Journal of verbal learning and verbal behavior最新文献

{"title":"The effect of input direction on the processing of script statements","authors":"Karl Haberlandt,&nbsp;Geoffrey Bingham","doi":"10.1016/S0022-5371(84)90115-4","DOIUrl":"10.1016/S0022-5371(84)90115-4","url":null,"abstract":"<div><p>Three experiments are described in which input direction of a pair of script statements was manipulated. It was shown that subjects process statements faster when they were presented in a forward direction which reflects the causal dependencies between them than when they were presented in a backward direction which reverses the typical order of actions. In Experiments 1 and 2 subjects performed a relatedness judgment for pairs of script statements faster for forward than for backward pairs. In Experiment 3, where a reading and recognition task was used, target sentences were studied faster in forward than in backward pairs. The forward advantage observed in these experiments is interpreted in terms of a “Bundle” model of script representation and in terms of the causal dependency between the script actions.</p></div>","PeriodicalId":89821,"journal":{"name":"Journal of verbal learning and verbal behavior","volume":"23 2","pages":"Pages 162-177"},"PeriodicalIF":0.0,"publicationDate":"1984-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0022-5371(84)90115-4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55829605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Semantic processing of unattended words by bilinguals: A test of the input switch mechanism","authors":"Robert E. Guttentag,&nbsp;Marshall M. Haith,&nbsp;Gail S. Goodman,&nbsp;Jean Hauch","doi":"10.1016/S0022-5371(84)90126-9","DOIUrl":"10.1016/S0022-5371(84)90126-9","url":null,"abstract":"<div><p>In three experiments bilingual subjects were presented stimuli consisting of a target word surrounded above and below by two copies of a to-be-ignored flanker word. Words from four semantic categories were used; two of the categories were assigned to one response while the other two categories were assigned to the second response. The language of the target and flanker words differed on all trials in Experiments 1 and 2 (cross-language flankers), while Experiment 3 involved a comparison between the effects of cross-language and same-language flankers. It was found that target response times were affected by the meaning of the to-be-ignored flanker words, both when the targets and flankers were printed in the same language (Experiment 3) and when they were printed in different languages (Experiments 1–3). It was concluded that this finding is difficult to reconcile with the view that bilinguals possess an “input switch” which operates to switch on processing in just one of their language systems at a time.</p></div>","PeriodicalId":89821,"journal":{"name":"Journal of verbal learning and verbal behavior","volume":"23 2","pages":"Pages 178-188"},"PeriodicalIF":0.0,"publicationDate":"1984-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0022-5371(84)90126-9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55829645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reading strategies for children and adults: Some empirical evidence","authors":"Doris Aaronson,&nbsp;Steven Ferres","doi":"10.1016/S0022-5371(84)90137-3","DOIUrl":"10.1016/S0022-5371(84)90137-3","url":null,"abstract":"<div><p>Task-linked reading strategies were studied in adults and fifth graders who read sentences for retention (verbatim recall) or for comprehension (true—false responses to statements). Word-by-word reading times (RTs) were analyzed for nine linguistic indices that reflect the coding of individual words, of structure, and of meaning. For the recall task, the adult RTs primarily reflected the syntactic structure, as illustrated by prolonged phrase boundary RTs, and significant RT differences between lexical and copular verbs, and between sentences with and without embedded relative clauses. For the comprehension task, the adult RTs primarily reflected the semantic content, as illustrated by semantic integration and facilitation scores. However, for children, both the structure and meaning indices were higher for recall than comprehension subjects. Further, children from both task groups appear to use reading strategies that involve mixtures of adult components.</p></div>","PeriodicalId":89821,"journal":{"name":"Journal of verbal learning and verbal behavior","volume":"23 2","pages":"Pages 189-220"},"PeriodicalIF":0.0,"publicationDate":"1984-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0022-5371(84)90137-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55829674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A characteristic-to-defining shift in the development of word meaning","authors":"Frank C. Keil,&nbsp;Nancy Batterman","doi":"10.1016/S0022-5371(84)90148-8","DOIUrl":"10.1016/S0022-5371(84)90148-8","url":null,"abstract":"<div><p>Many word meanings seem to have a mixture of two representational types, sometimes known as characteristic and defining features. It is proposed that meanings typically develop from representations in which characteristic features predominate to those in which defining features become more central. (The same shift can also be described without the assumption of featural decomposition of meaning.) A study with preschool and elementary school children confirmed this proposal by showing that children's judgments of whether brief stories described valid instances of a concept shifted in a manner predicted by these hypotheses.