TY - JOUR
AU - Anisfeld, Moshe
AB - 40 3rd and 40 6th graders listened to a list of words, and for each word had to indicate, by saying "old" or "new," whether or not it had appeared before on the list. Ss gave more erroneous old responses to words which were semantically or phonetically related to previously heard words than to control words. They took longer to respond correctly (new) to the experimental words than to the controls. Experimental words which were highly associated to the preceding words did not produce more errors than words with little association to the preceding words. The semantic relations were relatively less effective in producing errors for 3rd than 6th graders. Findings are interpreted in a framework of a feature analysis of words.
TI - Semantic and phonetic relations in the false recognition of words by third- and sixth-grade children
JF - Developmental Psychology
DO - 10.1037/h0029571
DA - 1970-09-01
UR - https://www.deepdyve.com/lp/american-psychological-association/semantic-and-phonetic-relations-in-the-false-recognition-of-words-by-6N08hwsjhy
SP - 163
EP - 168
VL - 3
IS - 2
DP - DeepDyve
ER -