TY  - JOUR
A1  - Bürki-Foschini, Audrey Damaris
A1  - Elbuy, Shereen
A1  - Madec, Sylvain
A1  - Vasishth, Shravan
T1  - What did we learn from forty years of research on semantic interference?
BT  - a Bayesian meta-analysis
JF  - Journal of memory and language
N2  - When participants in an experiment have to name pictures while ignoring distractor words superimposed on the picture or presented auditorily (i.e., picture-word interference paradigm), they take more time when the word to be named (or target) and distractor words are from the same semantic category (e.g., cat-dog). This experimental effect is known as the semantic interference effect, and is probably one of the most studied in the language production literature. The functional origin of the effect and the exact conditions in which it occurs are however still debated. Since Lupker (1979) reported the effect in the first response time experiment about 40 years ago, more than 300 similar experiments have been conducted. The semantic interference effect was replicated in many experiments, but several studies also reported the absence of an effect in a subset of experimental conditions. The aim of the present study is to provide a comprehensive theoretical review of the existing evidence to date and several Bayesian meta-analyses and meta-regressions to determine the size of the effect and explore the experimental conditions in which the effect surfaces. The results are discussed in the light of current debates about the functional origin of the semantic interference effect and its implications for our understanding of the language production system.
KW  - Bayesian random effects meta-analysis
KW  - picture-word interference
KW  - semantic interference
KW  - language production
Y1  - 2020
U6  - https://doi.org/10.1016/j.jml.2020.104125
SN  - 0749-596X
SN  - 1096-0821
VL  - 114
PB  - Elsevier
CY  - San Diego
ER  - 
TY  - JOUR
A1  - Korochkina, Maria
A1  - Bürki-Foschini, Audrey Damaris
A1  - Nickels, Lyndsey
T1  - Apples and oranges
BT  - how does learning context affect novel word learning?
JF  - Journal of memory and language : JML
N2  - Despite scarce empirical evidence, introducing new vocabulary in semantic categories has long been standard in second language teaching. We examined the effect of learning context on encoding, immediate recall and integration of new vocabulary into semantic memory by contrasting categorically related (novel names for familiar concepts blocked by semantic category) and unrelated (mixed semantic categories) learning contexts. Two learning sessions were conducted 24 hours apart, with each participant exposed to both contexts. Subsequently, a test phase examined picture naming, translation and picture-word interference tasks. Compared to the unrelated context, the categorically related context resulted in poorer naming accuracy in the learning phase, slower response latencies at the immediate recall tasks and greater semantic interference in the picture-word interference task (picture naming in L1 with semantically related novel word distractors). We develop a theoretical account of word learning that attributes observed differences to episodic rather than semantic memory.
KW  - Word learning
KW  - Learning context
KW  - Episodic memory
KW  - Semantic memory
KW  - Integration
KW  - Word production
Y1  - 2021
U6  - https://doi.org/10.1016/j.jml.2021.104246
SN  - 0749-596X
SN  - 1096-0821
VL  - 120
PB  - Elsevier
CY  - Amsterdam
ER  -