ERIC Number: ED248485
Record Type: RIE
Publication Date: 1984-Aug
Reference Count: 0
The Effects of Semantic and Syntactic Context on Ongoing Word Recognition: A Test of the Interactive-Compensatory Model.
Nathan, Ruth G.
Semantically congruous and incongruous sentences that varied in their syntactic complexity served as the contextual material in a study investigating the use of contextual cues in ongoing word recognition. The dependent variable was the time necessary to name target words that were preceded by the various context conditions. Subjects were 24 eighth grade students, fourth grade students, and adults, half of whom were skilled, half unskilled readers. Results revealed that the overall semantic context effects were greatest for the fourth grade subjects, less so for those in eighth grade, and smallest for the adults. In addition, less skilled readers showed larger overall semantic context effects than did skilled readers. There was a trend, however, for the less skilled readers to show greater overall semantic context effects in the simple syntactic condition than in either the complex syntactic condition or the neutral syntactic condition. The fourth grade skilled readers showed a trend in the opposite direction, with greater overall semantic context effects in the complex syntactic condition. (HOD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (92nd, Toronto, Ontario, August 24-28, 1984).