In typical development, conventional metaphors are supposed to be stored as related senses within a single lexical entry, unlike homonyms, whose meanings are represented in separate entries. Autistic individuals often face challenges in understanding metaphors, raising the possibility that they process conventional metaphors more like homonyms—as unrelated meanings. In this study, we tested this hypothesis by comparing autistic and non-autistic adults on a lexical decision task involving both homonyms and conventional metaphors. We predicted that autistic participants would show inhibition effects (slower access) for both subordinate homonym meanings and metaphorical senses, while non-autistic participants would show inhibition only for homonyms. Our results partially confirmed these predictions. Non-autistic participants exhibited inhibition for both homonyms and conventional metaphors, suggesting that accessing metaphorical senses is more effortful than previously assumed. In autistic participants, metaphorical senses were even more difficult to access than subordinate homonym meanings and more difficult than for non-autistic participants. These findings indicate that autistic individuals experience particularly strong inhibition from the literal meaning when processing conventional metaphors, suggesting that these metaphorical senses may not be fully integrated as related senses in their mental lexicon.

Embodied imagery hypothesis proposes the activation of perceptual-motor systems during language processing. Previous studies primarily used concrete visual stimuli to investigate mental imagery in language processing by native speakers (NSs) and second language (L2) learners, but few studies employed schematic diagrams. The study aims to investigate mental imagery in processing prepositional phrases by English NSs and L2 learners. Using image-schematic diagrams as primes, we examine whether any mental imagery effect is modulated by target preposition (over, in), the abstractness of meaning (spatial, extended), and stimulus onset asynchrony (SOA; 1,040 ms, 2,040 ms). A total of 79 adult L2 learners and 100 NSs of English completed diagram–picture matching and semantic priming phrasal decision tasks. Results revealed interference effects on L2 processing of over phrases and under 2,040 ms SOA, but no such effects were observed in the NS group. The selective interference effects in L2 suggest different mental imagery patterns between L1 and L2 processing, and processing schematic diagram primes requires high cognitive demands, potentially leading to difficulties in integrating visual and linguistic information and making grammaticality judgments. The findings partially validate schematic diagrams as visual representations of concepts and suggest the need for further examination of schematic diagrams with varying degrees of complexity.

Semantic and affective priming have long been treated separately in psycholinguistic studies. Recently, however, the question of whether and how these two primings interact has become controversial, especially in cross-language contexts where such discussions are rare. In the present study, four mixed-design experiments were conducted with Chinese EFL learners to investigate cross-language semantic-affective interactions: 3 (prime valence: negative, positive, neutral) × 2 (semantic relatedness: related, unrelated). Results show that semantic priming effects occurred in the L1L1 and L1L2 conditions, whereas affective priming effects were observed in the L2L2 condition. In the L2L1 priming condition, only emotion primes induced cross-language priming. These results suggest that semantic and emotional accesses are activated automatically and separately, but can facilitate cross-language word processing mutually. The results support the hierarchical representation of semantic features of emotion words from L1 to L2 in the unbalanced bilingual mental lexicon, while affective attributes are spread across a distributed network.

This study was designed to evaluate the effect of semantic priming with a lexical decision task in 22 depressed patients (DSM-III-R, 1987) and 30 control subjects. These patients were evaluated twice: first when they arrived at the hospital, and secondly, after clinical improvement. Clinical improvement was evaluated using standard depression rating scales. A lexical decision task involving semantic relations (related vs. unrelated, e.g., apple-pear) was used to evaluate the processing of semantic information. The results showed that, for the first evaluation, the depressives presented similar semantic priming to control subjects. When we compared semantic priming in the first and the second passes, we observed that its amplitude was identical. The sole difference between the two passes concerns the global reaction time in the depressive group. This last result suggested that, with clinical improvement, the characteristic psychomotor retardation declines. One of the major results concerns the fact that severe depressive patients (first pass) exhibit normal semantic priming in a lexical decision task. These results indicate, in this clinical population, the preservation of controlled processes implicated in this lexical decision task.

In two semantic priming experiments, this study examined how southern French speakers process the standard French [o] variant in closed syllables in comparison to their own variant [ɔ]. In Experiment 1, southern French speakers showed facilitation in the processing of the associated target word VIOLET whether the word prime mauve was pronounced by a standard French speaker ([mov]) or a southern French speaker ([mɔv]). More importantly, Experiment 1 has also revealed that words of type mauve, which are subject to dialectal variation, behave exactly in the same way as words of type gomme, which are pronounced with [ɔ] by both southern and standard French speakers, and for which we also found no modulation in the magnitude of the priming effect as a function of the dialect of the speaker. Experiment 2 replicated the priming effect found with the standard French variant [mov], and failed to show a priming effect with nonwords such as [mœv] that also differ from the southern French variant [mɔv] by only one phonetic feature. Our study thus provides further evidence for efficient processing of dialectal variants during spoken word recognition, even if these variants are not part of the speaker’s own productions.

