Semantic Satiation Research Articles

Instructional improvement through cognitive psychology

Cognition is the process of knowing, which includes such component processes as recognizing patterns, forming concepts, paying attention, and storing and retrieving information. Using the principles of cognition, professors can help students learn more and understand topics more thoroughly. One principle of particular importance in teaching is that memory is productive and reproductive. In other words, students and teachers may not be able to distinguish between what was said and their own associations. A second principle is that a “verbal transformation effect” can cause students to make mistakes by normalizing new words heard in lectures, particularly new technical terms. Third, concepts and organizational structures must be formed before students have long-term recall of information. Thus, material discussed early in the term should be reviewed since much will not be recalled. Finally, memorization by use of elaboration rather than repetition is much more effective and efficient.

Perceptual transformations in vision and hearing

This paper presents a history and comparison of the illusions occurring with three types of unchanging patterns of stimulation: (1) visually ambiguous figures; (2) stabilized retinal images; (3) repeated spoken words. Photographs are presented showing that perceptually unstable ambiguous figures of considerable complexity and subtlety were constructed as mosaics in classical times. It is suggested that the ancient practice of scrying may be related to changes observed with stabilized retinal images. While illusory changes heard when listening to a recording of a repeated word have been compared with changes occurring with ambiguous figures and with stabilized retinal images, it is argued that such comparisons have been misleading. While these three illusions have in common the replacement of one perceptual form by another with continued stimulation, the types of perceptual reorganization corresponding to these changes are specific for each of these illusions, and can provide information concerning the nature of special strategies used with the different stimuli. Examples are given of how verbal transformations can reveal mechanisms used for processing of speech. Finally, some comparisons are made concerning the usefulness of studying illusions in man and in machines.

Effects of number of repetitions and intensity level of stimuli varying in VOT on verbal transformations

The purpose of this study was to investigate the perception of transformations by varying the voice onset time (VOT) of the repeating stimulus, its repetition number, and intensity level. Fifteen subjects rated the 5-, 25-, and 55-ms VOT stimuli during periods of repetitions so that transformations could be identified according to their place and voicing characteristics. The number of stimulus repetitions was 5, 32, or 95, and the sound-pressure level of the repeating stimulus was 50, 70, or 90 dB. The major findings were as follows (1) The 90-dB level condition produced significantly more transformations than either the 50- or 70-dB conditions for the 55-ms stimulus only; (2) A significant difference in number of transformations was obtained for each paired copmparison of the 55-ms stimulus, but only between the 5-, 32-, and 95- repetition pairs for the 5 and 25 ms stimuli; and (3) Significant correlations were obtained between the voiceless and alveolar features of transformations for the 55-ms stimulus, and between the voiced, alveolar, and velar features of transformations for the 5- and 25-ms stimuli. The findings support a transformation process sensitive to voicing and place cues and a peripheral component of transformations.

Suggestibility and the Verbal Transformation Effect

55 student volunteers listened to 8 words each played for 3 min. (73 repetitions) and, as instructed, reported illusory changes heard. Scores on the Barber Suggestibility Scale correlated significantly ( rho = .34) with the number of times subjects alternated between hearing different forms (perceptual organizations) but not with the number of different forms reported. Differences in the ability to concentrate on subjective experiences associated with suggestibility are proposed to account for the relationship. It is suggested that hearing different forms and alternating between them may depend on different mechanisms.

Bilateral transfer as a function of mental imagery.

Three experiments are reported which investigate the role of mental imagery in the bilateral transfer from right to Ie ft hand of rotary pursuit skill. In Experiment 1 both mental imagery and physical rehearsal showed significant positive transfer relative to a control condition. However, work decrement may have accumulated and transferred in the physical rehearsal group thereby depressing this group's left-hand performance. Experiment 2 was conducted under conditions designed to allow work decrement to dissipate prior to transfer to the contralateral limb. The data still showed no difference between physical rehearsal and mental imagery. One interpretation of these data is that work decrement was present under both the physical rehearsal and mental imagery manipulations in Experiment 1. The data from Experiment 3 confirmed this interpretation as well as replicated the positive transfer effects found for mental imagery in Experiments 1 and 2. The data are discussed in terms of central versus peripheral explanatory mechanisms.

Continuous, Spontaneous Alternation in the Rat: Influence of Y-Maze Arm Times

Fifty-four male hooded rats were observed for two sessions, 8 min. each for continuous spontaneous alternation in a Y-maze. Subjects were found to alternate on 71% of all choices. Responsivity decreased during each session and a decided preference was shown for the initial placement arm regardless of its spatial position. Though arms per se did not affect alternation, the amount of time spent in previous arms differentially affected alternation depending on whether the subject was displaying alternation or non-alternation behavior during the preceding trials. Results are discussed in terms of their implications for stimulus satiation models of spontaneous alternation behavior.

