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ERIC Number: ED174947
Record Type: RIE
Publication Date: 1979-Jul
Pages: 61
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Scope of Facilitation of Word Recognition from Single Word and Sentence Frame Contexts. Technical Report No. 133.
Kleiman, Glenn M.
Two experiments explored whether the facilitatory effect of context on lexical decisions is limited to words subjects generated when given the context as a prompt in a production task, or if the effect is wider in scope. The first experiment provided evidence of a wide scope of facilitation from single word contexts. In the second experiment, the contexts consisted of sentences with the final word deleted. Norms were collected to determine the most common completion for each sentence frame. The experiment yielded three main findings: (1) lexical decisions were fastest for words that were the most common completions; (2) among words not given as completions in the norming procedure, decisions were faster for words related to the most common completions than for words unrelated to the most common completions; (3) among words that were not produced as completions, decisions were faster for words that formed acceptable completions than for words that did not. These "relatedness" and "sentence acceptability" effects were independent, so that the relatedness effect held even when the target words formed anomalous sentence completions. To account for these results, a model combining two types of processes is required. In one such model, schematic knowledge operates upon a semantic network to activate particular nodes, and this activation spreads to related concepts. (Author)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.; National Inst. of Education (DHEW), Washington, DC.; Public Health Service (DHEW), Rockville, MD.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Identifiers: Center for the Study of Reading (Illinois); Schema Theory