Several factors affect the comprehension of a text written in a language related to the reader's first language (L1): (i) orthographic similarity with the reader's L1, (ii) contextual clues, (iii) semantic relationships between components of phraseological units, and (iv) L1 reading comprehension strategies. This article compares the results of a cloze test (CT), in which a group of Finns read a text in their L1 (Finnish) and filled the gaps, and a translation test (TT), in which another group of Finns translated the Estonian version of the same text into Finnish. This text included five pairs of primes and targets, parts of the same phraseological unit, representing different semantic relations; in the CT the target was replaced by a gap and in the TT the respondents had to translate the target. The results indicated that the respondents used similar inferencing strategies in both tests, and thus provide evidence for the assumption that orthographic similarity is not the sole factor contributing to understanding a foreign text, but that L1 reading comprehension strategies are also employed.

Using a semantic priming experiment, the influence of lexical access and knowledge of semantic relations on reading comprehension was studied in Dutch monolingual and bilingual minority children. Both context-independent semantic relations in the form of category coordinates and context-dependent semantic relations involving concepts that co-occur in certain contexts were tested in an auditory animacy decision task, along with lexical access. Reading comprehension and the control variables vocabulary size, decoding skill, and mental processing speed were tested by means of standardized tasks. Mixed-effects modeling was used to obtain individual priming scores and to study the effect of individual differences in the various predictor variables on the reading scores. Semantic priming was observed for the coordinate pairs but not the context-dependently related pairs, and neither context-independent priming nor lexical access predicted reading comprehension. Only vocabulary size significantly contributed to the reading scores, emphasizing the importance of the number of words known for reading comprehension. Finally, the results show that the monolingual and bilingual children perform similarly on all measures, suggesting that in the current Dutch context, language status may not be highly predictive of vocabulary knowledge and reading comprehension skill.

Both Standard Chinese (SC) high- and low-rising tones sound like the rising tone in Jinan Mandarin (JM) Chinese. Acoustically (Experiment 1), the JM rising tone overlaps with both SC rising tones, but more with the high-rising tone than with the low-rising tone. Perceptually (Experiment 2), the JM rising tone was more likely identified as the SC high-rising tone by SC monolinguals. Experiment 3 examined the role of this two-to-one interlingual tonal mapping in bilingual lexical access. Final high-rising SC pseudo-words were more frequently and more quickly accepted as JM real words than final low-rising SC pseudo-words were. However, both high- and low-rising SC pseudo-words triggered equivalent facilitatory semantic priming on JM real-word targets. The results suggest that different tones are represented in the bilinguals’ mental lexicon in terms of fine-grained and sometimes overlapping acoustic specifications. Lexical activation and semantic activation are partially independent.

Aberrant semantic processing has been linked to the etiology of formal thought disorder (TD) symptoms in schizophrenia. In this cross-sectional study, two prominent theories, overactivation and disorganized structure of semantic memory (SM), were examined in relation to TD symptoms using the continuum approach across two established semantic tasks (direct/indirect semantic priming and categorical fluency). The aim was to examine the validity of the two TD theories in relation to TD symptoms in schizophrenia. Greater direct and indirect priming, fluency productivity and category errors were expected if the data supported the overactivation theory. Reduced fluency productivity and increased category errors would be characteristic of disorganized storage. Fifty-seven schizophrenia/schizoaffective disorder patients and 48 controls completed a clinical assessment and the semantic tasks. There was significantly reduced direct priming in patients compared to controls (p<.05), while indirect priming was not significantly different; there was no association between TD and degree of priming. Patients produced more category-inappropriate words (p<.005) than controls, which was related to increasing severity of circumstantiality. The pattern of results was more indicative of a disorganized SM storage problem in this sample. This phenomenon may underlie some TD symptoms in general schizophrenia. The findings strengthen the relationship between SM deficits and TD symptoms, though this appears to differ between individual symptoms. The authors discuss the value of the continuum approach in addressing research questions in TD etiology. Given low levels of TD in this study, replication of these findings in a sample with greater TD is desirable. (JINS, 2015, 21, 629–638)

A novel combination of several experimental and non-experimental paradigms was applied to explore initial stages of incidental vocabulary acquisition (IVA) during reading in German as a second language (L2). The results show that syntactic complexity of the context positively affects incidental acquisition of new words, triggering the learner's shift of attention from the text level to the word level. A subsequent semantic priming task revealed that the new words establish associations with semantically related representations in the L2 mental lexicon after just three previous occurrences and without any consolidation period. The semantic inhibition effect for the new words (contrary to semantic facilitation for known L2 words), however, indicates that the memory traces of the new semantic representation are still very weak and that their retrieval is probably hindered by stronger semantically related representations that have much lower activation thresholds and higher potential for being selected.

Some studies with children have shown that there is no semantic priming at short stimulus onset asynchrony (SOA) in lexical decision and naming tasks for homographs. The predictions of spreading activation theories might explain this missing effect. There may be differences in children's and adults' memory structures. We have explored this hypothesis. The development of memory structure representations for homographs was measured by a Pathfinder algorithm. In Experiment 1, the three dependent variables were: the number of links in the network, closeness measures (C), and distances between nodes. Results revealed developmental differences in network structure representations in adults and children. In Experiment 2, results revealed that these differences were not due to the cohort effect. In Experiment 3, the relationship between associative strength, as measured by associative norms, and distances, as measured by Pathfinder algorithm, was explored. The results of these three experiments and empirical research from semantic priming experiments show that these differences in memory structure representations could be one of the sources of the missing semantic priming effect in children.

