Automaticity revisited: when print doesn't activate semantics

It is widely accepted that the presentation of a printed word "automatically" triggers processing that ends with full semantic activation. This processing, among other characteristics, is held to occur without intention, and cannot be stopped. The results of the present experiment show tha...

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Bibliographic Details
Published inFrontiers in psychology Vol. 6; p. 117
Main Authors Labuschagne, Elsa M., Besner, Derek
Format Journal Article
LanguageEnglish
Published Switzerland Frontiers Media S.A 10.02.2015
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Summary:It is widely accepted that the presentation of a printed word "automatically" triggers processing that ends with full semantic activation. This processing, among other characteristics, is held to occur without intention, and cannot be stopped. The results of the present experiment show that this account is problematic in the context of a variant of the Stroop paradigm. Subjects named the print color of words that were either neutral or semantically related to color. When the letters were all colored, all spatially cued, and the spaces between letters were filled with characters from the top of the keyboard (i.e., 4, #, 5, %, 6, and *), color naming yielded a semantically based Stroop effect and a semantically based negative priming effect. In contrast, the same items yielded neither a semantic Stroop effect nor a negative priming effect when a single target letter was uniquely colored and spatially cued. These findings (a) undermine the widespread view that lexical-semantic activation in word reading is automatic in the sense that it occurs without intention and cannot be derailed, and (b) strengthens the case that both implicit and explicit forms of visual word recognition require spatial attention as a necessary preliminary to lexical-semantic processing.
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Reviewed by: Luis Jimenez, University of Santiago de Compostela, Spain; Henrik Svensson, University of Skövde, Sweden
This article was submitted to Cognition, a section of the journal Frontiers in Psychology.
Edited by: Bernhard Hommel, Leiden University, Netherlands
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2015.00117