Norme francophone de complétion de trigrammes chez des participants âgés de 30 à 93 ans

Martin, Sophie; Dressaire, Déborah; Guerdoux-Ninot, Estelle; Trouillet, R.; Brouillet, Denis; Brouillet, T.; Maury, P.

doi:10.1016/j.erap.2008.09.001

European Review of Applied Psychology

2009

DOI: 10.1016/j.erap.2008.09.001

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Norme francophone de complétion de trigrammes chez des participants âgés de 30 à 93 ans

Sophie Martin¹,

Déborah Dressaire²,

Estelle Guerdoux-Ninot³

et al.

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Cited by 7 publications

(10 citation statements)

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“…A high variability in responses was observed in the study of Martin, Dressaire, Guerdoux, Trouillet, Brouillet, Brouillet, and Maury (2009), which used unconstrained stems of French words. In 3,276 different participant answers, only one response achieved a degree of agreement of 60 %, and only 18 responses obtained a degree of agreement above 50 %.…”

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“…In 3,276 different participant answers, only one response achieved a degree of agreement of 60 %, and only 18 responses obtained a degree of agreement above 50 %. Martin et al (2009) proposed that one way to avoid the high variability of responses and, thus, maximize priming, is to use constrained or restricted-length stems, which means limiting completions to a particular word length. According to Martin et al (2009), limiting word length avoids an overestimation of participant performance.…”

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confidence: 99%

“…Martin et al (2009) proposed that one way to avoid the high variability of responses and, thus, maximize priming, is to use constrained or restricted-length stems, which means limiting completions to a particular word length. According to Martin et al (2009), limiting word length avoids an overestimation of participant performance. If there is no length limitation, participants can use strategies that lead them to generate very long or infrequent words that were not processed previously in the task.…”

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“…However, if constrained-length stems are used, it is easier to control the number of alternative responses, and also to identify a priori those alternatives and their linguistic characteristics (e.g., frequency, length, etc.). For this reason, in their normative study, Martin et al (2009) replaced unconstrained stems with constrained stems for which the only responses were five-letter words.…”

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Spanish norms for completion of restricted length word stems

et al. 2016

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This study presents a normative database of Spanish restricted length word stems that provides useful information for the selection of stimuli in memory experiments with Word Stem Completion (WSC) tasks. The database includes indices relative to stems (total baseline completion, priming baseline completion, priming, number of completions, ratio between given and deleted letters, and syllabic structure), and indices relative to characteristics of the words used to obtain the stems (frequency, familiarity, number of meanings, length, number of syllables, arousal, and valence). A WSC task was performed by 515 participants to calculate priming and baseline indices. An Exploratory Factor Analysis showed that these indices are grouped in four factors: perceptual, lexical, emotional, and response competition. Stepwise regression analyses performed with these factors showed that the lexical, response competition, and perceptual factors predict priming baseline completion, while only the lexical factor predicts priming. The model that best explains the relationship between priming and priming baseline completion was a cubic model, and the optimum baseline values for achieving priming were between .31 and .36. These norms can be downloaded as Supplemental Materials for this article from https://nuvol.uv.es/owncloud/index.php/s/hpj9by1qbENdjfj.Keywords Word stems . Normative database . Implicit memory . Priming baseline completion . Priming Word completion tasks are widely used to study different aspects of implicit memory in clinical and non-clinical popula-

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Spanish norms for completion of restricted length word stems

et al. 2016

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“…E. Wilson & Horton, 2002) or approximated rates from whole-word frequency (e.g., Chiarello & Hoyer, 1988;Pope & Kern, 2006). The available databases are based on different languages (Martin et al, 2009;Olofsson & Nyberg, 1992) and, thus, are of limited value to Englishspeaking populations, or they use few stems (Graf & Williams, 1987;Lee & Leslie, 2003). Data have been collected for 914 stems using American undergraduate students (Shaw, 1997), but completions include multiple (e.g., air bag), hyphenated (e.g., cul-de-sac), and abbreviated (e.g., aren't) words.…”

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British English norms for the spontaneous completion of three-letter word stems

Migo

Roper

Montaldi

et al. 2010

Behavior Research Methods

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Word stem completion tasks involve showing participants a number of words and then later asking them to complete word stems to make a full word. If the stem is completed with one of the studied words, it indicates memory. It is a test widely used to assess both implicit and explicit forms of memory. An important aspect of stimulus selection is that target words should not frequently be generated spontaneously from the word stem, to ensure that production of the word really represents memory. In this article, we present a database of spontaneous stem completion rates for 395 stems from a group of 80 British undergraduate psychology students. It includes information on other characteristics of the words (word frequency, concreteness, imageability, age of acquisition, common part of speech, and number of letters) and, as such, can be used to select suitable words to include in a stem completion task. Supplemental materials for this article may be downloaded from http://brm .psychonomic-journals.org/content/supplemental.Word stem completion (WSC) tasks have a long history of use in psychology, where their initial introduction indicated that implicit memory can be preserved in amnesic patients (Warrington & Weiskrantz, 1970). Participants are shown lists of words, unaware of a later memory task. Subsequently, they are presented with the first few letters of a word and are asked to complete this stem with the first word that comes to mind (see Roediger, Weldon, Stadler, & Riegler, 1992, for a review). Explicit memory versions ask for completions that are remembered from the study list (Greene, 1986). An increase in stem completion levels due to preexposure of the words indicates memory. This methodology is still widely used in tasks ranging from cerebral blood flow measures (Sorond, Schnyer, Serrador, Milberg, & Lipsitz, 2008) to behavioral tasks in healthy participants (Benjamin Clarke & Butler, 2008) and patients (e.g., Alzheimer's disease, LaVoie & Faulkner, 2008; schizophrenia, Pope & Kern, 2006).The selection of words to use in WSC tasks is critical. The stem must be able to form multiple words when completed. Words should not be proper nouns and should have sufficient frequency for participants to know them and their meanings. They should have relatively matched imageability and concreteness. Information on these characteristics is available through established databases (e.g., M. Wilson, 1988).One key criterion, particularly important for implicit tasks, is that the words used should not commonly be produced in a spontaneous WSC task. Since participants must generate the first completion that comes to mind, a frequent spontaneous completion reduces the distance between chance and ceiling performance. In imaging studies, "correct" responses would be more likely to be guesses, adding unwanted noise to the neural signal. Matching low levels of spontaneous WSC across word lists-and ideally, all words-ensures that tasks are sensitive and reliable.Spontaneous WSC rates are not easily available, and studies have run p...

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Italian norms for the spontaneous completion of three-letter word stems: A preliminary study

2019

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Norme francophone de complétion de trigrammes chez des participants âgés de 30 à 93 ans

Cited by 7 publications

References 46 publications

Spanish norms for completion of restricted length word stems

Spanish norms for completion of restricted length word stems

British English norms for the spontaneous completion of three-letter word stems

Italian norms for the spontaneous completion of three-letter word stems: A preliminary study

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