The differential dependence of abstract and concrete words upon associative and similarity-based information: Complementary semantic interference and facilitation effects
The differential dependence of abstract and concrete words upon associative and similarity-based information: Complementary semantic interference and facilitation effects
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DOI：
10.1080/02643294.2010.491359
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发表时间：
2010-01-01
影响因子：
3.4
通讯作者：
Warrington, Elizabeth K.
中科院分区：
文献类型：
--
作者：
Crutch, Sebastian J.;Warrington, Elizabeth K.
我们报告了一例左侧大脑中动脉大中风后患有全面性失语的F.B.I.患者，在相同的抽象和具体单词的语义加工中，干扰和促进的镜像效应。当任务涉及理解每个单词的口语形式时，干扰被引起，但当患者大声朗读相同单词的书面形式时，发现促进作用。更重要的是，无论动态效应是促进效应还是干扰效应，抽象词都能观察到语义联想效应，而具体词主要能观察到语义相似性效应。这些结果提供了进一步的神经心理学证据，即一个词越抽象，它对联想信息的依赖性就越大，对基于相似性的信息的依赖性就越小。这些研究还有助于形成一系列一致的证据，表明这一理论适用于不同的实验范式、刺激和参与者，也适用于个体患者的不同认知过程。这些数据支持具体性、关联性和相似性之间关系的分级模型，而不是二进制或未分级模型，并从幼儿分类结构和范畴思维的发展角度讨论了具体词对基于相似性的信息的更大依赖的基础。
We report mirror-image effects of interference and facilitation in the semantic processing of identical sets of abstract and concrete words in a patient F.B.I. with global aphasia following a large left middle cerebral artery stroke. Interference was elicited when the tasks involved comprehending the spoken form of each word, but facilitation was found when the patient read aloud the written forms of the same words. More importantly, irrespective of whether the dynamic effect was one of facilitation or interference, effects of semantic association were observed for abstract words, whilst effects primarily of semantic similarity were observed for concrete words. These results offer further neuropsychological evidence that the more abstract a word, the greater its dependence upon associative information and the smaller its dependence upon similarity-based information. The investigations also contribute to a converging body of evidence that suggests that this theory generalizes across different experimental paradigms, stimuli, and participants and also across different cognitive processes within individual patients. The data support a graded rather than binary or ungraded model of the relationships between concreteness, association, and similarity, and the basis for concrete words' greater dependence upon similarity-based information is discussed in terms of the development of taxonomic structures and categorical thought in young children.