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  The influence of memory on perception: It's not what things look like, it's what you call them

Mitterer, H., Horschig, J. M., Müsseler, J., & Majid, A. (2009). The influence of memory on perception: It's not what things look like, it's what you call them. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(6), 1557-1562. doi:10.1037/a0017019.

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Mitterer_Horschig_Muesseler_Majid_JEPLMC_preprint.pdf (Preprint), 228KB
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 Creators:
Mitterer, Holger1, 2, Author           
Horschig, Jörn M.3, Author
Müsseler, Jochen4, Author
Majid, Asifa5, 6, Author           
Affiliations:
1Language Comprehension Group, MPI for Psycholinguistics, Max Planck Society, ou_55203              
2Mechanisms and Representations in Comprehending Speech, MPI for Psycholinguistics, Max Planck Society, Nijmegen, NL, ou_55215              
3MICC, Department of Mathematics, Maastricht University
4RWTH Aachen University
5Language and Cognition Group, MPI for Psycholinguistics, Max Planck Society, ou_55204              
6Categories across Language and Cognition, MPI for Psycholinguistics, Max Planck Society, Nijmegen, NL, ou_55211              

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 Abstract: World knowledge influences how we perceive the world. This study shows that this influence is at least partly mediated by declarative memory. Dutch and German participants categorized hues from a yellow-to-orange continuum on stimuli that were prototypically orange or yellow and that were also associated with these color labels. Both groups gave more “yellow” responses if an ambiguous hue occurred on a prototypically yellow stimulus. The language groups were also tested on a stimulus (traffic light) that is associated with the label orange in Dutch and with the label yellow in German, even though the objective color is the same for both populations. Dutch observers categorized this stimulus as orange more often than German observers, in line with the assumption that declarative knowledge mediates the influence of world knowledge on color categorization.

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 Dates: 2009-06-112009
 Publication Status: Issued
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 Rev. Type: Peer
 Identifiers: DOI: 10.1037/a0017019
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Title: Journal of Experimental Psychology: Learning, Memory, and Cognition
Source Genre: Journal
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Pages: - Volume / Issue: 35 (6) Sequence Number: - Start / End Page: 1557 - 1562 Identifier: -