Visual Word Priming
There are various types of indirect tests. They can be grouped in three categories: visual word priming, auditory word priming, and visual object priming. Stem completion, fragment completion, word identification and lexical decision paradigms have been used to investigate visual word priming. In word stem completion task, participants are given the first letters of the critical word (e.g. let__) and are asked to complete the stem with the first word that comes to mind (e.g. lettuce). Participants who are using their implicit memory are usually unaware that they complete the task using words that they have previously seen (Schacter, 1987). In one study, subjects were asked to read some individually presented words. These words were randomly
divided into two groups: old words (targets) and the new words (distractors). These old words were presented along with an equal number of new words. It was found that naming speed for old words was faster irrespective of whether the recognition response was correct (Johnston et al., 1985). Implicit association tests are designed to tap associative strength between two target concepts; categories (e.g. flower, inscent) and attributes (e.g. pleasant, unpleasant words). Response performance is faster when highly associated categories are combined (e.g., flower + pleasant), than less associated categories combined (e.g., insect + pleasant) (Greenwald et al., 1998).
There are only a few paradigm that investigated auditory word priming: auditory perceptual identification and auditory stem completion tasks. In auditory perceptual identification task spoken words are masked in white noise, and subjects attempt to identify them. In auditory stem completion task, first syllables are spoken, and subjects provide the first word that comes to mind (Schacter et al., 1993; Jacoby et al., 1989).
In visual object priming tasks, object decision (Kroll & Potter 1984); picture completion (Snodgrass & Feenan 1990; Warrington & Weiskrantz, 1968); picture identification (Biederman & Cooper 1991; Durso & Johnson 1979); and dot pattern identification (Musen & Treisman 1990; Gabrieli et al., 1990), tasks have been used. Priming is indicated by greater accuracy for studied items relative to non-studied items.
divided into two groups: old words (targets) and the new words (distractors). These old words were presented along with an equal number of new words. It was found that naming speed for old words was faster irrespective of whether the recognition response was correct (Johnston et al., 1985). Implicit association tests are designed to tap associative strength between two target concepts; categories (e.g. flower, inscent) and attributes (e.g. pleasant, unpleasant words). Response performance is faster when highly associated categories are combined (e.g., flower + pleasant), than less associated categories combined (e.g., insect + pleasant) (Greenwald et al., 1998).
There are only a few paradigm that investigated auditory word priming: auditory perceptual identification and auditory stem completion tasks. In auditory perceptual identification task spoken words are masked in white noise, and subjects attempt to identify them. In auditory stem completion task, first syllables are spoken, and subjects provide the first word that comes to mind (Schacter et al., 1993; Jacoby et al., 1989).
In visual object priming tasks, object decision (Kroll & Potter 1984); picture completion (Snodgrass & Feenan 1990; Warrington & Weiskrantz, 1968); picture identification (Biederman & Cooper 1991; Durso & Johnson 1979); and dot pattern identification (Musen & Treisman 1990; Gabrieli et al., 1990), tasks have been used. Priming is indicated by greater accuracy for studied items relative to non-studied items.