Perhaps the lexicon is coded as a function of word frequency

Allen, Philip A.; McNeal, Machelle; Kvak, Donna

doi:10.1016/0749-596x(92)90041-u

Cited by 62 publications

(83 citation statements)

References 27 publications

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“…Paap and colleagues (Paap, Newsome, McDonald, & Schvaneveldt, 1982;Paap & Johansen, 1994) argued that frequency effects occur during a verification phase, following the initial activation phase. However, this claim has been challenged by Allen and colleagues (Allen, McNeal, & Kvak, 1992;Allen, Smith, Lien, Weber, & Madden, 1997). Models adopting a distributed representation of word knowledge, however, do not assume distinct stages during word recognition, such as pre-or postlexical access stages (e.g., Seidenberg & McClelland, 1989;Plaut et al, 1996).…”

mentioning

confidence: 99%

Time Course of Frequency Effects in Spoken-Word Recognition: Evidence from Eye Movements

Dahan

Magnuson

Tanenhaus

2001

Cognitive Psychology

333

334

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mentioning

confidence: 99%

Time Course of Frequency Effects in Spoken-Word Recognition: Evidence from Eye Movements

Dahan

Magnuson

Tanenhaus

2001

Cognitive Psychology

333

334

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“…Second, lexical access is influenced by word familiarity, which is correlated with REREADING TEXT 235 word frequency (Seidenberg & McClelland, 1989). Lastly, word frequency is negatively correlated with measures of lexical access, such as lexical decision latencies (Allen, McNeal, & Kvak, 1992, but see Balota & Chumbley, 1984). In order to measure proposition assembly, the number ofpropositions and the number ofnew argument nouns in each sentence were computed.…”

Section: Predictor Variablesmentioning

confidence: 99%

Resource allocation during the rereading of scientific texts

1998

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Two experiments examined how cognitive resources are allocated to comprehension processes across two readings of the same scientific texts, In Experiment 1, readers read and later reread texts describing scientific topics, The results indicated that across readings, readers decreased resources allocated to proposition assembly, increased resources allocated to text-level integration, and expended a similar amount of resources to lexical access, Subjects who reread the texts after a week delay showed a similar pattern, except that they did not show the increase for text-level integration. Experiment 2 revealed a similar pattern of results with a moving window procedure, except that there was a significant decrease in resources allocated to lexical access across exposures. This experiment also indicated that the rereading speedup was greatest at sentence boundaries, suggesting that the prior exposure enabled readers to immediately process each word. Overall, the results are consistent with the claim that readers allocate proportionally more available resources to text-level integration during rereading because proposition assembly, which enables text-level integration, can be completed with fewer resources.Readers typically require more than one reading to understand a difficult text. Students, for example, often read their texts multiple times in hope of increasing their comprehension. Theoretically, multiple readings should facilitate comprehension because there would be more than one opportunity to acquire information from the text. With each reading, the comprehender would be able to further elaborate, repair, verify, and strengthen the existing text representation. Therefore, if a process or operation is not completed during one reading, it might be completed during a subsequent reading. Empirically, processing times have been shown to decrease across repeated exposures (Kolers, 1976;Levy & Burns, 1990;Rothkopf, 1968), whereas the memory and the comprehension of the material increases (Bromage & Mayer, 1986;Mayer, 1983;Rothkopf, 1968). Although this body of research indicates that reprocessing facilitates comprehension, the exact nature of how comprehension changes across multiple readings is relatively unknown.The goal of the present research was to examine the on-line comprehension of scientific texts across two readings of scientific texts. We chose scientific texts because college students normally have difficulty comprehending these types of texts, and therefore would benefit from additional readings. The question of primary

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“…4 As usual, this facilitative effect of neighborhood size for low-frequency words was accompanied by an inhibitory effect of neighborhood size for nonwords. In addition, the magnitude of the word frequency effect was similar for unlimited and limited stimulus presentation exposures (see, also, Allen et al, 1992;Perea et al, 2002a). Interestingly, the lack of an interaction between word frequency and stimulus presentation duration seems to suggest that the M criterion was not lowered in the limited viewing time condition.…”

Section: Resultsmentioning

confidence: 80%

“…3 Given that the manipulation in Grainger et al's (1992) experiments was between subjects, the issue is whether the participants in Experiment 2 were simply faster than those in Experiment 1 and, so, the neighborhoodfrequency effect decreased (i.e., the participants were relying on incomplete processing of the stimulus) or, alternatively, whether it was the manipulation of stimulus presentation duration that caused the decrease in the magnitude of the neighborhood frequency effect. Keep in mind that the use of brief and masked presentations does not necessarily provoke faster RTs (e.g., Allen, McNeal, & Kvak, 1992;Perea, Rosa, & Gómez, 2002a). To avoid any potential strategies that participants could use when the stimulus presentation duration was blocked across participants, the manipulation of the stimulus presentation duration was within subjects in the present experiments.…”

Section: Stimulus Presentation Duration and The Neighborhood Size Effectmentioning

confidence: 99%

Influence of neighborhood size and exposure duration on visual-word recognition: Evidence with the yes/no and the go/no-go lexical decision tasks

Perea

Rosa

Gómez

2003

Perception & Psychophysics

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Perhaps the lexicon is coded as a function of word frequency

Cited by 62 publications

References 27 publications

Time Course of Frequency Effects in Spoken-Word Recognition: Evidence from Eye Movements

Time Course of Frequency Effects in Spoken-Word Recognition: Evidence from Eye Movements

Resource allocation during the rereading of scientific texts

Influence of neighborhood size and exposure duration on visual-word recognition: Evidence with the yes/no and the go/no-go lexical decision tasks

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