The comparison of word meanings.

Schaeffer, Benson; Wallace, R. Jay

doi:10.1037/h0030086

Cited by 127 publications

(60 citation statements)

References 3 publications

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“…In particular, it is possible that phonemic eneoding of the second word in a pair depends on graphemic and phonemic similarities with the first word. Such a dependence is reminiscent of effects that semantic similarity has on successive operations in a variety of word recognition tasks (e.g., Meyer & Schvaneveldt, 1971;Meyer, 1973;Schaeffer & Wallace, 1970). But before considering a more detailed explanation for the present results, we shall report one further study.…”

Section: Discussionmentioning

confidence: 97%

Functions of graphemic and phonemic codes in visual word-recognition

Meyer¹,

Schvaneveldt

Ruddy³

1974

Memory & Cognition

458

301

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Previous investigators have argued that printed words are recognized directly from visual representations and/or phonological representations obtained through phonemic recoding. The present research tested these hypotheses by manipulating graphernic and phonemic relations within various pairs of letter strings. Ss in two experiments classified the pairs as words or nonwords. Reaction times and error rates were relatively small for word pairs (e.g., BRIBE-TRIBE) that were both graphemically and phonemically similar. Graphemic similarity alone inhibited performance on other word pairs (e.g., COUCH-TOUCH). These and other results suggest that phonological representations play a significant role in visual word recognition and that there is a dependence between successive phonemic-encoding operations. An encoding-bias model is proposed to explain the data.

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Section: Discussionmentioning

confidence: 97%

Functions of graphemic and phonemic codes in visual word-recognition

Meyer¹,

Schvaneveldt

Ruddy³

1974

Memory & Cognition

458

301

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“…Times taken for correct rejection offalse items showed the standard effect of relatedness of negative items (Hampton, 1979;Schaeffer & Wallace, 1970), with mean times of698 msec for unrelated category items, 795 msec for slightly related items, and 798 msec for strongly related items. Mean true categorization time across all categories was intermediate between these levels at 762 msec, and it varied across categories from 696 msec for Birds to 880 msec for Insects.…”

Section: Resultsmentioning

confidence: 99%

Associative and similarity-based processes in categorization decisions

Hampton

1997

Memory & Cognition

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Two experiments were directed at distinguishing associative and similarity-based accounts of systematic differences in categorization time for different items in natural categories. Experiment 1 investigated the correlation of categorization time with three measures of instance centrality in a category. Production frequency (PF), rated typicality, and familiarity from category norms for British participants (Hampton & Gardiner, 1983) were used to predict mean categorization times for 531words in 12 semantic categories. PF and typicality (but not familiarity) were found to make significant and independent contributions to categorization time. Error rates were related only to typicality (apart from errors made to ambiguous or unknown items). Experiment 2 provided a further dissociation of PF and typicality. Manipulating the difficulty of the task through the relatedness of the false items interacted primarily with the effect of typicality on categorization time, whereas, under conditions of easy discrimination, prior exposure to the category exemplars affected only the contribution of PF to the decision time. The dissociation of typicality and PF measures is interpreted as providing evidence that speeded categorization involves both retrieval of associations indexed by PF and a similarity-based decision process indexed by typicality.The phenomenon of gradedness within categories is the finding that some instances of common taxonomic categories (e.g., robin as a bird) are consistently judged as more typical or representative of their categories than are others (Barsalou, 1985;Hampton, 1979;Rosch, 1975). Typical instances have been shown to receive preferential processing in a wide range of cognitive tasks (for a review, see Hampton, 1993). For example, in a speeded categorization task, typical words are categorized more rapidly and more accurately than are atypical words (Hampton, 1979;Smith, Shoben, & Rips, 1974). Typical instances also tend to be generated with a high production frequency when people are asked to retrieve examples of categories from memory (Battig & Montague, 1969;Hampton & Gardiner, 1983;Mervis, Catlin, & Rosch, 1976).There are two fundamentally different ways of interpreting gradedness effects in common taxonomic categories. One is in terms of the learning history of the individual, and it proposes that "good" category members are those that have been most often associated with the category in the past. For example, nonanalytic models of category learning and concept representation (e.g., Brooks, 1978Brooks, , 1987 would emphasize the importance of past associations in determining speed of categorization. The other interpretation is in terms of what Rosch (1975) The author thanks Larry Barsalou, John Gardiner, Margaret Gardiner, David Green, Frank Keil, Robert Lorch, Michael McCloskey, and anonymous reviewers for comments and suggestions on the research, and Andy Ojukwu and Bill Fitzpatrick for assistance in data collection. Correspondence should be addressed to the author at the Psychology De...

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“…The subjects were required to judge whether two concepts belonged to the same category or not (cf. Rips, Shoben, & Smith, 1973;Schaeffer & Wallace, 1970). For example, the answer for the concepts included in the phrase geranium lettuce is "different," because a geranium is a flower, whereas lettuce is a SINGER vegetable.…”

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confidence: 99%

Question-answering strategies and conceptual knowledge

Singer

1991

Bull. Psychon. Soc.

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To test the proposal that question-answering strategy is independent of the type of searched representation, an experiment was designed to demonstrate the application of two strategies, direct retrieval and plausibility judgment, to the same representation. Subjects judged whether or not concept pairs belonged to the same category. The distractor ("no") items presented either similar (e.g., wren bee) or dissimilar (e.g., wren pea) concept pairs. Dissimilar different distractors should favor the plausibility strategy and result in relatively fast responses; whereas similar different distractors should require direct retrieval. The selected strategy was predicted to be extended to the same pairs, which were identical in the two conditions. Consistent with this analysis, "same" responses were faster in the dissimilar-different condition. Because all answers were based on conceptual knowledge, this outcome supports the proposal that answering strategy is independent of type of searched representation.

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The comparison of word meanings.

Cited by 127 publications

References 3 publications

Functions of graphemic and phonemic codes in visual word-recognition

Functions of graphemic and phonemic codes in visual word-recognition

Associative and similarity-based processes in categorization decisions

Question-answering strategies and conceptual knowledge

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