Deliberate vocabulary learning is common in the L2, however, questions remain about most efficient and effective forms of this learning approach. Bilingual models of L2 word learning and processing can be used to make predictions about outcomes of learning new vocabulary from bilingual (L2–L1) flashcards, and these predictions can be tested experimentally. In the present study, 41 late adult German–English bilinguals learned 48 English pseudowords using bilingual flashcards. Quality of component lexical representations established for the studied items was probed using form priming and semantic priming. The results show that, although all participants were able to establish robust orthographic representations of the studied items, only bilinguals with large L2 vocabularies established high-quality lexical semantic representations. With neither the Revised Hierarchical Model (RHM) nor the Sense Model able to fully account for these findings, an alternative explanation based on a distributed semantic features view of word learning is proposed. Learning implications of the findings are discussed.

Differences in the semantic priming effect comparing child and adult performance have been found by some studies. However, these differences are not well established, mostly because of the variety of methods used by researchers around the world. One of the main issues concerns the absence of semantic priming effects on children at stimulus onset asynchrony (SOA) smaller than 300ms. The aim of this study was to compare the semantic priming effect between third graders and college students at two different SOAs: 250ms and 500ms. Participants performed lexical decisions to targets which were preceded by semantic related or unrelated primes. Semantic priming effects were found at both SOAs in the third graders' group and in college students. Despite the fact that there was no difference between groups in the magnitude of semantic priming effects when SOA was 250ms, at the 500ms SOA their magnitude was bigger in children, corroborating previous studies. Hypotheses which could explain the presence of semantic priming effects in children's performance when SOA was 250ms are discussed, as well as hypotheses for the larger magnitude of semantic priming effects in children when SOA was 500ms.

Although receptive priming has long been used as a way to examine lexical access in adults, few studies have applied this method to children and rarely in an auditory modality. We compared auditory associative priming in children and adults. A testing battery and a Lexical Decision (LD) task was administered to 42 adults and 27 children (8;1–10;11 years-old) from Spain. They listened to Spanish word pairs (semantically related/unrelated word pairs and word-pseudoword pairs), and tone pairs. Then participants pressed one key for word pairs, and another for pairs with a word and a pseudoword. They also had to press the two keys alternatively for tone pairs as a basic auditory control. Both groups of participants, children and adults, exhibited semantic priming, with significantly faster Reaction Times (RTs) to semantically related word pairs than to unrelated pairs and to the two word-pseudoword sets. The priming effect was twice as large in the adults compared to children, and the children (not the adults) were significantly slower in their response to word-pseudoword pairs than to the unrelated word pairs. Moreover, accuracy was somewhat higher in adults than children for each word pair type, but especially in the word-pseudoword pairs. As expected, children were significantly slower than adults in the RTs for all stimulus types, and their RTs decreased significantly from 8 to 10 years of age and they also decreased in relation to some of their language abilities development (e.g., relative clauses comprehension). In both age groups, the Reaction Time average for tone pairs was lower than for speech pairs, but only all adults obtained 100% accuracy (which was slightly lower in children). Auditory processing and semantic networks are still developing in 8-10 year old children.

We report the results of an affective priming study conducted with proficient sequential German and French bilinguals to assess automatic affective word processing in L1 and L2. Additionally, a semantic priming task was conducted in both languages. Whereas semantic priming effects occurred in L1 and L2, and significant affective priming effects were found in L1, affective priming effects in L2 were only found for participants with high levels of language immersion and frequency of L2 use. These results suggest that for sequential bilinguals the intensity of L2 use largely determines whether emotional words in L2 automatically activate their affective connotations.

When the stored representation of the meaning of a stimulus is accessed through the processing of a sensory input it is maintained in an activated state for a certain amount of time that allows for further processing. This semantic activation is generally accompanied by conscious identification, which can be demonstrated by the ability of a person to perform discriminations on the basis of the meaning of the stimulus. The idea that a sensory input can give rise to semantic activation without concomitant conscious identification was the central thesis of the controversial research in subliminal perception. Recently, new claims for the existence of such phenomena have arisen from studies in dichotic listening, parafoveal vision, and visual pattern masking. Because of the fundamental role played by these types of experiments in cognitive psychology, the new assertions have raised widespread interest.

The purpose of this paper is to show that this enthusiasm may be premature. Analysis of the three new lines of evidence for semantic activation without conscious identification leads to the following conclusions. (1) Dichotic listening cannot provide the conditions needed to demonstrate the phenomenon. These conditions are better fulfilled in parafoveal vision and are realized ideally in pattern masking. (2) Evidence for the phenomenon is very scanty for parafoveal vision, but several tentative demonstrations have been reported for pattern masking. It can be shown, however, that none of these studies has included the requisite controls to ensure that semantic activation was not accompanied by conscious identification of the stimulus at the time of presentation. (3) On the basis of current evidence it is most likely that these stimuli were indeed consciously identified.