Memory for language organization in concrete and abstract sentences

Subjects were presented with concrete and abstract sentences equal in lexical complexity and comprehension rating and tested on their ability (1) to recognize the words used in the sentences when presented at a 3-sec rate and (2) to recreate the initial sentences when presented with a list of the words used. Only on this second task was there a significant concrete/abstract difference. In a second experiment, there was a significant concrete/abstract difference in word recognition when a 6-sec decoding rate was used. It was suggested that the best explanation of these results could be offered by a semantic analog model of language memory.

     

Levels of processing: Qualitative differences or task-demand differences?

In nearly all reported orienting task studies, the question is asked before the item or items are presented. This paper reports two experiments wherein the question was asked after the item was presented. These experiments found that an orthographic orienting task did not produce poorer retention than a semantic orienting task when (1) the orthographic task was presented in such a way to ensure that the list items would be encoded as units and (2) the test was designed to eliminate the effect of encoding elaboration to positive-response orienting questions. It was concluded that the depth-of-processing effect was composed of two components. One of these is a task-demand component that affects the probability of encoding target items as identifiable units. The second component of processing depth is trace elaboration to positive-response questions. In most experiments, the two components combine to produce better memory performance for targets presented with semantic orienting questions. However, the two components can be examined independently of each other to determine the degree to which each contributes to a particular experimental effect.     

Acquiring complex partial orderings in comparison with acquiring similar-sized linear orderings

The acquisition of a 14-term partial ordering was compared with the acquisition of a 14-term linear ordering. Learning the partial ordering was found to be more difficult because of two factors: (1) Subjects do not appear to have in their knowledge systems a prototype or rule for representing a long list of comparative relations as a partial ordering structure, and (2) the partial ordering must be presented so that some of the adjacently presented premises do not contain a common element. When these two factors were controlled, the partial ordering was as easy to learn as the linear ordering. It was also found that subjects learning the partial ordering showed no evidence of a serial position learning curve, whereas subjects learning the linear ordering showed some tendency to produce a serial position learning curve.     

The effect of reference field organization on language processing

Memorial University of Newfoundland, St. John's, Newfoundland, Canada Subjects were exposed to a miniature artificial language in which auditorily presented nonsense words were correlated to a visually presented reference field. Both the organization of the reference field and the order of words were manipulated to test whether subjects were encoding on the basis of an English-based semantic code or a code based on the nonverbal reference field. Results indicated that the code used was based on the organization of the nonverbal reference field.     

The role of reference in children's acquisition of a miniature artificial language

Nursery school children were presented with a simple miniature artificial language in one of three conditions. In the first, the stimuli to which the words referred contained an inherent lawful relationship and the language syntax reflected this relationship. In the second, the stimuli contained an inherent lawful relationship but the language syntax did not reflect this relationship. In the third, no lawful relationship existed among the stimuli to which the words referred so the language syntax imposed an arbitrary relationship among stimuli. Subjects in the first group were able to produce more correct utterances than those in the other two groups when the stimuli to which the words referred were not present, suggesting that some form of semantic mediation mechanism was being used. Evidence from novel constructions indicates that for both groups using stimuli containing an inherent lawful relation there were interactions between semantic learning mechanisms and syntax learning mechanisms.