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{
    "pk": 27159,
    "title": "After braking comes hasting: reversed effects of indirect associations in 2nd and 4th\ngraders",
    "subtitle": null,
    "abstract": "The Associative Read-Out Model (AROM) suggests that\nassociations between words can be defined by the log likelihood\nthat they occur together more often in sentences than predicted by\ntheir single-word frequency. Moreover, semantic relations can be\ndefined by associative spreading across many common associates.\nHere, we addressed developmental effects of associative and\nsemantic priming. Thus, we manipulated sentence-co-occurrence-\nbased direct (syntagmatic) and common (paradigmatic)\nassociations between prime and target words in 2nd and 4th graders.\nSyntagmatic associations decreased response times and error rates\nin both, 2nd and 4th graders. Paradigmatic associations increased\nerrors rates in 2nd graders, whereas they decreased errors rates in\n4th graders. These results suggest that 2nd graders profit from\nsyntagmatic, i.e. contiguity-based associations, while a benefit\nfrom paradigmatic-semantic relationship probably develops from\ngeneralizing across many of these simple associations.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "Interactive Activation Model"
        },
        {
            "word": "Associative Read-Out\nModel"
        },
        {
            "word": "Semantic Priming"
        },
        {
            "word": "computational models"
        },
        {
            "word": "Syntagmatic-\nParadigmatic shift"
        }
    ],
    "section": "Posters: Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/5343w9vd",
    "frozenauthors": [
        {
            "first_name": "Nicole",
            "middle_name": "",
            "last_name": "Franke",
            "name_suffix": "",
            "institution": "University of Wuppertal",
            "department": ""
        },
        {
            "first_name": "André",
            "middle_name": "",
            "last_name": "Roelke",
            "name_suffix": "",
            "institution": "University of Wuppertal",
            "department": ""
        },
        {
            "first_name": "Ralph",
            "middle_name": "R.",
            "last_name": "Radach",
            "name_suffix": "",
            "institution": "University of Wuppertal",
            "department": ""
        },
        {
            "first_name": "Markus",
            "middle_name": "J.",
            "last_name": "Hofmann",
            "name_suffix": "",
            "institution": "University of Wuppertal",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2017-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27159/galley/16795/download/"
        }
    ]
}