Automatic Semantic Processing in a Picture-Word Interference Task

Rosinski, Richard R.; Golinkoff, Roberta Michnick; Kukish, Karen S.

doi:10.2307/1128859

Cited by 248 publications

(122 citation statements)

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“…Again, a similar pattern has been reported previously in unimodal versions of the picture-word task for semantic distractors (e.g., Ehri, 1976;Rosinski, 1977;Rosinski, Golinkoff, & Kukish, 1975): This pattern can be related to the gradual maturation of inhibitory mechanisms; with increasing age, children become more proficient in suppressing distracting stimuli (e.g., Bjorklund & Hanishfeger, 1990;Dempster, 1992;Tipper, Bourque, Anderson, & Brehaut, 1989). Most important, the age related change was observed not only for facilitation for phonologically related distractors, reflecting the activation of the target word's phonological representation, but also for interference from mediated distractors, reflecting the activation of a semantic category coordinate's phonological representation.…”

Section: Discussionsupporting

confidence: 88%

Phonological activation of category coordinates during speech planning is observable in children but not in adults: Evidence for cascaded processing.

Jescheniak¹,

Hahne²,

Hoffmann³

et al. 2006

Journal of Experimental Psychology: Learning, Memory, and Cogni

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There is a long-standing debate in the area of speech production on the question of whether only words selected for articulation are phonologically activated (as maintained by serial-discrete models) or whether this is also true for their semantic competitors (as maintained by forward-cascading and interactive models). Past research has addressed this issue by testing whether retrieval of a target word (e.g., cat) affects-or is affected by-the processing of a word that is phonologically related to a semantic category coordinate of the target (e.g., doll, related to dog) and has consistently failed to obtain such mediated effects in adult speakers. The authors present a series of experiments demonstrating that mediated effects are present in children (around age 7) and diminish with increasing age. This observation provides further evidence for cascaded models of lexical retrieval.

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Section: Discussionsupporting

confidence: 88%

Phonological activation of category coordinates during speech planning is observable in children but not in adults: Evidence for cascaded processing.

Jescheniak¹,

Hahne²,

Hoffmann³

et al. 2006

Journal of Experimental Psychology: Learning, Memory, and Cogni

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“…You will find that the distracting words are hard to resist, and they definitely slow you down (Rosinski, Golinkoff, & Kukish, 1975). Even though you do not say them aloud, you know what words are there and what they mean.…”

Section: Buggymentioning

confidence: 98%

Learning to Read and Spell Words

Ehri¹

1987

Journal of Reading Behavior

299

196

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Learning to read and spell words is a central part of becoming literate. During text reading, most words are processed, and skilled readers are able to do this effortlessly. How they become skilled at processing graphic cues has been the focus of our research. Findings indicate that prereaders do not acquire graphic skill by learning to read signs and labels in their environment. Rather, mastery of letters is required. Whereas prereaders use visual or context cues to identify words, as soon as children move into reading they shift to letter-sound cues. Initially, words are read by accessing remembered associations between a few letters in spellings and sounds in pronunciations. Later, when decoding skill matures, complete spellings are analyzed as phonemic symbols for pronunciations and are stored in memory. Various studies indicate that having a visual picture of speech in memory is an important part of a person's information-processing equipment. Spellings may influence how words are pronounced, what sounds people think are in words, how quickly people judge spoken word rhymes, how rapidly pronunciations change over time.Although the great debate about methods of teaching reading may be over, it is not true that all the mysteries of beginning reading instruction have been solved. There are plenty inviting attention. We know that code emphasis programs produce better beginning readers than meaning emphasis programs (Chall, 1967). However, we do not yet understand how or exactly why. There are many ways to structure phonics instruction. Sounding out and blending may or may not be taught. Segmenting words into phonemes may or may not receive attention.

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“…This task is a variant of the Stroop (1935) paradigm and has been used successfully to investigate various aspects of lexical access in language production. Several researchers have shown that picture-naming latencies are affected by specific properties of the to-be-ignored word (e.g., Caramazza & Costa, 2000;Glaser & Düngelhoff, 1984;Glaser & Glaser, 1989;Lupker, 1979Lupker, , 1982Posnansky & Rayner, 1977;Rosinski, Golinkoff, & Kukish, 1975;Schriefers, 1993;Schriefers, Meyer, & Levelt, 1990; for reviews, see Glaser, 1992, andMacLeod, 1991). In the experiments reported below, target pictures had to be named in the singular or in the plural.…”

Section: The Experimentsmentioning

confidence: 99%

The Selection of Grammatical Features in Word Production: The Case of Plural Nouns in German

Schiller

Caramazza

2002

Brain and Language

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Two experiments investigate the effect of number congruency using picture-word interference. Native German participants were required to name pictures of single objects (Nase 'nose') or two instances of the same object (Nasen 'noses') while ignoring simultaneously presented distractor words. Distractor words either had the same number or were different in number. In addition, the type of plural formation (same or different inflectional plural suffix) and the semantic relationship (same or different semantic category) between target and distractor were varied in Experiments 1 and 2. Results showed no effect of number congruency in either experiment. Furthermore, the type of inflectional suffix did not exert an influence on naming latencies in Experiment 1, but semantic relationship led to a significant interference effect in Experiment 2. The results indicate that selection of the number feature diacritic in noun production is not a competitive process. The implications of the results for models of lexical access are discussed.

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Automatic Semantic Processing in a Picture-Word Interference Task

Cited by 248 publications

References 12 publications

Phonological activation of category coordinates during speech planning is observable in children but not in adults: Evidence for cascaded processing.

Phonological activation of category coordinates during speech planning is observable in children but not in adults: Evidence for cascaded processing.

Learning to Read and Spell Words

The Selection of Grammatical Features in Word Production: The Case of Plural Nouns in German

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