Automatic priming, schema induction and spread of activation in l2 lexical access: Do differences in vocabulary size and depth of priming remain invariant?

Abstract

This study investigated automatic priming, schema induction, spread of activation and L2 lexical access through vocabulary size and depth. Employing theoretical framework of the distributed memory representation, the underlying assumption was that conceptual knowledge was identified through connection weights linking processing units that were universal rather than local. Using experimental pre-test-post-test design with purposive sampling of estimated one hundred and fifty (150) students from three (3) Senior High Schools, the critical findings in this study were that cognitive differences in automatic priming, schema induction and spread of activation predicted enhanced reading comprehension in L2, especially how fast one could infer from text since these cognitive processes helped to reduce cognitive load involved in reading. The second finding was that ability to use automatic priming, schema induction and spread of activation reduced mental load to facilitate comprehension by the size and level of vocabulary readers possessed in long-term memory. Third finding was that priming, spread of activation and schema induction increased with increasing attentional control. Readers with high attentional control were more likely to be involved in a proactive expectancy strategic use of priming, spread of activation and schema induction to generate possible targets. These cognitive differences remain invariant in readers, unless classroom practices are deliberately designed to help less enhanced readers strategies to promote schema induction, priming and spread of activation.