Collina Simona, Tabossi Patrizia, De Simone Flavia
Università degli Studi Suor Orsola Benincasa, Via Suor Orsola 10, Naples, Italy,
J Psycholinguist Res. 2013 Oct;42(5):461-73. doi: 10.1007/s10936-012-9229-z.
Psycholinguistic experiments conducted with the picture-word interference paradigm are typically preceded by a phase during which participants learn the words they will have to produce in the experiment. In Experiment 1, the pictures (e.g., a frog) were to be named and were presented with a categorically related (e.g., cat) or unrelated distracter (e.g., pen). In the related condition responses were slower relative to the unrelated condition for the participants who had gone through the learning phase. In contrast, participants who had not been previously familiarized with the materials showed facilitation. In Experiment 2 one group of participants, as usual, learned to produce the targets upon presentation of the corresponding pictures (e.g., a frog). The other group learned to produce the same targets upon presentation of unrelated pictures (e.g., a clock). They showed very similar semantic effects. The implications of the findings in the study of word production are discussed.
采用图片-单词干扰范式进行的心理语言学实验通常在一个阶段之前进行，在这个阶段中，参与者学习他们在实验中必须说出的单词。在实验1中，图片（如青蛙）要被命名，并与一个类别相关的干扰物（如猫）或不相关的干扰物（如钢笔）一起呈现。在相关条件下，相对于不相关条件，经历了学习阶段的参与者的反应较慢。相比之下，之前不熟悉这些材料的参与者则表现出促进作用。在实验2中，一组参与者像往常一样，在看到相应图片（如青蛙）时学习说出目标单词。另一组参与者在看到不相关图片（如时钟）时学习说出相同的目标单词。他们表现出非常相似的语义效应。文中讨论了这些研究结果在单词生成研究中的意义。
