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Long-term repetition priming and semantic interference in a lexical-semantic matching task: tapping the links between object names and colors

Overview of attention for article published in Frontiers in Psychology, June 2014
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Title
Long-term repetition priming and semantic interference in a lexical-semantic matching task: tapping the links between object names and colors
Published in
Frontiers in Psychology, June 2014
DOI 10.3389/fpsyg.2014.00644
Pubmed ID
Authors

Toby J. Lloyd-Jones, Kazuyo Nakabayashi

Abstract

Using a novel paradigm to engage the long-term mappings between object names and the prototypical colors for objects, we investigated the retrieval of object-color knowledge as indexed by long-term priming (the benefit in performance from a prior encounter with the same or a similar stimulus); a process about which little is known. We examined priming from object naming on a lexical-semantic matching task. In the matching task participants encountered a visually presented object name (Experiment 1) or object shape (Experiment 2) paired with either a color patch or color name. The pairings could either match whereby both were consistent with a familiar object (e.g., strawberry and red) or mismatch (strawberry and blue). We used the matching task to probe knowledge about familiar objects and their colors pre-activated during object naming. In particular, we examined whether the retrieval of object-color information was modality-specific and whether this influenced priming. Priming varied with the nature of the retrieval process: object-color priming arose for object names but not object shapes and beneficial effects of priming were observed for color patches whereas inhibitory priming arose with color names. These findings have implications for understanding how object knowledge is retrieved from memory and modified by learning.

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Mendeley readers

The data shown below were compiled from readership statistics for 19 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United Kingdom 1 5%
New Zealand 1 5%
Unknown 17 89%

Demographic breakdown

Readers by professional status Count As %
Student > Master 5 26%
Researcher 4 21%
Lecturer 2 11%
Student > Ph. D. Student 2 11%
Student > Doctoral Student 1 5%
Other 3 16%
Unknown 2 11%
Readers by discipline Count As %
Psychology 12 63%
Linguistics 2 11%
Medicine and Dentistry 2 11%
Sports and Recreations 1 5%
Unknown 2 11%