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Warker, Jill A.; Dell, Gary S. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
Novel phonotactic constraints can be acquired by hearing or speaking syllables that follow a novel constraint. When learned from hearing syllables, these newly learned constraints generalize to syllables that were not experienced during training. However, generalization of phonotactic learning to novel syllables has never been persuasively…
Descriptors: Experimental Psychology, Syllables, Generalization, Speech Communication
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Tooley, Kristen M.; Konopka, Agnieszka E.; Watson, Duane G. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
In 3 experiments, we investigated whether intonational phrase structure can be primed. In all experiments, participants listened to sentences in which the presence and location of intonational phrase boundaries were manipulated such that the recording included either no intonational phrase boundaries, a boundary in a structurally dispreferred…
Descriptors: Experimental Psychology, Phrase Structure, Priming, Sentences
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Thomaschke, Roland; Hopkins, Brian; Miall, R. Christopher – Journal of Experimental Psychology: Human Perception and Performance, 2012
Previous research has shown that actions impair the visual perception of categorically action-consistent stimuli. On the other hand, actions can also facilitate the perception of spatially action-consistent stimuli. We suggest that motorvisual impairment is due to action planning processes, while motorvisual facilitation is due to action control…
Descriptors: Priming, Stimuli, Visual Perception, Cues
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Andrews, Sally; Lo, Steson – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2012
This experiment investigated whether individual differences in written language proficiency among university students predict the early stages of lexical retrieval tapped by the masked form priming lexical decision task. To separate the contributions of sublexical facilitation and lexical competition to masked form priming, the effects of prime…
Descriptors: Priming, Spelling, Written Language, Inhibition
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Thomas, Laura E. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Directed actions can play a causal role in cognition, shaping thought processes. What drives this cross-talk between action and thought? I investigated the hypothesis that representations in spatial working memory mediate interactions between directed actions and problem solving. Participants attempted to solve an insight problem while…
Descriptors: Spatial Ability, Short Term Memory, Experimental Psychology, Problem Solving
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Liberman, Nira; Polack, Orli; Hameiri, Boaz; Blumenfeld, Maayan – Journal of Experimental Child Psychology, 2012
According to construal level theory, psychological distance promotes more abstract thought. Theories of creativity, in turn, suggest that abstract thought promotes creativity. Based on these lines of theorizing, we predicted that spatial distancing would enhance creative performance in elementary school children. To test this prediction, we primed…
Descriptors: Priming, Elementary School Students, Creativity, Creativity Tests
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Gottesman, Carmela V. – Journal of Experimental Psychology: Human Perception and Performance, 2011
Four experiments examined whether scene processing is facilitated by layout representation, including layout that was not perceived but could be predicted based on a previous partial view (boundary extension). In a priming paradigm (after Sanocki, 2003), participants judged objects' distances in photographs. In Experiment 1, full scenes (target),…
Descriptors: Priming, Experimental Psychology, Universities, Spatial Ability
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Defever, Emmy; Sasanguie, Delphine; Gebuis, Titia; Reynvoet, Bert – Journal of Experimental Child Psychology, 2011
How people process and represent magnitude has often been studied using number comparison tasks. From the results of these tasks, a comparison distance effect (CDE) is generated, showing that it is easier to discriminate two numbers that are numerically further apart (e.g., 2 and 8) compared with numerically closer numbers (e.g., 6 and 8).…
Descriptors: Models, Mathematics Tests, Kindergarten, Grade 6