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Auditory Recognition in School-age Children: Semantic and Phonological Priming Effects |
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Melinda Velez - The Graduate SChool and University Center - CUNY
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Richard Schwartz - The Graduate SChool and University Center - CUNY
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| SRCLD Year: |
2005 |
| Presentation Type: |
Poster Presentation |
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(na) |
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| - Cognition/Language |
| - Language Impairment, School Age |
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The purpose of the current experiment sought to examine the time course of auditory lexical processing in children using. Twelve typically developing children participated in the study. The experiment employed a list-priming procedure in which twenty prime-target pairs were embedded within a running list of words so that the actual pairs are imperceptible. Each prime-target pair represented one of four conditions – neutral, phonological, semantic, and repetition. As hypothesized, significant priming effects were observed for auditory word recognition, similar to those observed in written word decoding and picture naming. Facilitation in reaction time was observed when target words were related either phonologically or semantically. No facilitation was observed when words were unrelated. These effects were only significant at longer stimulus onset asynchronies. Additionally, preliminary data was collected from four children identified as language impaired. Results are discussed using a spreading activation model of lexical processing. This study was funded by the National Institute if Deafness and Communication Disorders/ National Institutes of Health. |
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