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Journal articles on the topic 'Implicit repetition'

Author: Grafiati

Published: 28 May 2022

Last updated: 31 July 2025

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1

Wulf, Christoph. "The Movement of Repetition: Incorporation through Mimetic, Ritual and Imaginative Movements." Gestalt Theory 42, no. 2 (2020): 87–100. http://dx.doi.org/10.2478/gth-2020-0010.

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SummaryThe movement of repetition is irrevocably linked to the constitution of the human body and is therefore a human condition. The process of hominisation makes this clear. In the body of Homo sapiens and in his movements a connection between nature and culture is created. The movement of repetition is of central importance. Repetition is essential for the evolution of Homo sapiens, the development of communities and individuals. Repetitions are mimetic; they lead to productive imitations in which new elements and events also emerge. Mimetic movements and the repetitive aspects they contain

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Newell, Ben R., and James E. H. Bright. "Evidence against hyperspecificity in implicit invariant learning." Quarterly Journal of Experimental Psychology Section A 55, no. 4 (2002): 1109–26. http://dx.doi.org/10.1080/02724980244000062.

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Four experiments examined the claim that cross-format transfer in invariant learning is reliant solely on the presence of repetition structure in study and test strings (Stadler, Warren, Lesch, 2000). Experiments 1, 2, and 3 used strings with no repetitions and found significant cross-format transfer in combination with a non-significant transfer decrement - no significant difference between same- and changed-format conditions. Further investigation of the basis of the role of repetition structure revealed an emphasis on the perceptual salience of test stimuli (Experiment 4). Our results contr

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Neil, Greg J., and Philip A. Higham. "Repeated exposure to exemplars does not enhance implicit learning: A puzzle for models of learning and memory." Quarterly Journal of Experimental Psychology 73, no. 3 (2019): 309–29. http://dx.doi.org/10.1177/1747021819873838.

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We learn regularities in the world around us, frequently without conscious effort, a phenomenon known as implicit learning. These regularities are often impossible to verbalise. One example of implicit learning is the structural effect, in which participants learn a rule set combining two factors, such as lexical frequency and concreteness. Theories of implicit learning predict that repetition of exemplar words would result in improved learning of the rule set, increasing the magnitude of the structural effect. Over four experiments, we demonstrate that this is, in fact, not the case. In Exper

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Brown, Alan S. "Single and Multiple Test Repetition Priming in Implicit Memory." Memory 4, no. 2 (1996): 159–74. http://dx.doi.org/10.1080/096582196389022.

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MacWhinney, Brian. "IMPLICIT AND EXPLICIT PROCESSES." Studies in Second Language Acquisition 19, no. 2 (1997): 277–81. http://dx.doi.org/10.1017/s0272263197002076.

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The relation between experimental psychology and second language acquisition research has gone through at least two major swings of the pendulum. During the heyday of behaviorism, the pendulum swung strongly toward psychology. The behaviorist psychologists advised us to think of language learning as nothing more than habit formation (Mowrer, 1960), and second language learning materials reflected an emphasis on repetition, drill, rewards, practice, and conditioning. During the early years of the cognitive revolution, Chomsky (1959) argued that viewing language as a conditioned response (Skinne

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LI, LI, LEI MO, RUIMING WANG, XUEYING LUO, and ZHE CHEN. "Evidence for long-term cross-language repetition priming in low fluency Chinese–English bilinguals." Bilingualism: Language and Cognition 12, no. 1 (2009): 13–21. http://dx.doi.org/10.1017/s1366728908003453.

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Previous studies have found that proficiency in a second language affects how the meanings of words are accessed. Support for this hypothesis is based on data from explicit memory tasks with bilingual participants who know two languages that are relatively similar phonologically and orthographically (e.g., Dutch–English, French–English). The present study tested this hypothesis with Chinese–English bilinguals using an implicit memory task – the cross-language repetition priming paradigm. Consistent with the result of Zeelenberg, R. and Pecher, D. (2003), we obtained reliable effects of long-te

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Black, F. William. "Neuroanatomic and Neuropsychologic Correlates of Digit Span Performance by Brain-Damaged Adults." Perceptual and Motor Skills 63, no. 2 (1986): 815–22. http://dx.doi.org/10.2466/pms.1986.63.2.815.