</p></div>","PeriodicalId":89821,"journal":{"name":"Journal of verbal learning and verbal behavior","volume":"23 2","pages":"Pages 221-236"},"PeriodicalIF":0.0,"publicationDate":"1984-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0022-5371(84)90148-8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55829770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correlated properties in natural categories","authors":"Barbara C. Malt,&nbsp;Edward E. Smith","doi":"10.1016/S0022-5371(84)90170-1","DOIUrl":"10.1016/S0022-5371(84)90170-1","url":null,"abstract":"<div><p>In most models of categorization, the properties of category members are assumed to be independent of one another. Several sources of evidence suggest, however, that this assumption may be false, and furthermore, that the nonindependence of properties may have important consequences for categorization. In the experiments presented here, it was demonstrated that properties of natural categories occur in systematic relation to one another rather than independently. Property relations did not seem to influence typicality judgments when the potential impact was assessed using models similar to those in the concept-learning literature. In a further experiment, under different conditions, property relations did influence typicality, suggesting that knowledge of such relationships may mainly concern certain particularly salient or functional combinations.</p></div>","PeriodicalId":89821,"journal":{"name":"Journal of verbal learning and verbal behavior","volume":"23 2","pages":"Pages 250-269"},"PeriodicalIF":0.0,"publicationDate":"1984-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0022-5371(84)90170-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55829901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effects of causal cohesion on comprehension and memory","authors":"Janice M. Keenan,&nbsp;Susan D. Baillet,&nbsp;Polly Brown","doi":"10.1016/S0022-5371(84)90082-3","DOIUrl":"10.1016/S0022-5371(84)90082-3","url":null,"abstract":"<div><p>Two experiments are reported in which sentence-by-sentence reading times were collected on two-sentence paragraphs, where the first sentence specified a cause for the event in the second sentence. Each paragraph had four versions. All versions had the same second sentence and were referentially coherent; they differed, however, in the causal relatedness of the two sentences. Despite referential coherence, reading times for second sentences were shown to steadily increase as causal relatedness decreased. Recognition and recall memory for the causes was poorest for the most and least related causes and best for causes of intermediate levels of relatedness.</p></div>","PeriodicalId":89821,"journal":{"name":"Journal of verbal learning and verbal behavior","volume":"23 2","pages":"Pages 115-126"},"PeriodicalIF":0.0,"publicationDate":"1984-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0022-5371(84)90082-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55829391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lexical and conceptual representation in beginning and proficient bilinguals","authors":"Mary C. Potter,&nbsp;Kwok-Fai So,&nbsp;Barbara Von Eckardt,&nbsp;Laurie B. Feldman","doi":"10.1016/S0022-5371(84)90489-4","DOIUrl":"10.1016/S0022-5371(84)90489-4","url":null,"abstract":"<div><p>Two hypotheses about the association between the equivalent words in a bilingual's two languages are considered. The <em>word association</em> hypothesis proposes that a direct association is established between words in the two languages. During second-language acquisition, that association is used to understand and produce words in the second language by retrieving a word in the first language. The <em>concept mediation</em> hypothesis proposes that the only connection between the two languages is via an underlying, amodal conceptual system, one to which pictured objects also have access. The hypotheses make different predictions about the time to name pictures in the second language relative to the time to translate first-language words into the second language. Two experiments are reported, one with proficient Chinese—English bilinguals and the second with nonfluent English—French bilinguals (American high school students). Subjects read words aloud, named pictures, and translated words; one Chinese—English group categorized pictures and words. The results were consistent with the concept mediation hypothesis and contradicted predictions of the word association hypothesis. There was no evidence for a direct association between words in the two languages in either bilingual group.</p></div>","PeriodicalId":89821,"journal":{"name":"Journal of verbal learning and verbal behavior","volume":"23 1","pages":"Pages 23-38"},"PeriodicalIF":0.0,"publicationDate":"1984-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0022-5371(84)90489-4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55831887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Concepts and their surface representations","authors":"Joan Gay Snodgrass","doi":"10.1016/S0022-5371(84)90479-1","DOIUrl":"10.1016/S0022-5371(84)90479-1","url":null,"abstract":"<div><p>Pictures versus the words that name them and words in one language versus their translations in another represent pairs of different surface forms of presumably identical concepts. A controversy common to both the picture—word and bilingualism literature is whether the two different surface forms access the same conceptual representation—the common-code view of memory—or whether they access different conceptual representations—the dual-code view of memory. Some of the criteria which have been proposed to support each