Effects Of Semantic Cues Research Articles

Discourse prominence effects on interpretation of reflexive pronoun “ziji” in children with ASD

The core of language disorders in children with autism spectrum disorder (ASD) is the loss of social function in language communication.Futher, the correct use and processing of personal pronouns is the basis of language social function. Therefore, clarifying the mechanism of processing the pronoun reference in children with ASD is a major focus in autism research. Currently, the main contradictory focus of the anaphora processing ability in children with ASD is use of semantic pragmatic information in the process of pronoun processing. Therefore, this study will focus on the effect of semantic cues on pronoun processing in children with autism spectrum disorder. This study uses the Chinese reflexive pronoun "ziji" (eg., himself/herself) as the media, because the Chinese reflexive pronoun "ziji (oneself)" is relatively flexible, which is not only restricted by the rule of syntactic rules, but also influenced by the semantic information of the antecedent. This study investigated the processing mechanism of Chinese reflexive pronoun "ziji (oneself)" in children with autism spectrum disorder by manipulating the position of strong semantic cues. The results showed that participants from both the experimental group (children with ASD) and the two control groups (children with typical development and children with intellectual disabilities) were able to process strong semantic cues. When the second person pronoun "you" or the s participant’s name appears in the remote subject position, children from both the experimental group and the two control groups could use semantic information to make long distance anaphora of the reflexive pronoun "ziji (oneself)". Conversely, when the second person pronoun "you" appeared in the close subject position, the children with autism spectrum disorder and the two control groups would both make close anaphora with the reflexive pronoun “ziji (oneself)”. This study found that children with autism spectrum disorder can process semantic information normally during pronoun anaphora when the semantic cues are sufficiently prominence. The results of this study provide a more comprehensive understanding of the language processing mechanism of individuals with autism spectrum disorder.

The efficacy of the picture version of the free and cued selective reminding test to detect significant neurocognitive deficits in a Chilean population

The picture version of the Free and cued selective reminding test with immediate recall is a test adept at measuring the memory encoding and the effect of semantic cues. Furthermore, it is sensitive to detect early dementia stages. This study aimed to obtain psychometric properties of visual Buschke and Grober The Free and Cued Selective Reminding Test (FCSRT) in healthy older adults, mild neurocognitive disorders, and major neurocognitive subjects on a Chilean population. Method: 226 participants were included, 113 healthy older adults (HOA), 65 mild neurocognitive disorder (NCD) subjects, and 48 major NCD. Each individual was assessed with the same protocol. Results: The observed area under the curve (AUC) was higher than .90 in all the FCSRT measures in the major cognitive disorders and healthy older people. Conclusion: according to the AUCs, it was shown that Free Recall, Sensitivity to Cueing Index, and Delay Recall of the FCSRT are suitable to detect major neurocognitive disorders.

The effect of semantic cues on the difficulty of word problems and the interplay with other complicating variables

ABSTRACT Research has uncovered a semantic cue effect for short inconsistent word problems; the presence of functionally related objects makes them easier for pupils than the presence of categorically related ones. This study builds on this result by investigating other types of problems. Variants of problems differing in a semantic cue were solved by equally-abled groups of pupils. Item Response Theory was used to determine their latent ability. An independent two-sample t-test was used to determine differences in the difficulty of word problems. The above semantic cue effect was confirmed and the findings distinguished two ways a semantic cue manifests itself (as a reminder or as a helper) in other types of word problems. The study determined the variables supporting the manifestation of the semantic cue (the order of data and the presence of a complicating variable). More research is needed to elaborate the model.

의미 단서가 중등도 브로카실어증 환자의 이름대기에 미치는 영향

의미 단서가 중등도 브로카실어증 환자의 이름대기에 미치는 영향

Retrieval-mediated directed forgetting in the item-method paradigm: the effect of semantic cues.

Item-method directed forgetting is widely considered a storage phenomenon. However, by applying a multinomial model, which separates storage and retrieval effect components, Rummel et al. (J Exp Psychol Learn Mem Cogn 42(10):1526-1543, 2016) recently provided evidence that item-method directed forgetting effects are reflected by both storage and retrieval changes. The current investigation demonstrates that supposedly intentionally forgotten information can still be retrieved to some extent when semantic cuing facilitates retrieval of this information. Participants studied word pairs, with some pairs being followed by a "forget" and others by a "remember" instruction. A subset of items shared the same superordinate semantic category. In Experiment1, a sub-portion of to-be-forgotten items was semantically related and less forgetting occurred selectively for these items when the category was reinstated during test. This finding was replicated and extended to reinstatement effects for to-be-remembered items in Experiment2. The application of the storage-retrieval model confirmed that providing a category cue facilitates retrieval of to-be-forgotten as well as to-be-remembered information. The results are discussed in light of existing theories of directed forgetting.

