English
 
Help Privacy Policy Disclaimer
  Advanced SearchBrowse

Item

ITEM ACTIONSEXPORT

Released

Conference Paper

Exemplar effects arise in a lexical decision task, but only under adverse listening conditions

MPS-Authors
/persons/resource/persons71729

Nijveld,  Annika
Centre for Language Studies, Radboud University;
International Max Planck Research School for Language Sciences, MPI for Psycholinguistics, Max Planck Society, Nijmegen, NL;

/persons/resource/persons1469

Ernestus,  Mirjam
Centre for Language Studies, Radboud University;
Research Associates, MPI for Psycholinguistics, Max Planck Society;

External Resource
No external resources are shared
Fulltext (restricted access)
There are currently no full texts shared for your IP range.
Fulltext (public)

Nijveld_TenBosch-Ernestus_2015.pdf
(Publisher version), 52KB

Supplementary Material (public)
There is no public supplementary material available
Citation

Nijveld, A., Ten Bosch, L., & Ernestus, M. (2015). Exemplar effects arise in a lexical decision task, but only under adverse listening conditions. In Scottish consortium for ICPhS, M. Wolters, J. Livingstone, B. Beattie, R. Smith, M. MacMahon, et al. (Eds.), Proceedings of the 18th International Congress of Phonetic Sciences (ICPhS 2015). Glasgow: University of Glasgow.


Cite as: https://hdl.handle.net/11858/00-001M-0000-0027-9EED-B
Abstract
This paper studies the influence of adverse listening conditions on exemplar effects in priming experiments that do not instruct participants to use their episodic memories. We conducted two lexical decision experiments, in which a prime and a target represented the same word type and could be spoken by the same or a different speaker. In Experiment 1, participants listened to clear speech, and showed no exemplar effects: they recognised repetitions by the same speaker as quickly as different speaker repetitions. In Experiment 2, the stimuli contained noise, and exemplar effects did arise. Importantly, Experiment 1 elicited longer average RTs than Experiment 2, a result that contradicts the time-course hypothesis, according to which exemplars only play a role when processing is slow. Instead, our findings support the hypothesis that exemplar effects arise under adverse listening conditions, when participants are stimulated to use their episodic memories in addition to their mental lexicons.