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Journal ArticleDOI

Time to understand pictures and words

Mary C. Potter, +1 more
- 06 Feb 1975 - 
- Vol. 253, Iss: 5491, pp 437-438
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TLDR
Here it is confirmed that naming a drawing of an object takes much longer than reading its name, but it is shown that deciding whether the object is in a given category such as ‘furniture’ takes slightly less time for a drawing than for a word, a result that seems to be inconsistent with the second view.
Abstract
WHEN an object such as a chair is presented visually, or is represented by a line drawing, a spoken word, or a written word, the initial stages in the process leading to understanding are clearly different in each case. There is disagreement, however, about whether those early stages lead to a common abstract representation in memory, the idea of a chair1–4, or to two separate representations, one verbal (common to spoken and written words), and the other image-like5. The first view claims that words and images are associated with ideas, but the underlying representation of an idea is abstract. According to the second view, the verbal representation alone is directly associated with abstract information about an object (for example, its superordinate category: furniture). Concrete perceptual information (for example, characteristic shape, colour or size) is associated with the imaginal representation. Translation from one representation to the other takes time, on the second view, which accounts for the observation that naming a line drawing takes longer than naming (reading aloud) a written word6,7. Here we confirm that naming a drawing of an object takes much longer than reading its name, but we show that deciding whether the object is in a given category such as ‘furniture’ takes slightly less time for a drawing than for a word, a result that seems to be inconsistent with the second view.

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Citations
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Journal ArticleDOI

Age of Acquisition, Word Frequency, and the Locus of Repetition Priming of Picture Naming

TL;DR: The authors examined the roles of age of acquisition (AoA) and word frequency in picture naming latencies and studied repetition priming to illuminate the locus and mechanism by which the effective variable has its effect.

Models of Bilingual Representation and Processing: Looking Back and to the Future.

TL;DR: Words L1 L2L2 L2 L1 = First Language L2 = Second Language Models of representation and processing Models of representations and processing Goal Conceptualizer SAS
Journal ArticleDOI

When more is less: a counterintuitive effect of distractor frequency in the picture-word interference paradigm

TL;DR: Findings suggest that the distractor frequency effect has its locus at some stage of lexical access for production in speaking as well as for accounts of picture-word interference and the frequency effect.
Journal ArticleDOI

A set of 254 Snodgrass-Vanderwart pictures standardized for Spanish: Norms for name agreement, image agreement, familiarity, and visual complexity

TL;DR: The Snodgrass and Vanderwart (1980) picture set was standardized for a Spanish sample, and because of the potential usefulness of the data for bilingualism studies, the Spanish data are presented jointly with the English data.
Journal ArticleDOI

Locus of semantic interference in picture-word interference tasks

TL;DR: These findings support the claim that for semantic interference to arise, both target picture and distractor have to be lexicalized, and the claim That semantic interference is based on a lexical conflict is confirmed.
References
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Book

Human Associative Memory

TL;DR: In this paper, a theory about human memory, about how a person encodes, retains, and retrieves information from memory, was proposed and tested, based on the HAM theory.
Journal ArticleDOI

Lexical Access and Naming Time.

TL;DR: The authors found a positive correlation between naming times and lexical decision times for words, but not for nonwords, indicating that word naming occurred as a result of a lexical search procedure, rather than occurring prior to lexical searching.
Journal ArticleDOI

A model for reading, naming and comparison

TL;DR: The basic model has been elaborated to include separate access and exit channels for verbal and pictorial stimuli, which will be involved when a word or object is assigned an abstract interpretation, or when names or graphic responses are initiated.
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