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Long-lasting semantic interference effects in object naming are not necessarily conceptually mediated

Overview of attention for article published in Frontiers in Psychology, May 2015
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Title
Long-lasting semantic interference effects in object naming are not necessarily conceptually mediated
Published in
Frontiers in Psychology, May 2015
DOI 10.3389/fpsyg.2015.00578
Pubmed ID
Authors

Emma Riley, Katie L. McMahon, Greig de Zubicaray

Abstract

Long-lasting interference effects in picture naming are induced when objects are presented in categorically related contexts in both continuous and blocked cyclic paradigms. Less consistent context effects have been reported when the task is changed to semantic classification. Experiment 1 confirmed the recent finding of cumulative facilitation in the continuous paradigm with living/non-living superordinate categorization. To avoid a potential confound involving participants responding with the identical superordinate category in related contexts in the blocked cyclic paradigm, we devised a novel set of categorically related objects that also varied in terms of relative age - a core semantic type associated with the adjective word class across languages. Experiment 2 demonstrated the typical interference effect with these stimuli in basic level naming. In Experiment 3, using the identical blocked cyclic paradigm, we failed to observe semantic context effects when the same pictures were classified as younger-older. Overall, the results indicate the semantic context effects in the two paradigms do not share a common origin, with the effect in the continuous paradigm arising at the level of conceptual representations or in conceptual-to-lexical connections while the effect in the blocked cyclic paradigm most likely originates at a lexical level of representation. The implications of these findings for current accounts of long-lasting interference effects in spoken word production are discussed.

Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 31 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 31 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 7 23%
Student > Master 5 16%
Student > Bachelor 4 13%
Student > Doctoral Student 3 10%
Lecturer 3 10%
Other 5 16%
Unknown 4 13%
Readers by discipline Count As %
Psychology 17 55%
Neuroscience 5 16%
Linguistics 1 3%
Agricultural and Biological Sciences 1 3%
Mathematics 1 3%
Other 4 13%
Unknown 2 6%