The effect of semantic cues on intelligibility: A comparison between spectrally sparse speech and natural speech in noise

Listeners are known to make use of contextual cues when perceiving speech. Using contextual information is even more important when listening to distorted or difficult speech signals. For example, listeners benefit from contextual cues to compensate for the absence of fine acoustic-phonetic information when listening to natural speech in noise. In the present investigation, the effect of context was compared between four- and eight-channel spectrally degraded speech (Shannon et al., 1995) versus natural speech-in-noise (0 dB SNR). Spectrally degraded speech simulates the primary information transmitted by cochlear implant devices. The results demonstrated that eight-band signals received benefit from context to the same extent as natural speech in noise. In contrast, four-band signals provided significantly less benefit from context than natural speech in noise. The most parsimonious explanation of this pattern of results is that listeners need a threshold amount of acoustic information to make use of context equally, regardless of the type of distortion. Alternatively, the results could be explained by assuming that listeners employ different strategies depending on the overall acoustic characteristics of the speech signal. Future experiments will distinguish between these alternatives.

Measuring effectiveness of semantic cues in degraded English sentences in non-native listeners

Objective: This study employed Boothroyd and Nittrouer's k (1988) to directly quantify effectiveness in native versus non-native listeners’ use of semantic cues. Design: Listeners were presented speech-perception-in-noise sentences processed at three levels of concurrent multi-talker babble and reverberation. For each condition, 50 sentences with multiple semantic cues and 50 with minimum semantic cues were randomly presented. Listeners verbally reported and wrote down the target words. The metric, k, was derived from percent-correct scores for sentences with and without semantics. Study sample: Ten native and 33 non-native listeners participated. Results: The presence of semantics increased recognition benefit by over 250% for natives, but access to semantics remained limited for non-native listeners (90–135%). The k was comparable across conditions for native listeners, but level-dependent for non-natives. The k for non-natives was significantly different from 1 in all conditions, suggesting semantic cues, though reduced in importance in difficult conditions, were helpful for non-natives. Conclusions: Non-natives as a group were not as effective in using semantics to facilitate English sentence recognition as natives. Poor listening conditions were particularly adverse to the use of semantics in non-natives, who may rely on clear acoustic-phonetic cues before benefitting from semantic cues when recognizing connected speech.

Aging and Semantic Cueing during Learning and Retention of Verbal Episodic Information

ABSTRACT The purpose of this study was to determine the effectiveness of semantic cues provided at encoding and during retention for older adults' memory. For the California Verbal Learning Test-II, participants received semantic or nonsemantic cues that were varied across groups at encoding and during the retention interval. Provision of a semantic cue at encoding led to greater semantic clustering at learning, but not increased recall performance. Providing a semantic cue during the retention interval led to better delayed free recall and greater semantic clustering. No group differences in recall or semantic clustering were found at delayed cued recall. The current findings suggest that semantic cues can be beneficial for recalling unstructured information when administered during the retention interval.

Recall of details never experienced: Effects of age, repetition, and semantic cues

To test theoretical predictions about the role of meaning connections in false memory, the effects of semantic cues and list repetition on children's false memories were evaluated across early childhood to mid-adolescence using the Deese–Roediger–McDermott (DRM) paradigm. True recall and false recall increased from 7 to 13 years. Study list repetition increased true recall of list words with the magnitude of this effect largest in the older children and adolescents. Repetition reduced false recall of critical lures in all age groups. Consistent with theoretical predictions, false recall of critical lures increased when children were informed of the thematic gist of each list prior to study.

Semantic cues in reference price advertisements: The moderating role of cue concreteness

Retailers use a variety of semantic cues to advertise discounts at their stores. In this paper we introduce the concept of cue concreteness and examine its impact on effectiveness of semantic cues. Four studies were conducted which concur with the findings of earlier research in this area and expand our knowledge about the effectiveness of semantic cues. Results indicate that between-store cues are perceived to be more effective than within-store cues at moderate price discount levels only when the cues are concrete in nature. In addition, a between-store cue resulted in more favorable evaluations than a within-store cue when the ad was viewed at home, but only when the cue was concrete. Implications for marketers and public policy makers are discussed.

