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ERIC Number: EJ1005701
Record Type: Journal
Publication Date: 2013-Apr
Pages: 18
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0749-596X
Is Morphological Priming Stronger for Transparent than Opaque Words? It Depends on Individual Differences in Spelling and Vocabulary
Andrews, Sally; Lo, Steson
Journal of Memory and Language, v68 n3 p279-296 Apr 2013
This experiment used the masked priming lexical decision task to address previous contradictory evidence about the relative strength of priming for (i) transparent pairs (e.g., "worker" "WORK") which are morphologically and semantically related; (ii) opaque pairs (e.g., "corner" "CORN") which appear to be morphological relatives but are not semantically related; and (iii) form pairs (e.g., "turnip" "TURN") that are only orthographically related. The average data for 92 university students showed stronger priming effects for transparent than opaque or form pairs, due to a constant "headstart" for related relative to unrelated pairs across the RT distribution. However, these average effects were significantly modulated by individual differences in independent measures of spelling and vocabulary. A "semantic profile", defined by relatively higher vocabulary than spelling, was associated with robust priming for transparent pairs, particularly for slower responses, but little priming for opaque or form pairs. In contrast, individuals with an "orthographic profile" of relatively higher spelling than vocabulary showed sustained priming for opaque pairs that was at least as strong as for transparently related pairs. This evidence of systematic individual differences amongst skilled readers has important implications for theories of lexical representation and processing. (Contains 2 tables and 4 figures.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A