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Reading Aloud: Evidence for Contextual Control over Lexical Activation

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Title: Reading Aloud: Evidence for Contextual Control over Lexical Activation
Language: English
Authors: Ferguson, Roy, Robidoux, Serje, Besner, Derek
Source: Journal of Experimental Psychology: Human Perception and Performance. Apr 2009 35(2):499-507.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Peer Reviewed: Y
Physical Description: PDF
Page Count: 9
Publication Date: 2009
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Cues, Semantics, Semiotics, Vocabulary Development, Reading Aloud to Others, Reader Text Relationship, Influences, Feedback (Response), Visual Stimuli, Undergraduate Students
DOI: 10.1037/a0013162
ISSN: 0096-1523
Abstract: Can readers exert control (albeit unconsciously) over activation at particular loci in the reading system? The authors addressed this issue in 4 experiments in which participants read target words aloud and the factors of prime-target relation (semantic, repetition), context (related, unrelated), stimulus quality (bright, dim), and relatedness proportion (RP; high, low) were manipulated. In the high RP condition (RP = 0.5), an interaction between semantic context and stimulus quality was observed in which low stimulus quality slowed unrelated targets more than related ones, replicating previous work. In contrast, the low RP condition (RP = 0.25) yielded additive effects of semantic context and stimulus quality. However, when low RP was examined within the context of repetition priming, context and stimulus quality once again interacted. These results are discussed in the context of a widely endorsed framework with the addition of the central assumption that there is control over feedback between various levels. (Contains 9 footnotes, 4 tables, 2 figures.)
Abstractor: As Provided
Number of References: 31
Entry Date: 2009
Accession Number: EJ834119
Database: ERIC
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  Data: Reading Aloud: Evidence for Contextual Control over Lexical Activation
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
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  Data: Journal Articles<br />Reports - Research
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  Data: 10.1037/a0013162
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  Data: Can readers exert control (albeit unconsciously) over activation at particular loci in the reading system? The authors addressed this issue in 4 experiments in which participants read target words aloud and the factors of prime-target relation (semantic, repetition), context (related, unrelated), stimulus quality (bright, dim), and relatedness proportion (RP; high, low) were manipulated. In the high RP condition (RP = 0.5), an interaction between semantic context and stimulus quality was observed in which low stimulus quality slowed unrelated targets more than related ones, replicating previous work. In contrast, the low RP condition (RP = 0.25) yielded additive effects of semantic context and stimulus quality. However, when low RP was examined within the context of repetition priming, context and stimulus quality once again interacted. These results are discussed in the context of a widely endorsed framework with the addition of the central assumption that there is control over feedback between various levels. (Contains 9 footnotes, 4 tables, 2 figures.)
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      – TitleFull: Reading Aloud: Evidence for Contextual Control over Lexical Activation
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