Title |
Bedding down new words: Sleep promotes the emergence of lexical competition in visual word recognition
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Published in |
Psychonomic Bulletin & Review, October 2016
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DOI | 10.3758/s13423-016-1182-7 |
Pubmed ID | |
Authors |
Hua-Chen Wang, Greg Savage, M. Gareth Gaskell, Tamara Paulin, Serje Robidoux, Anne Castles |
Abstract |
Lexical competition processes are widely viewed as the hallmark of visual word recognition, but little is known about the factors that promote their emergence. This study examined for the first time whether sleep may play a role in inducing these effects. A group of 27 participants learned novel written words, such as banara, at 8 am and were tested on their learning at 8 pm the same day (AM group), while 29 participants learned the words at 8 pm and were tested at 8 am the following day (PM group). Both groups were retested after 24 hours. Using a semantic categorization task, we showed that lexical competition effects, as indexed by slowed responses to existing neighbor words such as banana, emerged 12 h later in the PM group who had slept after learning but not in the AM group. After 24 h the competition effects were evident in both groups. These findings have important implications for theories of orthographic learning and broader neurobiological models of memory consolidation. |
X Demographics
Geographical breakdown
Country | Count | As % |
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United Kingdom | 7 | 41% |
Australia | 3 | 18% |
United States | 2 | 12% |
Germany | 1 | 6% |
Unknown | 4 | 24% |
Demographic breakdown
Type | Count | As % |
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Members of the public | 9 | 53% |
Scientists | 6 | 35% |
Science communicators (journalists, bloggers, editors) | 2 | 12% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
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United States | 1 | 2% |
Unknown | 53 | 98% |
Demographic breakdown
Readers by professional status | Count | As % |
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Student > Ph. D. Student | 12 | 22% |
Student > Master | 10 | 19% |
Student > Bachelor | 7 | 13% |
Researcher | 6 | 11% |
Student > Doctoral Student | 4 | 7% |
Other | 6 | 11% |
Unknown | 9 | 17% |
Readers by discipline | Count | As % |
---|---|---|
Psychology | 23 | 43% |
Linguistics | 7 | 13% |
Social Sciences | 3 | 6% |
Arts and Humanities | 2 | 4% |
Agricultural and Biological Sciences | 1 | 2% |
Other | 3 | 6% |
Unknown | 15 | 28% |