Age-Related Differences in Acquisition of a Verbal Habit

10 young (< 40 yr.) and 10 elderly (> 60 yr.) adults recalled previously memorized paired associates over a long series of trials. Practice was either massed or distributed. Reaction time decreased for both groups at the same rate. Spacing of trials did not affect the younger subjects’ pattern of learning. The elderly subjects’ learning curves showed the classical effects of warm-up, reminiscence, and work decrement. Distribution of practice was seen to affect momentary level of performance rather than actual degree of learning.

Auditory hallucinations and the Verbal Transformation Effect.

In an attempt to replicate findings reported by Slade (1976), 12 hallucinating and 12 non-hallucinating shcizophrenic subjects were compared on tests of verbal ability, personality and mental imagery variables and the Verbal Transformation Effect. No significant differences between the groups was demonstrated. When the data from both groups of schizophrenics were combined, a significant correlation was found between 2 measures of the Verbal Transformation Effect and the P-score of the Eysenck Personality Questionnaire.

Relationship between adaptation and the percept and transformations of stop consonant voicing: effects of the number of repetitions and intensity of adaptors.

Important issues in selective adaptation research concern the relative contribution of response related (perceptual) and stimulus related (acoustic) effects of the adaptor in the adaptive process. Two response related issues pertain to the effects of the adaptor percept and verbal transformations on adaptation. This investigation systematically examined perceptual and acoustic contributions of the adaptor on the adaptation of the voicing feature. Subjects rated the degree of voicing/voicelessness of end-point VOT adaptors, i.e., 5- and 55-ms VOT, and an acoustically neutral adaptor, i.e., 25-ms VOT, during periods of repetitions. The number of adaptor repetitions during each of ten trials was either 5, 32, or 95, and the intensity of the adapting stimulus was either 50, 70, or 90 dB SPL. The major findings were as follows: (1) No significant correlations were found between ratings of voicing percept of the adaptor and magnitude of boundary shift; (2) Increases in repetitions and relative intensity level of end-point adaptors produced significantly greater phonetic boundary shifts and generally greater affects on ratings of test stimuli; and (3) The end-point adaptors produced significant shifts in rating of boundary and nonboundary stimuli. The findings indicate that neigher the adaptor percept or verbal transformations affected the magnitude of adaptation. These results and those for acoustic parameters strongly suggest an acoustic as opposed to a phonetic basis of adaptation of the voicing feature. Furthermore, the effects of end-point adaptors on boundary and nonboundary stimuli support the generalized change in feature sensitivity assumed by a fatigue model of adaptation.

The effects of number of repetitions and intensity level of adaptors varying in VOT on verbal transformations

The purpose of this study was to investigate the effects of number of repetitions and intensity level of adaptors varying in VOT on verbal transformations. Fifteen subjects rated the 5-, 25-, and 55-ms VOT adaptors periodically during periods of repetitions so that transformations could be identified according to their place and voicing characteristics. The number of adaptor repetitions was 5, 32, or 95 and the intensity of the adapting stimulus was 50, 70, or 90 dB SPL. The major findings were as follows: (I) A significant difference in number of verbal transformations was obtained between each repetition condition for the 55-ms adaptor but only between the 5 and the 32 and 95 repetitions conditions for the 5- and 25-ms adaptors; (2) The 90-dB level produced significantly more verbal transformations than either the 50 o or 70-dB levels for the 55-ms adaptor only; and (3) The proclivity for stop + vowel transformations over other syllables and nonspeech transformations was greater for the 5- and 25-ms adaptors (72% vs 28%, respectively, and 84% vs 16%, respectively) than for the 55-ms adaptor (58% vs 42%, respectively). The findings will be discussed relative to verbal transformation and adaptation models and to asymmetries in the perception of voicing. [Work supported by Sigma Xi, Harlan Bloomer Fund and NIH research grant NS07040.]

Verbal transformation as a function of boredom susceptibility, attention maintenance, and exposure time

Sixteen high-boredom-susceptible (HBS) and 16 low-boredom-susceptible (LBS) college students recorded word distortions on a structured data sheet (i.e., numbered) or on a nonstructured data sheet, resulting in groups of 8 college students who were presented with six neutral words for 6 min each. In the structured situation, the LBS subjects produced significantly more verbal transformations (i.e., word distortions) than HBS subjects, but in the nonstructured situation, there was a trend for HBS subjects to produce a higher verbal transformation rate than that shown by LBS subjects. In addition, all subjects produced significantly more verbal transformations in the last 3 min as compared to the first 3 min of exposure time. Attention and arousal notions were considered to interpret these findings.

Erratum to: Semantic Satiation Revisited With a Lexical Decision Task

Erratum to: Semantic Satiation Revisited With a Lexical Decision Task

Application of the verbal transformation effect with learning-disabled children

Verbal Transformations (VTs) are an illusory effect which results from hearing a tape recording consisting of one word repeated twice per second. VTs have been employed to ascertain auditory perceptual differences in normal subjects relative to chronological age. This research tested two groups of 10 male children (normal and learning disabled). Results showed a significant difference ( p < .01) between the reported number of VTs per group, with normal subjects verbalizing more different words. LD results are compared to VT studies with geriatrics. A theory is presented to explain our findings based upon a defect in short-term memory.

