Two-syllable words were presented singly for study followed by a two-alternative, forced-choice test to 120 college students divided into four groups of 30 each. Half of the new words on the test ("I" words) were constructed by combining two syllables taken from two different study words, and half were neutral words ("C" words). If, as a consequence of study, the memory for a word carries frequency information about each syllable of multisyllable words, the number of errors produced by choosing "I" words should be greater than the number produced by choosing "C" words. The results supported this expectation. Furthermore, differences which occurred during the test suggested that syllabic frequency was further increased during testing. Frequency induction to elements of larger units was proposed as the mechanism by which formal similarity influences recognition. (Author/WR)
Authors
- Authorizing Institution
- Northwestern Univ., Evanston, IL.
- Peer Reviewed
- F
- Published in
- United States of America
- Sponsor
- Office of Naval Research, Arlington, VA. Personnel and Training Research Programs Office.
Table of Contents
- DOCUMENT RESUME 1
- ED 080 946 CS 000 663 1
- AUTHOR Underwood Benton J. Zimmerman Joel Office of Naval Research Washington D.C. Personnel 1
- TITLE Northwestern Univ. Evanston Ill. and Training Research Programs Office.. 1
- INSTITUTION SPONS AGENCY PUB DATE Jun 73 1
- EDRS PRICE 1
- MF-0.65 HC-3.29 DESCRIPTORS Cognitive Processes College Students Learning Learning Characteristics Memory Reading Research Word Recognition 1
- ABSTRACT 1
- THE SYLLABLE AS A SOURCE OF ERROR IN MULTISYLIAnE WORD RECOGNITION 3
- Bransford JAL Franks J.J. 20
