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Li, Meng-Feng; Lin, Wei-Chun; Chou, Tai-Li; Yang, Fu-Ling; Wu, Jei-Tun – Journal of Psycholinguistic Research, 2015
Previous studies about the orthographic neighborhood size (NS) in Chinese have overlooked the morphological processing, and the co-variation between the character frequency and the the NS. The present study manipulated the word frequency and the NS simultaneously, with the leading character frequency controlled, to explore their influences on word…
Descriptors: Chinese, Word Recognition, Psycholinguistics, Language Processing
Forster, Kenneth I. – Brain and Language, 2004
Previous work indicates that semantic categorization decisions for nonexemplars (e.g., deciding that TURBAN is not an animal name) are faster for high-frequency words than low-frequency words. However, there is evidence that this result might depend on category size. When narrow categories are used (e.g., Months, Numbers), there is no frequency…
Descriptors: Effect Size, Semantics, Classification, Word Frequency
Dohmes, Petra; Zwitserlood, Pienie; Bolte, Jens – Brain and Language, 2004
We examined the contribution of semantic similarity to morphological priming effects, using the immediate (Exp. 1 and 3) and the delayed variant (Exp. 2) of picture-word interference. Distractor words were either compounds morphologically related to the picture name, but differing with respect to their semantic transparency (hummingbird, jailbird…
Descriptors: Semantics, Morphology (Languages), Experiments, Word Recognition
Yates, Mark – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005
The author investigated the role of phonological neighborhood on visual word recognition. Using a lexical decision task, the author showed in Experiment 1 that words with large phonological neighborhoods were processed more rapidly than those with smaller phonological neighborhoods. This facilitative effect was obtained even when the nonword…
Descriptors: Semantics, Phonology, Word Processing, Neighborhoods
Moats, Louisa C. – Reading and Writing Quarterly, 2004
One comprehensive curriculum designed to remediate chronic reading failure in adolescents directly addresses all the language weaknesses typical of these individuals. In many interlocking strands, phonological, semantic, syntactic, pragmatic, and discourse processing skills are cumulatively and systematically taught over several years.…
Descriptors: Elementary Education, Semantics, Word Recognition, Reading Failure