Syntactic class influences phonological priming of tip-of-the-tongue resolution
Syntactic class influences phonological priming of tip-of-the-tongue resolution
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DOI：
10.3758/bf03206437
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发表时间：
2005-12-01
影响因子：
3.5
通讯作者：
Rodriguez, EL
中科院分区：
文献类型：
--
作者：
Abrams, L;Rodriguez, EL
在舌尖经验中，与语音相关的单词既促进了单词提取，也阻碍了单词提取。在本实验中，我们考察了语音相关词的句法类别(词性)是否对这些差异效果负责。60名大学生看了一些常识性问题，这些问题的答案被指定为目标词，然后回答“知道”、“不知道”或“不知道”，然后是“不知道”和“不知道”，参与者看到了五个单词，其中一个是质数。质数包含目标的第一个音节，并且共享或不共享目标的词性。在介绍素数之后，再次尝试检索目标。与语音无关的词相比，不同词性的引数促进了对TOT状态的分辨，而相同词性的引数则没有影响。这些结果支持了结点结构理论的最多启动-胜利原则和TOT状态的传输赤字模型，并详细说明了句法类在选择产生语音的候选词时的重要性。
During tip-of-the-tongue (TOT) experiences, phonologically related words have both facilitated and impeded word retrieval. In the present experiment, we examined whether phonologically related words' syntactic class (part of speech) is responsible for these differential effects. Sixty college students saw general knowledge questions whose answers were designated target words and responded "know,""don't know,"or"TOT"Following "TOT" and "don't know"responses, the participants saw five words, one of which was a prime. The primes contained the target's first syllable and either shared or did not share the target's part of speech. Following presentation of the primes, retrieval of the target was attempted again. Different-part-of-speech primes facilitated resolution of TOT states, whereas same-part-of-speech primes had no effect, relative to phonologically unrelated words. These results support node structure theory's most-primed-wins principle and the transmission deficit model account of TOT states and detail the importance of syntactic class in the selection of words that are candidates for speech production.