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ON A RELATIONSHIP BETWEEN EVALUATION OF SIMPLE UNIVERSAL PROPOSITIONS AND SEMANTIC MEMORY
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- Suzuki Toshiaki
- 東北大学大学院教育学研究科教育心理学
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- Shibata Koichi
- 静岡大学
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- Hongo Kazuo
- 東北大学大学院教育学研究科教育心理学
Bibliographic Information
- Other Title
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- 単純全称命題の評価と意味記憶の関係について
- タンジュン ゼン ショウ メイダイ ノ ヒョウカ ト イミ キオク ノ カンケ
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Description
When a person judges whether a simple sentence such as “An S is a P”(S: subject, P: predicate) is true,(1)reaction time (RT) varies directly with category size of P if S is held constant (subset effect) and (2)semantic similarity between S and P speeds up positive decisions and slows down negative decisions (similarity effect). These two phenomena have been pointed out repeatedly in many studies of semantic memory. Traditionally, the experimental material used to examine these effects has almost been limited to universal affirmative propositions (UA's) and there seems to be no prior data as to universal negative propositions (UN's). Since everyday semantic judgements, however, are performed in UN form as frequently as in UA form. UN form cannot be ignored. Hence, the main purpose of the present study was to examine the effects of negation (“not”) on these two widely accepted phenomena using a standard sentence verification task.<BR>The main results were as follows;<BR>1. For both UA and UN, there appeared no evident ordinary subset effect, and reverse subset effect was rather dominant as a whole. These observations were interpreted in terms of the complementary set relations between stimulus categories appearing as P and were also considered from the viewpoint of a model similar to Meyer's two-stage model.<BR>2. It was revealed that there existed the same pattern of ordinary similarity effect in UN as in UA. RT was greater in UN than in UA over the full range of semantic similarity. But the difference in RT between UA and UN was greater when S and P were in disjoint relation than when S was a subset of P. A tentative model which assumed differential amount of cognitive load conditional on dual predictive representations (“isa base” and “isn'ta base”) was proposed to account for this interaction.
Journal
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- The Japanese Journal of Educational Psychology
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The Japanese Journal of Educational Psychology 28 (3), 229-238, 1980
The Japanese Association of Educational Psychology
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Details 詳細情報について
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- CRID
- 1390282680438203264
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- NII Article ID
- 110001892328
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- NII Book ID
- AN00345837
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- NDL BIB ID
- 2142393
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- ISSN
- 00215015
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- Text Lang
- ja
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- Data Source
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- JaLC
- NDL Search
- Crossref
- NDL Digital Collections (NII-ELS)
- CiNii Articles
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- Abstract License Flag
- Disallowed