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The Time Course of Contextual Effects on Visual Word Recognition

Overview of attention for article published in Frontiers in Psychology, January 2012
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Title
The Time Course of Contextual Effects on Visual Word Recognition
Published in
Frontiers in Psychology, January 2012
DOI 10.3389/fpsyg.2012.00285
Pubmed ID
Authors

Chia-Ying Lee, Yo-Ning Liu, Jie-Li Tsai

Abstract

Sentence comprehension depends on continuous prediction of upcoming words. However, when and how contextual information affects the bottom-up streams of visual word recognition is unknown. This study examined the effects of word frequency and contextual predictability (cloze probability of a target word embedded in the sentence) on N1, P200, and N400 components, which are related to various cognitive operations in early visual processing, perceptual decoding, and semantic processing. The data exhibited a significant interaction between predictability and frequency at the anterior N1 component. The predictability effect, in which the low predictability words elicited a more negative N1 than high predictability words, was only observed when reading a high frequency word. A significant predictability effect occurred during the P200 time window, in which the low predictability words elicited a less positive P200 than high predictability words. There is also a significant predictability effect on the N400 component; low predictability words elicited a greater N400 than high predictability words, although this effect did not interact with frequency. The temporal dynamics of the manner in which contextual information affects the visual word recognition is discussed. These findings support the interactive account, suggesting that contextual information facilitates visual-feature and orthographic processing in the early stage of visual word processing and semantic integration in the later stage.

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 91 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 3 3%
Germany 2 2%
Netherlands 1 1%
Unknown 85 93%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 30 33%
Student > Master 11 12%
Researcher 10 11%
Student > Bachelor 5 5%
Professor > Associate Professor 5 5%
Other 18 20%
Unknown 12 13%
Readers by discipline Count As %
Psychology 36 40%
Linguistics 14 15%
Neuroscience 6 7%
Medicine and Dentistry 5 5%
Agricultural and Biological Sciences 4 4%
Other 12 13%
Unknown 14 15%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 20 August 2012.
All research outputs
#20,165,369
of 22,675,759 outputs
Outputs from Frontiers in Psychology
#23,771
of 29,379 outputs
Outputs of similar age
#221,176
of 244,088 outputs
Outputs of similar age from Frontiers in Psychology
#406
of 481 outputs
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