hypothesis when response time in an on-line semantic memory task is used as the dependent variable are reviewed. These criteria include equality of reaction times for each surface form and the absence of an interaction in reaction times to the two surface forms when either a facilitating or interfering manipulation is employed. The results of the remaining four papers in this series, previewed here, are consistent in showing similar results across the pairs of surface forms, but differ about whether the evidence supports a unitary or dual code model. In particular, the papers are generally consistent in showing equality of facilitation effects across the two surface forms (no interaction) but inequality of interference effects. The inconsistency of evidence for either model is tentatively resolved by assuming that subjects can operate at different levels of processing, such that a common meaning can be accessed from either surface form if it is in the subject's interest to do so, thereby producing equal facilitating effects, but that the meaning of one surface form can be ignored when the task demands it, leading to unequal interference effects (and, in most cases, to the lack of any interference effects from a meaningful stimulus in the to-be-rejected surface form). A model for picture—word-processing is presented as a working framework for understanding the results of the on-line semantic task and for reconciling the often-observed dissociation between on-line processing times and the strength of the episodic memory trace left by such processing.</p></div>","PeriodicalId":89821,"journal":{"name":"Journal of verbal learning and verbal behavior","volume":"23 1","pages":"Pages 3-22"},"PeriodicalIF":0.0,"publicationDate":"1984-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0022-5371(84)90479-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55832231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Recognizing words, pictures, and concepts: A comparison of lexical, object, and reality decisions","authors":"Judith F. Kroll,&nbsp;Mary C. Potter","doi":"10.1016/S0022-5371(84)90499-7","DOIUrl":"10.1016/S0022-5371(84)90499-7","url":null,"abstract":"<div><p>A series of five experiments addressed the question of whether pictures and the words that name them access a common conceptual representation. In the first three experiments the processing of words in the <em>lexical decision task</em> was compared with the processing of pictured objects in a formally analogous task which we called the <em>object decision task</em>. The results showed that the lexical and object decision tasks produce approximately similar response latencies and are similar in their sensitivity to a set of experimental manipulations (e.g., frequency effects, interference effects, semantic facilitation from related words or pictures). In two additional experiments the processing of words was compared with that of pictures in a mixed <em>reality decision task</em> in which a decision about whether a word or picture represents a real thing is to be made independent of the surface form. The results indicated that subjects were unable to make amodal decisions of this sort; the response latencies in reality decision were markedly longer than those in either a pure lexical or pure object decision and there was little conceptual transfer across repetitions of different surface forms. Overall, the results of the five experiments suggest that the major component in a lexical or object decision is a form-specific memory representation of the word or visual object.</p></div>","PeriodicalId":89821,"journal":{"name":"Journal of verbal learning and verbal behavior","volume":"23 1","pages":"Pages 39-66"},"PeriodicalIF":0.0,"publicationDate":"1984-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0022-5371(84)90499-7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55831921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Commentary: On pictures, words, and their mental representation","authors":"Paul A. Kolers,&nbsp;Susan J. Brison","doi":"10.1016/S0022-5371(84)90539-5","DOIUrl":"10.1016/S0022-5371(84)90539-5","url":null,"abstract":"<div><p>We share the interest in and enthusiasm for the study of the representation and integration of knowledge that marks the present set of papers. A few of them express a common theme regarding the form of this representation, statable as a belief in a common conceptual code for knowledge. We do not find clear empirical support for this view and find, furthermore, that some of the a priori assumptions underlying the view are questionable. We especially question the ready adoption of a notion of equivalence in picture—word testing, and argue that some of the tests are based on a faulty description of their stimuli; and we show further that some of the claims for bilingual equivalence may be accommodated as well by notions of strategy, set, and skill. In the end we suggest that means-specific representations may provide as plausible an account of knowledge as appeals to a common code do. These many conjectures do seem amenable to empirical test and the present set of papers could well provide a stimulus for further study of these fundamental issues regarding the description of the mind's operations.</p></div>","PeriodicalId":89821,"journal":{"name":"Journal of verbal learning and verbal behavior","volume":"23 1","pages":"Pages 105-113"},"PeriodicalIF":0.0,"publicationDate":"1984-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0022-5371(84)90539-5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55832554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}