Auditory and Visual Word-Stem Completion: Separating Data-Driven and Conceptually Driven Processes

Abstract

Two experiments investigated the contributions of data-driven and conceptually driven processing on an implicit word-stem completion task. In Experiment 1, individual words were studied either visually or auditorily and were tested using either visual or auditory word-stems. Keeping modality the same from study to test led to more priming than did changing modality, but there was reliable cross-modal priming. In Experiment 2, subjects read sentences like The boat travelled underwater and inferred the subject noun (i.e. “submarine”) or sentences like The submarine travelled underwater and categorized the subject noun (i.e. “boat”). At test, there was reliable priming for both actually read nouns and inferred nouns. In addition, a modality effect was evident for the actually read nouns but not for the inferred nouns. Taken together, these results imply that there is a basic conceptually driven contribution to priming plus an additional contribution of data-driven processing when surface form is the same at study and test.