Suppressing Irrelevant Information: Knowledge Activation or Inhibition?

Autor/inn/en	McNamara, Danielle S.; McDaniel, Mark A.
Titel	Suppressing Irrelevant Information: Knowledge Activation or Inhibition?
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 30 (2004) 2, S.465-482 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
Schlagwörter	Figurative Language; Sentences; Inhibition; Reading Skills; Knowledge Representation; Learning Processes; Semantics + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Hemmung; Reading skill; Lesefertigkeit; Wissensrepräsentation; Learning process; Lernprozess; Semantik
Abstract	In 3 experiments, the authors examined the role of knowledge activation in the suppression of contextually irrelevant meanings for ambiguous homographs. In Experiments 1 and 2, participants with greater baseball knowledge, regardless of reading skill, more quickly suppressed the irrelevant meaning of ambiguous words in baseball-related, but not general-topic, sentences. Experiment 3 demonstrated that participants with greater general knowledge, regardless of reading skill, more quickly suppressed the irrelevant meaning of the ambiguous words in general-topic sentences. As predicted by D. S. McNamara's (1997) knowledge-based account of suppression, ambiguity effects are influenced by greater activation of knowledge related to the intended meaning of the homograph. These results challenge inhibition (e.g. M. A. Gernsbacher, K. R. Varner. & M. Faust, 1990) as the sole mechanism responsible for the suppression of irrelevant information. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10