MRC psycholinguistic database: Machine-usable dictionary, version 2.00

Wilson, M.

doi:10.3758/bf03202594

Cited by 1,044 publications

(814 citation statements)

References 8 publications

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“…Thus, in Experiment 2, mean articulatory durations and phonological complexity varied quasiorthogonally, which enables us to separate the effects of these predictor variables on memory spans. 18 17 Both concreteness and familiarity measures range from 100 to 700, as reported by the MRC psycholinguistic database machine usable dictionary (Version 2.0.; Wilson, 1987). 18 Our mathematical analysis was designed to remove any biases contributed by the experimenter to our measurement of participants' mean word durations in articulating sequences from memory.…”

Section: Resultsmentioning

confidence: 99%

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Theoretical Implications of Articulatory Duration, Phonological Similarity, and Phonological Complexity in Verbal Working Memory.

Mueller¹,

Seymour²,

Kieras³

et al. 2003

Journal of Experimental Psychology: Learning, Memory, and Cogni

128

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The phonological-loop model provides a prominent theoretical description of verbal working memory. According to it, serial recall accuracy should be inversely related to the articulatory duration and phonological similarity of verbal items in memorized sequences. Initial tests of these predictions by A. D. Baddeley and colleagues (e.g., A. D. Baddeley, N. Thomson, & M. Buchanan, 1975) appeared to support the phonological-loop model, but subsequent researchers have obtained conflicting data that putatively disconfirm its assumptions. Such conflicts may have stemmed from less than ideal measurements of articulatory duration and phonological similarity. This article discusses these concerns and proposes new theoretically principled methods for measuring articulatory duration and phonological similarity. Two experiments that used these methods in the context of a verbal serial recall task are reported. The results of these experiments confirm and extend the predictions of the phonological-loop model while disarming previous criticisms of it.

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Section: Resultsmentioning

confidence: 99%

“…11 Both concreteness (ranging from 100 to 700) and written frequency (ranging from 0 to 70,000 based on the corpus of Kučera and Francis, 1967) were obtained from the MRC psycholinguistic database machine usable dictionary (Version 2.0; Wilson, 1987).…”

Section: Methodsmentioning

confidence: 99%

Theoretical Implications of Articulatory Duration, Phonological Similarity, and Phonological Complexity in Verbal Working Memory.

Mueller¹,

Seymour²,

Kieras³

et al. 2003

Journal of Experimental Psychology: Learning, Memory, and Cogni

128

View full text Add to dashboard Cite

show abstract

“…A base word was played through headphones and the participant pointed to the matching picture. Untrained distracters were matched on age of acquisition to the base words (according to the MRC Psycholinguistic Database; Wilson, 1988). Trial order was randomised but the same distracter images always occurred with the same target and the position of these four images on screen remained constant.…”

Section: Methodsmentioning

confidence: 99%

Learning new vocabulary during childhood: Effects of semantic training on lexical consolidation and integration

Henderson

Weighall

Gaskell

2013

Journal of Experimental Child Psychology

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Research suggests that word learning is an extended process with offline consolidation crucial for the strengthening of new lexical representations and their integration with existing lexical knowledge (as measured by engagement in lexical competition). This supports a dual-memory systems account, in which new information is initially sparsely encoded separately from existing knowledge and integrated with long-term memory over time. However, previous studies of this type exploited unnatural learning contexts, involving fictitious words in the absence of word meaning. In this study children aged 5-9-years-old learned real science words (e.g., information. Children in both groups were slower to detect pauses in familiar competitor words (e.g., training but not immediately, confirming that offline consolidation is required before new words are integrated with the lexicon and engage in lexical competition. Children recalled more new words 24 hours after training than immediately (with similar improvements shown for the recall and recognition of new word meanings); however, children who were exposed to the meanings during training showed further improvements in recall after one week and outperformed the children who were not exposed to meanings. These findings support the dual memory systems account of vocabulary acquisition and suggest that the association of a new phonological form with semantic information is critical for the development of stable lexical representations.

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“…Mean critical word plausibility scores per condition are shown in Table 2 ------------ Table 2 about here please -----------Further pre-tests were performed on the final set of items in order to verify that the lowlevel properties of the language were matched across conditions. As shown in Table 2, this included comparisons of the semantic relatedness between the critical word and preceding context in each condition (using Latent Semantic Analysis, LSA, Landauer & Dumais, 1997), as well as the critical word length, log-frequency, familiarity, concreteness and imaginability (using the MRC Psycholinguistics Database; Wilson, 1988). Analysis of the LSA indicates the strength of the lexical-semantic relationship between the critical word and the words in the preceding words for each item/condition and was computed separately for the full passage and the target sentence; strong relationships elicit higher LSA values, which are associated with reduced N400 amplitudes.…”

Section: Materials and Designmentioning

confidence: 99%

Examining the cognitive costs of counterfactual language comprehension: Evidence from ERPs

Ferguson

Cane

2015

Brain Research

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Recent empirical research suggests that understanding a counterfactual event (e.g. 'If Josie had revised, she would have passed her exams') activates mental representations of both the factual and counterfactual versions of events. However, it remains unclear when readers switch between these models during comprehension, and whether representing multiple 'worlds' is cognitively effortful. This paper reports two ERP studies where participants read contexts that set up a factual or counterfactual scenario, followed by a second sentence describing a consequence of this event.Critically, this sentence included a noun that was either consistent or inconsistent with the preceding context, and either included a modal verb to indicate reference to the counterfactualworld or not (thus referring to the factual-world). Experiment 2 used adapted versions of the materials used in Experiment 1 to examine the degree to which representing multiple versions of a counterfactual situation makes heavy demands on cognitive resources by measuring individuals' working memory capacity. Results showed that when reference to the counterfactual-world was maintained by the ongoing discourse, readers correctly interpreted events according to the counterfactual-world (i.e. showed larger N400 for inconsistent than consistent words). In contrast, when cues referred back to the factual-world, readers showed no difference between consistent and inconsistent critical words, suggesting that they simultaneously compared information against both possible worlds. These results support previous dualrepresentation accounts for counterfactuals, and provide new evidence that linguistic cues can guide the reader in selecting which world model to evaluate incoming information against.Crucially, we reveal evidence that maintaining and updating a hypothetical model over time relies upon the availability of cognitive resources.

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MRC psycholinguistic database: Machine-usable dictionary, version 2.00

Cited by 1,044 publications

References 8 publications

Theoretical Implications of Articulatory Duration, Phonological Similarity, and Phonological Complexity in Verbal Working Memory.

Theoretical Implications of Articulatory Duration, Phonological Similarity, and Phonological Complexity in Verbal Working Memory.

Learning new vocabulary during childhood: Effects of semantic training on lexical consolidation and integration

Examining the cognitive costs of counterfactual language comprehension: Evidence from ERPs

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