4 documents found, page 1 of 1
Disentangling the role of deviant letter position on cognate word processing
Comesaña, Montserrat; Haro, Juan; Macizo, Pedro; Ferré, PilarThe way of coding letter position has been extensively assessed during the recognition of native words, leading to the development of a new generation of models that assume more flexible letter position coding schemes compared to classical computational models such as the interactive activation (IA) model. However, determining whether similar letter position encoding mechanisms occur during the bilingual word r...
Emotional content and source memory for language: impairment in an incidental e...
Ferré, Pilar; Comesaña, Montserrat; Guasch, MarcResearch into the effects of emotion on source memory (i.e., memory for certain contextual details of a stimulus, such as its location, color, or temporal context) has yielded inconsistent findings. Mather and her co-workers tried to account for such inconsistencies by pointing out the relevance of the characteristics of the feature examined. Specifically, they distinguished between intrinsic and extrinsic feat...
Is there an orthographic boost for ambiguous words during their processing?
Haro, Juan; Comesaña, Montserrat; Ferré, PilarThe present study explores the issue of why ambiguous words are recognized faster than unambiguous ones during word recognition. To this end we contrasted two different hypotheses: the semantic feedback hypothesis (Hino and Lupker in J Exp Psychol Hum Percept Perform 22:1331-1356, 1996. https://doi.org/10.1037/0096-1523.22.6.1331 ), and the hypothesis proposed by Borowsky and Masson (J Exp Psychol Learn Mem Cog...
Does phonological overlap of cognate words modulate cognate acquisition and pro...
Valente, Daniela Sofia Ribeiro; Ferré, Pilar; Soares, Ana Paula; Rato, Anabela; Comesaña, MontserratVery few studies exist on the role of cross-language similarities in cognate word acquisition. Here we sought to explore, for the first time, the interplay of orthography (O) and phonology (P) during the early stages of cognate word acquisition, looking at children and adults with the same level of foreign language proficiency, and by using two variants of the word-association learning paradigm (auditory learni...