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Digit repetition performance was examined in samples of adult brain-injured patients having confirmed unilateral lesions. The primary purposes of the study were to investigate the sensitivity of forward and backward repetition to the effects of lateralized brain lesions and to assess the differential neuroanatomic and neuropsychologic substrates of the two forms of digit repetition. Digit repetition, especially digits backward and particularly by patients with left-hemisphere lesions, was significantly lower than would be predicted on the basis of intelligence. However, impaired repetition was

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Rausei, Valeria, Tal Makovski, and Yuhong V. Jiang. "Attention Dependency in Implicit Learning of Repeated Search Context." Quarterly Journal of Experimental Psychology 60, no. 10 (2007): 1321–28. http://dx.doi.org/10.1080/17470210701515744.

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How much attention is needed to produce implicit learning? Previous studies have found inconsistent results, with some implicit learning tasks requiring virtually no attention while others rely on attention. In this study we examine the degree of attentional dependency in implicit learning of repeated visual search context. Observers searched for a target among distractors that were either highly similar to the target or dissimilar to the target. We found that the size of contextual cueing was comparable from repetition of the two types of distractors, even though attention dwelled much longer

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Dalalyan, Manana. "Textual Repetition as a Manifestation of Irony." Armenian Folia Anglistika 11, no. 2 (14) (2015): 49–55. http://dx.doi.org/10.46991/afa/2015.11.2.049.

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Text is a unit of language in use. It is a lexico-grammatical unit realized through a phonological system with its own hierarchy of units (Halliday 1977:6-7). Text has been defined as a communicative occurrence which meets seven standards of textuality – cohesion, coherence, intentionality, acceptability, informativity, situationality and intertextuality (Halliday, Hassan 1976:14-18). Application of repetition is also an important characteristic of a text. This particular study gives us a wide diapason to ascertain that repetitions on text level used by O. Wilde imply shades of comical meaning

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Daikhin, Luba, Ofri Raviv, and Merav Ahissar. "Auditory Stimulus Processing and Task Learning Are Adequate in Dyslexia, but Benefits From Regularities Are Reduced." Journal of Speech, Language, and Hearing Research 60, no. 2 (2017): 471–79. http://dx.doi.org/10.1044/2016_jslhr-h-16-0114.

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Purpose The reading deficit for people with dyslexia is typically associated with linguistic, memory, and perceptual-discrimination difficulties, whose relation to reading impairment is disputed. We proposed that automatic detection and usage of serial sound regularities for individuals with dyslexia is impaired (anchoring deficit hypothesis), leading to the formation of less reliable sound predictions. Agus, Carrión-Castillo, Pressnitzer, and Ramus, (2014) reported seemingly contradictory evidence by showing similar performance by participants with and without dyslexia in a demanding auditory

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LÖRINCZ, A., G. SZIRTES, B. TAKÁCS, I. BIEDERMAN, and R. VOGELS. "RELATING PRIMING AND REPETITION SUPPRESSION." International Journal of Neural Systems 12, no. 03n04 (2002): 187–201. http://dx.doi.org/10.1142/s0129065702001187.

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We present a prototype of a recently proposed two stage model of the entorhinal–hippocampal loop. Our aim is to form a general computational model of the sensory neocortex. The model — grounded on pure information theoretic principles — accounts for the most characteristic features of long-term memory (LTM), performs bottom-up novelty detection, and supports noise filtering. Noise filtering can also serve to correct the temporal ordering of information processing. Surprisingly, as we examine the temporal characteristics of the model, the emergent dynamics can be interpreted as perceptual primi

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Vuilleumier, Patrik, Sophie Schwartz, Stéphanie Duhoux, Raymond J. Dolan, and Jon Driver. "Selective Attention Modulates Neural Substrates of Repetition Priming and “Implicit” Visual Memory: Suppressions and Enhancements Revealed by fMRI." Journal of Cognitive Neuroscience 17, no. 8 (2005): 1245–60. http://dx.doi.org/10.1162/0898929055002409.