The Reduction In The Intensity Of Meaning Attached To Sex Words

This investigation utilized 192 college students to determine if the intensity of meaning attached to sex words could be reduced, if change in this meaning intensity was affected by the passage of time, if the intensity of meaning was related to the students' anxiety level, and if students felt more comfortable in using sex words after treatment than they did before treatment. Pretest instruments determined the intensity of meaning and anxiety level. A verbal satiation method was used with the experimental groups. Three posttest time delay measurements were taken in both experimental and control groups. It was concluded that technical health words and common health words produce communication blockages.

Onset of Metabolic Acidosis (Anaerobic Threshold) as a Criterion Measure of Submaximum Fitness

Abstract The purpose of the present study was to investigate use of the onset of metabolic acidosis (anaerobic threshold) as a criterion measure of submaximum fitness. [Vdot]O2 max and the onset of metabolic acidosis (using gas exchange variables;) were determined. Twenty-eight subjects completed, without work decrement, a submaximum work task of 300 kgm·min−1 for an 8-minute duration. Matching individuals with respect to [Vdot]O2 max (within 30 ml·min−1) yielded 11 matched pairs. These pairs were divided with respect to [Vdot]O2 uptake at the point of metabolic acidosis ([Vdot]O2-AT). This resulted in significant differences in [Vdot]O2-AT (X difference = 254 ml, p < .05) between the equal [Vdot]O2 max groups. Examining submaximum exercise responses revealed that the group with higher [Vdot]O2-AT values took up oxygen to steady state at a faster rate (p < .05), exhibited a slightly lower steady state [Vdot]O2 value, and showed a tendency for a faster rate of [Vdot]O2 uptake during recovery to baseline va...

Reactivation-induced interference in a short-term retention paradigm

In Experiment 1 it was demonstrated that interference with a rat's retention of a target spatial cue decreases as the interval between prior conflicting cues and the target increases. Experiment 2 showed that interference can occur even when the interstimulus interval is long, if the memory of a conflicting cue is reactivated just prior to exposing an animal to the target cue. A third experiment suggested that these findings could not be easily interpreted in terms of a stimulus satiation effect. The implications of these findings for a trace decay model of short-term retention were discussed.

Semantic satiation revisited with a lexical decision task

The semantic satiation hypothesis suggests that continuous verbalization of a word leads to a reduction in its meaning. This hypothesis was examined by having subjects repeat a priming word either once or for 30 sec prior to making a word-nonword lexical decision about a visually presented target. The primes were associated with (Experiments 1 and 3), identical to (Experiment 2), or unassociated with the word targets. As is usually found, target lexical decision times were significantly facilitated by oral priming with both the associated and identical words. While the magnitude of this facilitation effect was reduced slightly by continuous repetition of the prime in Experiment 1, no such reduction was observed in Experiments 2 and 3. These results are discussed in the context of a two-factor theory of semantic processing with the aid of Mortons logogen model. It was concluded that semantic satiation may not be semantic at all.

Mere Exposure to Stimulus and Response Terms and Paired-Associate Learning

Subjects learned four-item paired-associate lists by the method of anticipation. Items were composed from Turkish-like words which the subject had either never seen previously or which had been exposed 16 times in a previous familiarization process designed to minimize the induction of verbal satiation. Analysis of the data indicated significant facilitation of learning due to familiarization with the stimulus term and a significant interaction of stimulus and response terms. The experiment demonstrates the likely importance of the encoding of stimulus terms in the learning of paired-associate lists and shows that mere exposure to materials can modify later response to those materials.

Verbal transformations and boredom susceptibility

Twelve high-boredom-susceptible and 12 low-boredom-susceptible college students were presented with seven neutral words for 7 min each on a tape recorder, repeated at a constant rate. Contrary to the arousal hypothesis, the low-boredom-susceptible students reported significantly more verbal transformations or word distortions than did the high-boredom-susceptible students. The differences were attributed to an attention factor.

Potential hazards of rapid smoking as a technic for the modification of smoking behavior.

The relation between cigarette smoking and serious cardiopulmonary disease has been convincingly established1 , 2 and has impelled a search for effective methods of helping smokers to break the habit. Nevertheless, there are few effective methods.3 , 4 One method, based on principles of behavior modification by stimulus satiation used by a number of investigators, appears to be superior to others.5 6 7 8 Their studies have reported an overall success rate of 57 to 60 per cent at six months. Lichtenstein and Glasgow have estimated that 35,000 persons have been exposed to this method.9 This stimulus-satiation method consists of an enforced period of continuous and rapid . . .