Verbal satiation and changes in the intensity of meaning.

Lambert, Wallace E.; Jakobovits, Leon A.

doi:10.1037/h0045624

Cited by 122 publications

(110 citation statements)

References 6 publications

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“…By means of this "cross-linguistic semantic satiation" procedure they found that compound bilinguals cross-satiate whereas coordinates do not. Comparing the results of this study with the results of their previous experimenta with monolinguals (Lambert and Jakobovits, 1960), they substantiated the hypothesis that bilinguals in general are less susceptible to the satiation effect than are monolinguals. Added support to this hypothesis came from another study (Sepinwall, 1961), which showed a significant negative correlation between success in paired-associate learning and susceptibility to the semantic satiation effect.…”

Section: The Phenomenon Of Semantic Satiationsupporting

confidence: 78%

“…More recently, a study by Lambert and Jakobovits (1960) bas resulted in a more objective and reliable method of measuring the phenomenon of verbal satiation, thereby opening up various new avenues of research in this area. They have introduced "semantic differentia!"…”

Section: The Phenomenon Of Semantic Satiationmentioning

confidence: 99%

“…Duncan (1956) also tries to show the similarity between Hull's IR construct and satiation. Lambert and Jakobovits (1960) viewed semantic satiation as a particular case of Hull's general formulation of the principle of reactive inhibition. However, the potential value of their interpretation lies not in viewing the phenomenon as a form of reactive inhibition, but in trying to relate the phenomenon of semantic satiation to Osgood's theory of meaning (Osgood, 1953).…”

Section: The Phenomenon Of Semantic Satiationmentioning

confidence: 99%

“…One such antecedent condition is the repeated experiencing of the verbal stimulus material to the point where it loses meaning. This loss of meaning following repeated presentation of verbal stimuli bas recently been investigated (Lambert and Jakobovits, 1960;Wertheimer, 1960), and bas been named "verbal" or "semantic" satiation. Since the phenomenon of semantic satiation refers to an inhibitory effect of repeated experience or practice on the meaning of verbal stimuli, it is not unreasonable to presume that the phenomenon may have further implications for pairedassociate verbal learning.…”

Section: Introductionmentioning

confidence: 99%

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Semantic satiation and paired-associate learning.

Kanungo¹,

Lambert²,

Mauer³

1962

Journal of Experimental Psychology

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ACKNOWLEDGEMENTIn the course of this research work many have helped me, to whom I can only inadequately express my gratitude.To my advisor, Dr. Wallace E. Lambert, whose careful and constant guidance made completion of this thesis possible, my debt is too great ever to be repaid. INTRODUCTIONThe normal human perceives his environment as a stable and meaningful world of objects, persons, and events, whereas for a newborn child, the same environment probably appears as an aggregate of meaningless shapes and movements. These differences in perceptions are attributable to differences in experiences and contacts with the environment. Through repeated contacts, the individual gradually learns to perceive stimuli in predictable relations and is able to improve his future reactions to the same or similar stimuli.In other words, perceiving meaningful elements in one's environment consciousness within a few seconds after the fixation began. They also pointed out that the meaning of the word vanished when its proper sound image disappeared, and that the disappearance was due to a shifting of attention from one part of the visually perceived word to another. For instance, for their subjects, the word "castle" became "cast-le", the word "toward" became "to-ward," and so on. They also noticed that with prolonged visual fixation a word may look familiar and yet may cease to have any meaning. The authors, following Titchener, interpreted the findings in terms of the "core-contextn theory of meaning. For them the meaning of a word was determined by the associated ideas (context) that word evokes when presented to the subject. Thus they differentiated "meaning" from "familiarity," and they argued that their experiments clearly demonstrated the fact that familiarity does not necessarily involve associated ideas. In other words, prolonged visual fixation of a word leads to loss of meaning or "associative power" in a word without apparent loss of familiarity.Bassett and Warne (1919) used a continued verbal repetition procedure and found that with repetition the word !ost both its meaning and familiarity. The word after continued repetition appeared devoid of any sense and appeared foreign to their subjects. When the meaning of a word dropped away, subjects reported their experience to be very similar to that of encountering a nonsense syllable or a combination of sounds which was neither familiar nor unfamiliar. Occasionally the subjects reported "a feeling of blankness" probably due to the persistence of the sheer sound of the word. The meaning of the word was thus forced into the -6--background and the word lost its distinctiveness.

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Section: The Phenomenon Of Semantic Satiationsupporting

confidence: 78%

Section: The Phenomenon Of Semantic Satiationmentioning

confidence: 99%

Section: The Phenomenon Of Semantic Satiationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Semantic satiation and paired-associate learning.

Kanungo¹,

Lambert²,

Mauer³

1962

Journal of Experimental Psychology

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“…Loss of meaning is measured by a departure from polarity on semantic differential scales, such as good-bad, strongweak, etc. (Lambert & Jakobovits, 1960). When repeated in rapid succession and rated on some semantic differential scale, immediately thereafter the words tend to be placed neither toward one (e.g., good) nor the other (e.g., bad) end of the scale, but are rated toward the neutral point of the scale.…”

Section: Discussionmentioning

confidence: 99%

Attitudinal effects of mere exposure.

Zajonc

1968

Journal of Personality and Social Psychology

5,174

157

2,971

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The hypothesis is offered that mere repeated exposure of the individual to a stimulus object enhances his attitude toward it. By "mere" exposure is meant a condition making the stimulus accessible to the individual's perception. Support for the hypothesis consists of 4 types of evidence, presented and reviewed: (a) the correlation between affective connotation of words and word frequency; (b) the effect of experimentally manipulated frequency of exposure upon the affective connotation of nonsense words and symbols; (c) the correlation between word frequency and the attitude to their referents; (d) the effects of experimentally manipulated frequency of exposure on attitude. The relevance for the exposure-attitude hypothesis of the exploration theory and of the semantic satiation findings were examined.

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Stylistic Factors in Learning and Retention

McKenna

1968

ETS Research Bulletin Series

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The purposes of this investigation were, first, to determine the extent of individual consistency in the tendencies to err either by omission or commission in tasks requiring learning and retention, and, secondly, to determine the relationship between any such consistent tendencies and relevant cognitive, personality, and ability variables. A battery of 26 tests from which 86 variables were generated was administered to 147 college students, 70 men and 77 women, by individual and group testing. Information concerning scholastic ability and achievement, as well as control measures of socioeconomic status and seating position in the testing room, were included in the analysis. The 86 variables were intercorrelated, and 44 were factor analyzed by the method of principal components. Thirteen obtained factors were rotated to oblique simple structure by the Promax method plus three visual rotations. Loadings for the remaining 42 variables were determined by extension methods. Thirteen first order factors and four second order were then cast into a Schmid‐Leiman hierarchical solution. Four first order factors were interpreted as representing error styles in learning and retention. The clearest stylistic factor obtained at this level, Factor V, was characterized by omission tendencies in span memory for primarily numerical stimuli. Other stylistic factors were interpreted as commission tendencies in connected discourse, Factor IV; omission tendencies

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Verbal satiation and changes in the intensity of meaning.

Cited by 122 publications

References 6 publications

Semantic satiation and paired-associate learning.

Semantic satiation and paired-associate learning.

Attitudinal effects of mere exposure.

Stylistic Factors in Learning and Retention

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