The role of grammatical class on word recognition.
The double dissociation between noun and verb processing, well documented in the neuropsychological literature, has not been supported in imaging studies. Recent imaging studies, in fact, suggest that once confounding with semantics is eliminated, grammatical class effects only emerge as a consequence of building frames. Here we assess this hypothesis behaviorally in two visual word recognition experiments. In Experiment 1, participants made lexical decisions on verb targets. We manipulated the grammatical class of the prime words (either nouns or verbs and always introduced in a minimal phrasal context, i.e., "the+N" or "to+V"), and their semantic similarity to a target (related vs. unrelated). We found reliable effects of grammatical class, and no interaction with semantic similarity. Experiment 2 further explored this grammatical class effect, using verb targets preceded by semantically unrelated verb vs. noun primes. In one condition, prime words were presented as bare words; in the other, they were presented in the minimal phrasal context used in Experiment 1. Grammatical class effects only arose in the latter but not in the former condition thus providing evidence that word recognition does not recruit grammatical class information unless it is provided to the system.
Deafness, Cognition and Language Research Centre, Department of Psychology, University College London, 26 Bedford Way, London Q1 WC1H 0AP, UK. g.vigliocco@ucl.ac.uk
Gabriella
G
Vigliocco
David P
DP
Vinson
Joanne
J
Arciuli
Horacio
H
Barber
D006801:Humans; D009484:Neuropsychology / Q000379:methods; D011930:Reaction Time; D021641:Recognition, Psychology; D012660:Semantics; D013067:Speech Perception; D014825:Vocabulary