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Attention can enhance processing for relevant information and suppress this for ignored stimuli. However, some residual processing may still arise without attention. Here we presented overlapping outline objects at study, with subjects attending to those in one color but not the other. Attended objects were subsequently recognized on a surprise memory test, whereas there was complete amnesia for ignored items on such direct explicit testing; yet reliable behavioral priming effects were found on indirect testing. Event-related fMRI examined neural responses to previously attended or ignored obj

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Erskine, Michelle E., Benjamin Munson, and Jan R. Edwards. "Relationship between early phonological processing and later phonological awareness: Evidence from nonword repetition." Applied Psycholinguistics 41, no. 2 (2020): 319–46. http://dx.doi.org/10.1017/s0142716419000547.

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AbstractThis study investigated whether individual differences in receptive vocabulary, speech perception and production, and nonword repetition at age 2 years, 4 months to 3 years, 4 months predicted phonological awareness 2 years later. One hundred twenty-one children were tested twice. During the first testing period (Time 1), children’s receptive vocabulary, speech perception and production, and nonword repetition were measured. Nonword repetition accuracy in the present study was distinct from other widely used measures of nonword repetition in that it focused on narrow transcription of d

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Wagner, Anthony D., John E. Desmond, Jonathan B. Demb, Gary H. Glover, and John D. E. Gabrieli. "Semantic Repetition Priming for Verbal and Pictorial Knowledge: A Functional MRI Study of Left Inferior Prefrontal Cortex." Journal of Cognitive Neuroscience 9, no. 6 (1997): 714–26. http://dx.doi.org/10.1162/jocn.1997.9.6.714.

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Functional neuroimaging studies of single-word processing have demonstrated decreased activation in left inferior prefrontal cortex (LIPC) during repeated semantic processing relative to initial semantic processing. This item-specific memory effect occurs under implicit test instructions and represents word-toword semantic repetition priming. The present study examined the stimulus generality of LIPC function by measuring prefrontal cortical activation during repeated relative to initial semantic processing of words (word-to-word semantic repetition priming) and of pictures (picture-to-picture

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Burke, J., R. G. Knight, and F. M. Partridge. "Priming deficits in patients with dementia of the Alzheimer type." Psychological Medicine 24, no. 4 (1994): 987–93. http://dx.doi.org/10.1017/s003329170002907x.

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SynopsisIn a study that replicated the procedures used by Salmon et al. (1988), the effect on stem completion performance of two different semantic orientation tasks has been assessed in patients with Alzheimer's disease. Previously reported findings of impairment in repetition priming in Alzheimer patients were confirmed. Performance was not affected by the nature of the orientation task. No significant correlations were found between explicit and implicit memory tests. The results are discussed in the context of a hypothesized parallel decline in explicit and implicit memory systems.

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Perez-Rojo, Cristina, Jennifer A. Rieker, and Soledad Ballesteros. "The Effect of Exercise Intensity on Affective and Repetition Priming in Middle-Aged Adults." International Journal of Environmental Research and Public Health 19, no. 16 (2022): 9873. http://dx.doi.org/10.3390/ijerph19169873.

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Previous research has shown that physical exercise improves memory. In the present study, we investigated the possible effects of the intensity of physical exercise as a function of the affective valence of words on implicit memory. In the study, 79 young adult volunteers were randomly assigned to perform moderate- (50% VO2max) or high-intensity exercise (80% VO2max) on a stationary bike. Once the required exercise intensity was achieved, participants performed an affective and repetition priming task concurrently with the physical exercise. Both groups showed similar repetition priming. The m

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Abumelha, Mary. "Classroom input to accelerate feature reassembly of English generics." Instructed Second Language Acquisition 2, no. 2 (2018): 189–214. http://dx.doi.org/10.1558/isla.35606.

