A Time Course View of Sentence Priming Effects

Meaning activation was estimated during (standard naming) and after (delayed naming) target presentation to chart the time course of priming effects during reading comprehension. Using sentences biasing homographs toward their dominant and subordinate meanings, two experiments evaluated context effe...

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Bibliographic Details
Published in:Journal of psycholinguistic research 2004-09, Vol.33 (5), p.383-405
Main Authors: Paul, Stephen T, Kellas, George
Format: Article
Language:English
Subjects:
Association Learning
Attention
Comprehension
Context Effect
Evidence
Humans
Language Processing
Memory, Short-Term
Naming
Phonetics
Priming
Psycholinguistics
Reaction Time
Reading
Reading Comprehension
Semantics
Semiotics
Sentences
Students - psychology
Time Factors (Learning)
Verbal Learning
Vocabulary
Word Recognition
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Summary:Meaning activation was estimated during (standard naming) and after (delayed naming) target presentation to chart the time course of priming effects during reading comprehension. Using sentences biasing homographs toward their dominant and subordinate meanings, two experiments evaluated context effects across three naming-cue delays: immediate, baseline, baseline+600 ms all at a 0-ms interstimulus interval. When participants named a target immediately as it was presented, results converged with previous findings demonstrating initial context-sensitive meaning activation. The delayed naming conditions revealed little post-access influences for dominant contexts. Subordinate contexts, however, provided the strongest evidence of continued (or sustained) processing. It was concluded that context has immediate and automatic effects on initial meaning activation, after which, strategies are invoked for fine-tuning an interpretation of a sentence and integrating it with new information.
ISSN:0090-6905
1573-6555
DOI:10.1023/B:JOPR.0000039547.53802.7a