Learning about the meanings of ambiguous words: evidence from a word-meaning priming paradigm with short narratives.
Learning about the meanings of ambiguous words: evidence from a word-meaning priming paradigm with short narratives.
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作者：
Blott LM;Hartopp O;Nation K;Rodd JM
流利的语言理解需要人们快速激活和整合上下文适当的词义。这个过程对于频率相对较低的歧义词的含义是有挑战性的（例如，“起重机”的“鸟”意思）。启动实验表明，最近的经验使这些次要（不太频繁）的词义在下一次遇到时更容易获得。这些实验使用了一系列不相连的句子，其中每个歧义都通过邻近的词在本地消除歧义。然而，在自然语言中，消歧可以通过更远的上下文线索发生，嵌入在更长的连接的交际上下文中。在本实验中，参与者（N = 51）听3句叙述，结束于一个模糊的启动。消除歧义的线索相对远离主词;每个叙述的第一句话建立了一个与主词的从属意义一致的情景语境，但叙述的其余部分没有提供消除歧义的信息。经过短暂的延迟，引发的从属意义更容易获得（与未引发的控制），在一个词联想任务相关的引发意义的反应进行评估。这项工作证实，听众可靠地消除歧义的基础上，从更广泛的叙事背景线索口语歧义词，他们保留这些消歧过程的结果，以通知后续遇到相同的单词形式的信息。
Fluent language comprehension requires people to rapidly activate and integrate context-appropriate word meanings. This process is challenging for meanings of ambiguous words that are comparatively lower in frequency (e.g., the “bird” meaning of “crane”). Priming experiments have shown that recent experience makes such subordinate (less frequent) word meanings more readily available at the next encounter. These experiments used lists of unconnected sentences in which each ambiguity was disambiguated locally by neighbouring words. In natural language, however, disambiguation may occur via more distant contextual cues, embedded in longer, connected communicative contexts. In the present experiment, participants (N = 51) listened to 3-sentence narratives that ended in an ambiguous prime. Cues to disambiguation were relatively distant from the prime; the first sentence of each narrative established a situational context congruent with the subordinate meaning of the prime, but the remainder of the narrative did not provide disambiguating information. Following a short delay, primed subordinate meanings were more readily available (compared with an unprimed control), as assessed by responses in a word association task related to the primed meaning. This work confirms that listeners reliably disambiguate spoken ambiguous words on the basis of cues from wider narrative contexts, and that they retain information about the outcome of these disambiguation processes to inform subsequent encounters of the same word form.
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DOI：
10.1037/xlm0000507
发表时间：
2018-07
期刊：
Journal of experimental psychology. Learning, memory, and cognition
影响因子：
--
作者：
Betts HN;Gilbert RA;Cai ZG;Okedara ZB;Rodd JM
通讯作者：
Rodd JM
DOI：
10.1037/xlm0000936
发表时间：
2021-06
影响因子：
2.6
作者：
Blott, Lena M.;Rodd, Jennifer M.;Ferreira, Fernanda;Warren, Jane E.
通讯作者：
Warren, Jane E.
影响因子：
4.1
作者：
HESS, DJ;FOSS, DJ;CARROLL, P
通讯作者：
CARROLL, P
影响因子：
2.5
作者：
Ferreira, Fernanda;Patson, Nikole D.
通讯作者：
Patson, Nikole D.
影响因子：
2.6
作者：
Christianson, K;Hollingworth, A;Ferreira, F
通讯作者：
Ferreira, F