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This is an experimental study on the effect of explicit and implicit classroom input on the acquisition of English generics by L1-Najdi Arabic speakers. Following a feature-based contrastive analysis, acquisition difficulties are predicted with indefinite singular and bare plural contexts. The experiment included fifty-four students divided into two experimental groups and one uninstructed control group. One experimental group received implicit input by using genre analysis of texts reinforced with generic noun phrases (NPs), and the other group received explicit grammatical ‘focus on form’ on

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Abumelha, Mary. "Classroom input to accelerate feature reassembly of English generics." Instructed Second Language Acquisition 2, no. 2 (2018): 189–214. http://dx.doi.org/10.1558/35606.

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This is an experimental study on the effect of explicit and implicit classroom input on the acquisition of English generics by L1-Najdi Arabic speakers. Following a feature-based contrastive analysis, acquisition difficulties are predicted with indefinite singular and bare plural contexts. The experiment included fifty-four students divided into two experimental groups and one uninstructed control group. One experimental group received implicit input by using genre analysis of texts reinforced with generic noun phrases (NPs), and the other group received explicit grammatical ‘focus on form’ on

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Gladkova, Katerina Yu. "‘WHY’ QUESTIONS AS A COHESIVE FACTOR IN ‘WATERLAND’ BY G. SWIFT." Вестник Пермского университета. Российская и зарубежная филология 13, no. 1 (2021): 37–47. http://dx.doi.org/10.17072/2073-6681-2021-1-37-47.

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The article deals with the problem of relation of two linguistic categories – interrogativity and text cohesion – in a literary text. The aim of the research is to study the role of ‘why’ questions in text cohesion in Waterland by G. Swift. As part of the study, a database of interrogative contexts was formed, which includes general questions, special questions and disjunctive questions. Methods of semantic analysis, stylistic analysis, contextual analysis, syntactical analysis were used in the research process. The paper provides the results of analysis conducted to reveal the functions of ‘w

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Vodyasova, Lyubov P. "Structural correlation and expression of chain connection in complex syntactic whole (based on the works by K. G. Abramov)." Finno-Ugric World 11, no. 3 (2019): 255–67. http://dx.doi.org/10.15507/2076-2577.011.2019.03.255-267.

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Introduction. The subject of the research is complex syntactic whole (CSW), the components of which are united by a chain connection. It identifies the structural correlation of this connection, and examines tools for its implementation. Materials and Methods. The material of the study is prosaic works by K. G. Abramov. The main method is descriptive. It was used to analysis of structural correlation and means of expression in the organization of CSW in the prose of the writer. Results and Discussion. The article revealed that chain connection can be defined by structural correlation, in other

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Etemadfar, Parisa, Ehsan Namaziandost, and Reza Banari. "The Impact of Different Output-based Task Repetition Conditions on Producing Speech Acts among Iranian Advanced EFL Learners." Theory and Practice in Language Studies 9, no. 12 (2019): 1541. http://dx.doi.org/10.17507/tpls.0912.10.

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This examination inspected the effects of different output-based task reiteration conditions with respect to producing EFL students' speech acts. Three groups were incorporated into this investigation: (1) the explicit task-repetition (ETR) group, (2) the implicit task-repetition (ITR) group, and (3) the no-input task repetition (NTR) group. All the three groups occupied with the reiteration of output generation tasks. However, before the second execution of the task, the ETR, ITR, NTR groups received input combined with metapragmatic data, input combined with an awareness raising task, and no

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Ramponi, Cristina, Philip J. Barnard, Ferath Kherif, and Richard N. Henson. "Voluntary Explicit versus Involuntary Conceptual Memory Are Associated with Dissociable fMRI Responses in Hippocampus, Amygdala, and Parietal Cortex for Emotional and Neutral Word Pairs." Journal of Cognitive Neuroscience 23, no. 8 (2011): 1935–51. http://dx.doi.org/10.1162/jocn.2010.21565.

