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Adults with Poor Reading Skills, Older Adults, and College Students: the Meanings They Understand During Reading Using a Diffusion Model Analysis
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Adults with poor reading skills: How lexical knowledge interacts with scores on standardized reading comprehension tests
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Aging and IQ effects on associative recognition and priming in item recognition
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Verbs in the lexicon: Why is hitting easier than breaking?
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Abstract:
Adult speakers use verbs in syntactically appropriate ways. For example, they know implicitly that the boy hit at the fence is acceptable but the boy broke at the fence is not. We suggest that this knowledge is lexically encoded in semantic decompositions. The decomposition for break verbs (e.g. crack, smash) is hypothesized to be more complex than that for hit verbs (e.g. kick, kiss). Specifically, the decomposition of a break verb denotes that “an entity changes state as the result of some external force” whereas the decomposition for a hit verb denotes only that “an entity potentially comes in contact with another entity.” In this article, verbs of the two types were compared in a lexical decision experiment — Experiment 1 — and they were compared in sentence comprehension experiments with transitive sentences (e.g. the car hit the bicycle and the car broke the bicycle) — Experiments 2 and 3. In Experiment 1, processing times were shorter for the hit than the break verbs and in Experiments 2 and 3, processing times were shorter for the hit sentences than the break sentences, results that are in accord with the complexities of the postulated semantic decompositions.
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Article
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URL: http://www.ncbi.nlm.nih.gov/pubmed/22649484
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3361367
https://doi.org/10.1515/langcog.2011.011
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Dysphoria and memory for emotional material: A diffusion-model analysis
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A Diffusion Model Account of Criterion Shifts in the Lexical Decision Task
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Application of the Diffusion Model to Two-Choice Tasks for Adults 75−90 Years Old
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