Effects of semantic cues on mathematical modeling: Evidence from word-problem solving and equation construction tasks

Mathematical solutions to textbook word problems are correlated with semantic relations between the objects described in the problem texts. In particular, division problems usually involve functionally related objects (e.g., tulips-vases) and rarely involve categorically related objects (e.g., tulips-daisies). We examined whether middle school, high school, and college students use object relations when they solve division word problems (WP) or perform the less familiar task of representing verbal statements with algebraic equations (EQ). Both tasks involved multiplicative comparison statements with either categorically or functionally related objects (e.g., "four times as many cupcakes [commuters] as brownies [automobiles]"). Object relations affected the frequency of correct solutions in the WP task but not in the EQ task. In the latter task, object relations did affect the structure of nonalgebraic equation errors. We argue that students use object relations as "semantic cues" when they engage in the sense-making activity of mathematical modeling.

4-31-21 Effectiveness of semantic cues in sclerosis (MS): a controlled study of verbal memory encoding and retrieval

4-31-21 Effectiveness of semantic cues in sclerosis (MS): a controlled study of verbal memory encoding and retrieval

An Alternate Paradigm for the Examination of Semantic Cues in Advertisements

Recent research on how consumers use prices in their evaluation of advertised prices have used differing theoretical bases that have not found strong empirical support. Also, research examining the effects of semantic cues in ads have used correspondent inference theory, which is not broad enough to explain the effectiveness of the huge variety of semantic cues that can influence consumer value perceptions. This manuscript introduces researchers to compliance theory as an alternate paradigm within which to examine the effects of price based ad evaluations. Implications of the framework for academic researchers and practitioners are presented.

The Effect of Semantic Cues on Consumer Perceptions of Reference Price Ads

This article examines the differential effects of two types of semantic cues: (1) cues connoting that an advertised price discount exhibits low consistency over time, and (2) cues connoting that an advertised discount is highly distinctive vis-a-vis competitors. Results suggest that, for manipulations of external reference prices with offering price held constant, semantic cues that connote high distinctiveness are more effective in influencing consumers' price-related evaluations when the external reference price is otherwise implausibly high than are semantic cues that connote low consistency. For manipulations of offering prices with external reference price held constant, however, semantic cues connoting high distinctiveness exert more relative influence on price-related cognitions when offering prices are high.

Grammaticality judgments and sentence comprehension in agrammatic aphasia.

The relationship between sentence comprehension and grammaticality judgment was examined for both neurologically intact and agrammatic aphasic subjects. Aphasic subjects were able to make grammaticality judgments and comprehension judgments, but were less accurate than healthy control subjects. However, the tasks appeared dissociated for the aphasic subjects: Both the effects of semantic cues and the hierarchy of difficulty of sentence types differed across the two tasks. Further, the findings suggest that not all aspects of morpho-syntactic processing may be equally disrupted in aphasia. The results argue against both a central deficit view of agrammatic aphasia, and a view suggesting that syntactic processing is intact whereas semantic or thematic mapping is not. Instead, the results indicate that the respective performance domains of comprehension and grammaticality judgment may draw on different processes and/or operate on different aspects of the language input.

Age, presentation rate, and the effectiveness of structural and semantic recall cues.

To replicate the results of research on age-related differences in the effectiveness of structural and semantic memory cues, 18 young, 18 middle-aged, and 18 elderly adults recalled three 20-item lists aided by category labels, or the initial two letters of each word, or no cues. Lists were presented at 1.5 or 4 sec presentation rates to evaluate the effects of changes in processing speed on age-related trends in cue effectiveness. Semantic cues were most effective in improving recall at all three age levels; structural cues produced intermediate levels of recall facilitation. There was no indication of reduced effectiveness of semantic cues with increases in age and presentation rate, suggesting factors other than age-related changes in the depth of processing are responsible for developmental differences in memory.

The role of mental contiguity in memory: registration and retrieval effects

Implicit contiguity of related items whose list presentations are physically disparate results from the subject looking back through memory so as to bring the items together in mental experience. Effects of implicit contiguity were examined in three experiments by controlling looking-back behavior during list presentation and varying the separation of target items and related items that were later provided as recall cues. The effectiveness of semantic cues was enhanced by their implicit contiguity with target items during study. However, Experiment III showed that the effectiveness of acoustically related cues was uninfluenced by either physical or implicit contiguity. Experiment III also revealed that finding faster “decay” of acoustic than semantic information is dependent upon retention test arrangements.