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Although functional neuroimaging studies have supported the distinction between explicit and implicit forms of memory, few have matched explicit and implicit tests closely, and most of these tested perceptual rather than conceptual implicit memory. We compared event-related fMRI responses during an intentional test, in which a group of participants used a cue word to recall its associate from a prior study phase, with those in an incidental test, in which a different group of participants used the same cue to produce the first associate that came to mind. Both semantic relative to phonemic pro

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Olsson, M. J. "Implicit Testing of Odor Memory: Instances of Positive and Negative Repetition Priming." Chemical Senses 24, no. 3 (1999): 347–50. http://dx.doi.org/10.1093/chemse/24.3.347.

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Challis, Bradford H., and Robindra Sidhu. "Dissociative effect of massed repetition on implicit and explicit measures of memory." Journal of Experimental Psychology: Learning, Memory, and Cognition 19, no. 1 (1993): 115–27. http://dx.doi.org/10.1037/0278-7393.19.1.115.

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Schweinberger, Stefan R., and Volker Stief. "Implicit perception in patients with visual neglect: Lexical specificity in repetition priming." Neuropsychologia 39, no. 4 (2001): 420–29. http://dx.doi.org/10.1016/s0028-3932(00)00127-5.

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Silkes, JoAnn P. "Masked Repetition Priming Treatment for Anomia." Journal of Speech, Language, and Hearing Research 61, no. 3 (2018): 690–712. http://dx.doi.org/10.1044/2017_jslhr-l-17-0192.

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Purpose Masked priming has been suggested as a way to directly target implicit lexical retrieval processes in aphasia. This study was designed to investigate repeated use of masked repetition priming to improve picture naming in individuals with anomia due to aphasia. Method A single-subject, multiple-baseline design was used across 6 people with aphasia. Training involved repeated exposure to pictures that were paired with masked identity primes or sham primes. Two semantic categories were trained in series for each participant. Analyses assessed treatment effects, generalization within and a

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McKone, Elinor. "Capacity limits in continuous old-new recognition and in short-term implicit memory." Behavioral and Brain Sciences 24, no. 1 (2001): 130–31. http://dx.doi.org/10.1017/s0140525x01383929.

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Using explicit memory measures, Cowan predicts a new circumstance in which the central capacity limit of 4 chunks should obtain. Supporting results for such an experiment, using continuous old-new recognition, are described. With implicit memory measures, Cowan assumes that short-term repetition priming reflects the central capacity limit. I argue that this phenomenon instead reflects limits within individual perceptual processing modules.

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Xu, Hanjian, and Jorge L. Armony. "Influence of emotional prosody, content, and repetition on memory recognition of speaker identity." Quarterly Journal of Experimental Psychology 74, no. 7 (2021): 1185–201. http://dx.doi.org/10.1177/1747021821998557.

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Recognising individuals through their voice requires listeners to form an invariant representation of the speaker’s identity, immune to episodic changes that may occur between encounters. We conducted two experiments to investigate to what extent within-speaker stimulus variability influences different behavioural indices of implicit and explicit identity recognition memory, using short sentences with semantically neutral content. In Experiment 1, we assessed how speaker recognition was affected by changes in prosody (fearful to neutral, and vice versa in a between-group design) and speech con

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Komatsu, Shin-Ichi, Masaru Mimura, Motoichiro Kato, and Haruo Kashima. "Cross-Script and Within-Script Priming in Alcoholic Korsakoff Patients." Perceptual and Motor Skills 96, no. 2 (2003): 495–509. http://dx.doi.org/10.2466/pms.2003.96.2.495.

