Conceptual and Associative Context Effects on Speed of Word Recognition

Abstract

Both conceptual and associative relationships between clue words and target words influenced the speed of recognition of tachistoscopically presented target words. When clue and target words were associated, but in a conceptual context different from that in which the clue word occurred, presentation of the clue word actually interfered with recognition speed. This finding was interpreted as supporting the hypothesis that the information relevant to a particular lexical item in working memory is determined by the context in which it is presented. Another finding was that experience in a high school reading laboratory increased recognition speed but did not influence the effect of conceptual and associative contexts, which suggested that these contexts affect memory and memory search rather than perception directly.