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This study examined the relationship between illusory changes of repeated words (“verbal transformations” or VTs) and illusory presence of phonemes replaced by noise (“phonemic restorations” or PhRs). Separate groups of 20 subjects were each presented with one of four taped variations of the repeated stimulus word “magistrate”: stimulus intact (MAGISTRATE); speech sound “s” removed and replaced with a silent gap (MAGI TRATE); speech sound “s” removed and replaced with a louder extraneous sound (MAGI1TRATE); syllable “gis” removed and replaced with a louder extraneous sound (MA71TRATE). The stimuli MAGI1TRATE and MA71TRATE evoked PhRs, and with these stimuli, the phonetic changes corresponding to VTs were concentrated at the perceptually restored portions of the word. It is suggested that both PhRs and VTs are related directly to perceptual processes employed normally for the correction of errors and resolution of ambiguities in speech. Other effects of PhRs upon VTs are described and implications of these findings for mechanisms underlying speech perception are discussed. 相似文献
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Phebe Cramer 《Journal of experimental child psychology》1973,16(1):12-22
Using a false recognition procedure, either with or without instructions to facilitate Synonym or Antonym encoding, 128 second- and sixth-grade boys and girls were tested. The results indicated that there were no grade or sex differences in generalization errors to synonyms or antonyms under neurtral learning instructions, but that facilitative instructions interacted with grade level. Under instructions to facilitate synonym encoding, second graders showed a marked increase in synonym errors. On the other hand, under instructions to facilitate antonym encoding, sixth graders showed an increase in antonym errors. In addition, association strength was directly related to the magnitude of the generalization errors in both grades. The results are discussed in terms of age-related shifts in the basis underlying the organization of verbal memories. 相似文献