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In two experiments, alcoholic Korsakoff patients and control subjects studied a list of Japanese nouns written in either Hiragana or Kanji script. Word-fragment completion and recognition tests were then administered in Hiragana. When the writing script was changed between study and test phases, repetition priming in word-fragment completion was significantly attenuated but was still reliable against baseline performance. This was confirmed for both Korsakoff patients and control subjects. In contrast, the script change had little effect on recognition memory, which was severely impaired in Ko

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Sant, Sarah M., Esabella Cesarini, William C. Heindel, and Elena K. Festa. "62 Repetition priming of novel geometric shapes is associated with cortical arousal in young adults but spatial attention in older adults." Journal of the International Neuropsychological Society 29, s1 (2023): 368–69. http://dx.doi.org/10.1017/s1355617723004988.

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Objective:Repetition priming is a form of implicit memory in which prior exposure to a stimulus facilitates the subsequent processing of that stimulus. While explicit memory has consistently been shown to decline with age, the effect of age on implicit memory remains unresolved. Most studies examining age-related effects on priming have utilized words or pictures of real objects with pre-existing representations that may differentially involve implicit and explicit memory processes across age groups. Repetition priming may also be influenced by attentional processes during encoding that are di

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Schacter, Daniel L. "Priming and Multiple Memory Systems: Perceptual Mechanisms of Implicit Memory." Journal of Cognitive Neuroscience 4, no. 3 (1992): 244–56. http://dx.doi.org/10.1162/jocn.1992.4.3.244.

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Research examining the relation between explicit and implicit forms of memory has generated a great deal of evidence concerning the issue of multiple memory systems. This article focuses on an extensively studied implicit memory phenomenon, known as direct or repetition priming, and examines the hypothesis that priming effects on various tasks reflect the operation of a perceptual representation system (PRS)—a class of cortically based subsystems that operate at a presemantic level and support non conscious expressions of memory. Three PRS subsystems are examined: visual word form, structural

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Spataro, Pietro, Emiddia Longobardi, Daniele Saraulli, and Clelia Rossi-Arnaud. "Interactive Effects of Age-of-Acquisition and Repetition Priming in the Lexical Decision Task." Experimental Psychology 60, no. 4 (2013): 235–42. http://dx.doi.org/10.1027/1618-3169/a000192.

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The analysis of the interaction between repetition priming and age of acquisition may be used to shed further light on the question of which stages of elaboration are affected by this psycholinguistic variable. In the present study we applied this method in the context of two versions of a lexical decision task that differed in the type of non-words employed at test. When the non-words were illegal and unpronounceable, repetition priming was primarily based on the analysis of orthographic information, while phonological processes were additionally recruited only when using legal pronounceable

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Marques, Valéria R. S., Pietro Spataro, Vincenzo Cestari, Antonio Sciarretta, and Clelia Rossi-Arnaud. "Testing the Identification/Production Hypothesis of Implicit Memory in Schizophrenia: The Role of Response Competition." Journal of the International Neuropsychological Society 22, no. 3 (2015): 314–21. http://dx.doi.org/10.1017/s1355617715001198.

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AbstractObjectives: Previous evidence indicates that patients with schizophrenia exhibit reduced repetition priming in production tasks (in which each response cue engenders a competition between alternative responses), but not in identification tasks (in which each response cue allows a unique response). However, cross-task comparisons may lead to inappropriate conclusions, because implicit tests vary on several dimensions in addition to the critical dimension of response competition. The present study sought to isolate the role of response competition, by varying the number of solutions in t

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Henson, R. N. A., T. Shallice, M. L. Gorno-Tempini, and R. J. Dolan. "Face Repetition Effects in Implicit and Explicit Memory Tests as Measured by fMRI." Cerebral Cortex 12, no. 2 (2002): 178–86. http://dx.doi.org/10.1093/cercor/12.2.178.

