Word Class Effects Research Articles

Behavioral and neural analyses of connotative meaning: Word classes and rating scales

Behavioral (semantic differential) and neural (Evoked Potentials, EPs) responses were related to connotative meaning. The approach was based on Osgood's semantic analyses and dimensions of Evaluation (E), Potency (P), and Activity (A). The experimental variables were (1) the semantic class of the stimulus word (E+, E-, P+, P-, A+, A-) and (2) the dimension of the semantic scale (E, P, A) which the subject used to rate the stimulus words. These variables were experimentally combined such that on each trial the subject used a designated semantic scale to judge a specified stimulus word while brain activity was recorded. Using multivariate analyses, the effects on the EPs of stimulus word class, scale dimension, and their interaction were analyzed. The EP effects of stimulus word class were similar whether the subjects were merely saying the words or rating the words on a variety of semantic scales. Different EPs were found for six word classes, three semantic scale dimensions, and the 18 groups formed by their combination. The success rates in EP identification of (1) word class and (2) scale dimension did not depend on whether these two kinds of semantic variables involved the same or different semantic dimensions. The two kinds of semantic effects in EPs were largely independent. The behavioral data supported Osgood's results and showed that our subjects were appropriately processing the semantic information. The common analyses of data from all subjects suggest the universality of the connotative EP effects across individuals. This parallels, at the neural level, the universality of the connotative dimensions found at the behavioral level by semantic differential ratings. The EP effects imply that the neural representation of meaning is similar in different individuals.

Effects of sentential stress and word class upon comprehension in Broca's aphasics

The roles which word class (open/closed) and sentential stress play in the sentence comprehension processes of both agrammatic (Broca's) aphasics and normal listeners were examined with a word monitoring task. Overall, normal listeners responded more quickly to stressed than to unstressed items, but showed no effect of word class. Aphasics also responded more quickly to stressed than to unstressed materials, but, unlike the normals, responded faster to open than to closed class words regardless of their stress. The results are interpreted as support for the theory that Broca's aphasics lack the functional underlying open/closed class word distinction used in word recognition by normal listeners.

Task differences and word class effects in sentence processing

Abstract An experiment was carried out to resolve an apparent disagreement in the literature about the importance of the role of the verb in sentence processing. Previous results were confirmed in that the verb was found to be important in judgments of sentence meaning but less significant in sentence storage. However, form class differences in storage held only for high potency terms. Some implications of these findings are discussed.

Effects of word class on the recall of sentences

Subjects attempted to recall sentences, with noun or pronoun subjects and objects, after a 20-sec retention interval. Word class of subject and object had no significant effect on the probability of correct recall. High uncertainty sentences, which contain nouns instead of pronouns, were most often incompletely recalled, indicating a limited capacity system. But these same sentences were virtually never completely forgotten, as some sentences with pronouns were. This suggests a special role for concrete nouns in cueing the recall processes. Within the sentences which were incorrectly recalled, sentence objects were more likely to be remembered when it differed in word class from the subject, indicating increased interference between members of the same word class within a sentence.

Subject uncertainty and word-class effects in short-term memory for sentences.

Subject uncertainty and word-class effects in short-term memory for sentences.