Please use this identifier to cite or link to this item: http://hdl.handle.net/2445/55505
Title: Semantic domain and grammatical class effects in the picture-word interference paradigm
Author: Rodríguez-Ferreiro, Javier
Davies, R
Cuetos Vega, Fernando
Keywords: Semàntica
Percepció visual
Gramàtica
Semantics
Visual perception
Grammar
Issue Date: 2013
Publisher: Taylor and Francis
Abstract: The role of grammatical class in lexical access and representation is still not well understood. Grammatical effects obtained in picture-word interference experiments have been argued to show the operation of grammatical constraints during lexicalization when syntactic integration is required by the task. Alternative views hold that the ostensibly grammatical effects actually derive from the coincidence of semantic and grammatical differences between lexical candidates. We present three picture-word interference experiments conducted in Spanish. In the first two, the semantic relatedness (related or unrelated) and the grammatical class (nouns or verbs) of the target and the distracter were manipulated in an infinitive form action naming task in order to disentangle their contributions to verb lexical access. In the third experiment, a possible confound between grammatical class and semantic domain (objects or actions) was eliminated by using action-nouns as distracters. A condition in which participants were asked to name the action pictures using an inflected form of the verb was also included to explore whether the need of syntactic integration modulated the appearance of grammatical effects. Whereas action-words (nouns or verbs), but not object-nouns, produced longer reaction times irrespective of their grammatical class in the infinitive condition, only verbs slowed latencies in the inflected form condition. Our results suggest that speech production relies on the exclusion of candidate responses that do not fulfil task-pertinent criteria like membership in the appropriate semantic domain or grammatical class. Taken together, these findings are explained by a response-exclusion account of speech output. This and alternative hypotheses are discussed.
Note: Versió postprint del document publicat a: http://dx.doi.org/10.1080/01690965.2013.788195
It is part of: Language and Cognitive Processes, 2013, vol. 29, num. 1, p. 125-135
Related resource: http://dx.doi.org/10.1080/01690965.2013.788195
URI: http://hdl.handle.net/2445/55505
ISSN: 0169-0965
Appears in Collections:Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)

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