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Zeelenberg, René, and Diane Pecher. "Evidence for long-term cross-language repetition priming in conceptual implicit memory tasks." Journal of Memory and Language 49, no. 1 (2003): 80–94. http://dx.doi.org/10.1016/s0749-596x(03)00020-2.

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FUJITA, Rie, and Yohei OKIBAYASHI. "Changing implicit cognition by repetition of the physical movement of approach or avoidanceⅡ." Proceedings of the Annual Convention of the Japanese Psychological Association 76 (September 11, 2012): 3AMA02. http://dx.doi.org/10.4992/pacjpa.76.0_3ama02.

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Buttle, Heather, Carys K. Ball, Jing Zhang, and Jane E. Raymond. "Semantic association of brand images at the implicit level: evidence from repetition blindness." Applied Cognitive Psychology 19, no. 9 (2005): 1199–210. http://dx.doi.org/10.1002/acp.1155.

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Tamayo, Ricardo, and Peter A. Frensch. "Interference Produces Different Forgetting Rates for Implicit and Explicit Knowledge." Experimental Psychology 54, no. 4 (2007): 304–10. http://dx.doi.org/10.1027/1618-3169.54.4.304.

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Abstract. Exposure to a repeating set of target strings generated by an artificial grammar in a speeded matching task generates both explicit and implicit knowledge. Previous research has shown that implicit knowledge (assessed via a priming measure) is preserved after a retention interval of one week but explicit knowledge (assessed via recognition) is significantly reduced ( Tunney, 2003 ). In two experiments, we replicated and extended Tunney's findings. Experiment 1 was a partial replication of the experiment conducted by Tunney (2003) , and demonstrated that the decline in recognition sho

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Antonio, Juliano Desiderato, and Fernanda Trombini Rahmen Cassim. "Coherence relations in academic spoken discourse." Linguistica 52, no. 1 (2012): 323–36. http://dx.doi.org/10.4312/linguistica.52.1.323-336.

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According to Rhetorical Structure Theory, implicit propositions emerge from the combination of pieces of text which hang together. Implicit propositions have received various labels as coherence relations, discourse relations, rhetorical relations or relational propositions. When two portions of a text hold a relation, the addressee of the text may recognize the connection even without the presence of a formal sign as a conjunction or a discourse marker. In this paper we claim that some intrinsic spoken discourse phenomena like paraphrasing, repetition, correction and parenthetical insertion h

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GÁMEZ, PERLA B., and PRIYA M. SHIMPI. "Structural priming in Spanish as evidence of implicit learning." Journal of Child Language 43, no. 1 (2015): 207–33. http://dx.doi.org/10.1017/s0305000915000161.

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ABSTRACTThis study uses a structural priming technique with young Spanish speakers to test whether exposure to a rare syntactic form in Spanish (fue-passive) would increase the production and comprehension of that form. In Study 1, 14 six-year-old Spanish speakers described pictures of transitive scenes. This baseline study revealed that fue-passives were virtually non-existent in children's spontaneous speech. Using the priming technique in Study 2, an additional 56 Spanish-speaking children were exposed to fue-passive or active picture descriptions; we varied whether children repeated the mo

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Schnyer, David M., John J. B. Allen, and Kenneth I. Forster. "Event-related brain potential examination of implicit memory processes: Masked and unmasked repetition priming." Neuropsychology 11, no. 2 (1997): 243–60. http://dx.doi.org/10.1037/0894-4105.11.2.243.

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Ward, E. J., M. M. Chun, and B. A. Kuhl. "Repetition Suppression and Multi-Voxel Pattern Similarity Differentially Track Implicit and Explicit Visual Memory." Journal of Neuroscience 33, no. 37 (2013): 14749–57. http://dx.doi.org/10.1523/jneurosci.4889-12.2013.

