cdtf">1995</copyrightDate></originInfo><language><languageTerm type="code" authority="rfc3066">en</languageTerm><languageTerm type="code" authority="iso639-2b">eng</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><abstract lang="en">Abstract: According to a lexical-access hypothesis, priming on verbal-completion tests requires previous access to higher-order nodes such as morphemes or words. In two experiments, subjects studied words presented in printed color, either by reading the words or by naming the printed colors. In Experiment 2, some of the words were to be ignored in both study conditions. The words presented in Experiment 2 were either conceptually related or unrelated to each other. And the cues in the test phase for repeated targets were either printed in the studied color or in a different color. In both experiments, the word stems of nouns studied and of new targets were presented with word-completion instructions (implicit test of memory). Consistent with the hypothesis, the amount of priming obtained was greater in the reading than in the color-naming condition. The least amount of priming was observed for targets that were to be ignored at study. In addition, Experiment 2 showed considerable effects of surface similarity (i.e., stronger priming effects with cues whose color was not changed from the study to the test phase) and some effects of conceptual processing, as was indicated by different amounts of priming for unrelated and for related nouns. Because these two effects were observed with both types of study task, it is concluded that perceptual and conceptual processes may make independent contributions to priming effects in verbal perceptual tests. This conclusion modifies and extends the original hypothesis, according to which previous lexical access is required in order to obtain effects of perceptual or conceptual processes on the priming scores.</abstract><note>Original Article</note><relatedItem type="host"><titleInfo><title>Psychological Research</title><subTitle>An International Journal of Perception, Attention, Memory and Action</subTitle></titleInfo><titleInfo type="abbreviated"><title>Psychol. Res</title></titleInfo><genre type="journal" displayLabel="Archive Journal"></genre><originInfo><dateIssued encoding="w3cdtf">1995-04-01</dateIssued><copyrightDate encoding="w3cdtf">1995</copyrightDate></originInfo><subject><genre>Psychology</genre><topic>Psychology, general</topic></subject><identifier type="ISSN">0340-0727</identifier><identifier type="eISSN">1430-2772</identifier><identifier type="JournalID">426</identifier><identifier type="IssueArticleCount">12</identifier><identifier type="VolumeIssueCount">4</identifier><part><date>1995</date><detail type="volume"><number>57</number><caption>vol.</caption></detail><detail type="issue"><number>3-4</number><caption>no.</caption></detail><extent unit="pages"><start>250</start><end>259</end></extent></part><recordInfo><recordOrigin>Springer-Verlag, 1995</recordOrigin></recordInfo></relatedItem><identifier type="istex">B6CA344ECD3D05CBBA9B5562879BD3C398E817C2</identifier><identifier type="DOI">10.1007/BF00431286</identifier><identifier type="ArticleID">BF00431286</identifier><identifier type="ArticleID">Art11</identifier><accessCondition type="use and reproduction" contentType="copyright">Springer-Verlag, 1995</accessCondition><recordInfo><recordContentSource>SPRINGER</recordContentSource><recordOrigin>Springer-Verlag, 1995</recordOrigin></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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