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Age of acquisition and imageability: a cross-task comparison.

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Title: Age of acquisition and imageability: a cross-task comparison.
Authors: Ploetz, Danielle M., Yates, Mark
Source: Journal of Research in Reading. Feb2016, Vol. 39 Issue 1, p37-49. 13p.
Subjects: Word recognition ability testing, Written communication, Orthography & spelling, Phonological awareness, Lexical access, Psychological feedback, Factorial experiment designs, Student engagement, Higher education
Abstract: Previous research has reported an imageability effect on visual word recognition. Words that are high in imageability are recognised more rapidly than are those lower in imageability. However, later researchers argued that imageability was confounded with age of acquisition. In the current research, these two factors were manipulated in a factorial design to assess their effect in a lexical decision task and a progressive demasking task. Across both tasks, there was a clear and robust effect of age of acquisition. In contrast, the imageability effect was only evident in the progressive demasking task. Both effects are explained within the connectionist framework in terms of network plasticity and semantic feedback activation. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research in Reading is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Age of acquisition and imageability: a cross-task comparison.
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  Data: <searchLink fieldCode="AR" term="%22Ploetz%2C+Danielle+M%2E%22">Ploetz, Danielle M.</searchLink><br /><searchLink fieldCode="AR" term="%22Yates%2C+Mark%22">Yates, Mark</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Reading%22">Journal of Research in Reading</searchLink>. Feb2016, Vol. 39 Issue 1, p37-49. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Word+recognition+ability+testing%22">Word recognition ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Written+communication%22">Written communication</searchLink><br /><searchLink fieldCode="DE" term="%22Orthography+%26+spelling%22">Orthography & spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Lexical+access%22">Lexical access</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br /><searchLink fieldCode="DE" term="%22Factorial+experiment+designs%22">Factorial experiment designs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink>
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  Label: Abstract
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  Data: Previous research has reported an imageability effect on visual word recognition. Words that are high in imageability are recognised more rapidly than are those lower in imageability. However, later researchers argued that imageability was confounded with age of acquisition. In the current research, these two factors were manipulated in a factorial design to assess their effect in a lexical decision task and a progressive demasking task. Across both tasks, there was a clear and robust effect of age of acquisition. In contrast, the imageability effect was only evident in the progressive demasking task. Both effects are explained within the connectionist framework in terms of network plasticity and semantic feedback activation. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Research in Reading is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=112357998
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        Value: 10.1111/1467-9817.12040
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        Text: English
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      – SubjectFull: Written communication
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      – SubjectFull: Orthography & spelling
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      – SubjectFull: Phonological awareness
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      – SubjectFull: Lexical access
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      – SubjectFull: Psychological feedback
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      – SubjectFull: Factorial experiment designs
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              Text: Feb2016
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              Y: 2016
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