Wendy S. Francis, Erika L. Guedea Morales, Manuel R. Meléndez Luján, Andrea Tovar
{"title":"孤立的和语境化的理解暴露对口语单词的产生具有持续的影响:来自双语重复引物的证据","authors":"Wendy S. Francis, Erika L. Guedea Morales, Manuel R. Meléndez Luján, Andrea Tovar","doi":"10.1016/j.jml.2024.104572","DOIUrl":null,"url":null,"abstract":"<div><div>The impact of comprehension exposures to words on their later production was investigated by measuring repetition priming in bilingual picture-naming RTs and accuracy in 4 experiments. Two types of encoding tasks were used to practice word comprehension in the language of later production: simple reading or listening and translating to another language. These encoding tasks speeded picture naming at retention intervals of several minutes and 24–48 h, with particularly strong effects when words to be read or translated were embedded in sentences. These results indicate that both isolated and contextualized comprehension exposures to words result in sustained learning that is evident in later production. The translation task elicited stronger repetition priming than silent reading or listening, which do not consistently result in conceptual access and provide less effective practice for later production. The findings support a theory in which repetition priming is based on the facilitation of shared component processes and reflects sustained learning.</div></div>","PeriodicalId":16493,"journal":{"name":"Journal of memory and language","volume":"140 ","pages":"Article 104572"},"PeriodicalIF":2.9000,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Isolated and contextualized comprehension exposures have sustained effects on spoken word production: Evidence from bilingual repetition priming\",\"authors\":\"Wendy S. Francis, Erika L. Guedea Morales, Manuel R. Meléndez Luján, Andrea Tovar\",\"doi\":\"10.1016/j.jml.2024.104572\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>The impact of comprehension exposures to words on their later production was investigated by measuring repetition priming in bilingual picture-naming RTs and accuracy in 4 experiments. Two types of encoding tasks were used to practice word comprehension in the language of later production: simple reading or listening and translating to another language. These encoding tasks speeded picture naming at retention intervals of several minutes and 24–48 h, with particularly strong effects when words to be read or translated were embedded in sentences. These results indicate that both isolated and contextualized comprehension exposures to words result in sustained learning that is evident in later production. The translation task elicited stronger repetition priming than silent reading or listening, which do not consistently result in conceptual access and provide less effective practice for later production. The findings support a theory in which repetition priming is based on the facilitation of shared component processes and reflects sustained learning.</div></div>\",\"PeriodicalId\":16493,\"journal\":{\"name\":\"Journal of memory and language\",\"volume\":\"140 \",\"pages\":\"Article 104572\"},\"PeriodicalIF\":2.9000,\"publicationDate\":\"2024-09-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of memory and language\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0749596X24000755\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of memory and language","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0749596X24000755","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}
Isolated and contextualized comprehension exposures have sustained effects on spoken word production: Evidence from bilingual repetition priming
The impact of comprehension exposures to words on their later production was investigated by measuring repetition priming in bilingual picture-naming RTs and accuracy in 4 experiments. Two types of encoding tasks were used to practice word comprehension in the language of later production: simple reading or listening and translating to another language. These encoding tasks speeded picture naming at retention intervals of several minutes and 24–48 h, with particularly strong effects when words to be read or translated were embedded in sentences. These results indicate that both isolated and contextualized comprehension exposures to words result in sustained learning that is evident in later production. The translation task elicited stronger repetition priming than silent reading or listening, which do not consistently result in conceptual access and provide less effective practice for later production. The findings support a theory in which repetition priming is based on the facilitation of shared component processes and reflects sustained learning.
期刊介绍:
Articles in the Journal of Memory and Language contribute to the formulation of scientific issues and theories in the areas of memory, language comprehension and production, and cognitive processes. Special emphasis is given to research articles that provide new theoretical insights based on a carefully laid empirical foundation. The journal generally favors articles that provide multiple experiments. In addition, significant theoretical papers without new experimental findings may be published.
The Journal of Memory and Language is a valuable tool for cognitive scientists, including psychologists, linguists, and others interested in memory and learning, language, reading, and speech.
Research Areas include:
• Topics that illuminate aspects of memory or language processing
• Linguistics
• Neuropsychology.