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Wagner, Ullrich, Manfred Hallschmid, Rolf Verleger, and Jan Born. "Signs of REM sleep dependent enhancement of implicit face memory: a repetition priming study." Biological Psychology 62, no. 3 (2003): 197–210. http://dx.doi.org/10.1016/s0301-0511(02)00125-4.

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Naito, Mika. "Repetition priming in children and adults: Age-related dissociation between implicit and explicit memory." Journal of Experimental Child Psychology 50, no. 3 (1990): 462–84. http://dx.doi.org/10.1016/0022-0965(90)90081-i.

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Garfinkel, S. N., Z. Dienes, and T. Duka. "The effect of alcohol and repetition at encoding on implicit and explicit false memories." Psychopharmacology 188, no. 4 (2006): 498–508. http://dx.doi.org/10.1007/s00213-006-0480-6.

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BIRD, STEPHEN A., and JOHN N. WILLIAMS. "The effect of bimodal input on implicit and explicit memory: An investigation into the benefits of within-language subtitling." Applied Psycholinguistics 23, no. 4 (2002): 509–33. http://dx.doi.org/10.1017/s0142716402004022.

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Two experiments examined the effect of single-modality (sound or text) and bimodal (sound and text) presentation on word learning, as measured by both improvements in spoken word recognition efficiency (long lag repetition priming) and recognition memory. Native and advanced nonnative speakers of English were tested. In Experiment 1 auditory lexical decisions on familiar words were equally primed by prior bimodal and sound-only presentation, whereas there were no priming effects for nonwords. Experiment 2 employed a rhyme judgment task using nonwords. Repetition priming of auditory rhyme judgm

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Rölli, Marc. "Deleuze on Intensity Differentials and the Being of the Sensible." Deleuze Studies 3, no. 1 (2009): 26–53. http://dx.doi.org/10.3366/e1750224109000476.

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The present essay on the being of the sensible investigates the individuation of intensity differentials. This is Deleuze's theme in the fifth chapter of Difference and Repetition, where he places individuation in the context of his ‘transcendental empiricism’. The mechanisms of subjectivation are conceived as spatially-temporally determined actualisations (of the virtual) whose implicit intensity relations are neither accessible empirically nor are they governed by transcendental conditions (in the conventional sense). Central to the discussion is the distinction, stemming from Kant, between

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Spataro, Pietro, Neil W. Mulligan, Emiddia Longobardi, and Clelia Rossi-Arnaud. "Effects of Age-of-Acquisition in the Word-Fragment Completion Task." Experimental Psychology 59, no. 1 (2012): 22–29. http://dx.doi.org/10.1027/1618-3169/a000121.

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Barry, Hirsh, Johnston, and Williams (2001) found that Age-of-Acquisition (AoA) interacted with repetition priming in the picture naming task (greater priming for late- than for early-acquired words), and proposed that AoA might affect the stage of access to lexical-phonological representations. The present experiment examined the possibility that AoA may influence the retrieval of visual-orthographic information, by studying its effects in the Word-Fragment Completion Task (WFCT). Results showed that the overall percentages of correct completion were greater for early- than for late-acquired

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Ling, Xiaoli, Li Zheng, Xiuyan Guo, et al. "Cross-cultural differences in implicit learning of chunks versus symmetries." Royal Society Open Science 5, no. 10 (2018): 180469. http://dx.doi.org/10.1098/rsos.180469.

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Three experiments explore whether knowledge of grammars defining global versus local regularities has an advantage in implicit acquisition and whether this advantage is affected by cultural differences. Participants were asked to listen to and memorize a number of strings of 10 syllables instantiating an inversion (i.e. a global pattern); after the training phase, they were required to judge whether new strings were well formed. In Experiment 1, Western people implicitly acquired the inversion rule defined over the Chinese tones in a similar way as Chinese participants when alternative structu

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Veresné Valentinyi, Klára. "Explicitation Strategies of Beginner and Professional Translators in Sight Translated Texts Interpreted by Relevance Theory." Acta Carolus Robertus 12, no. 1 (2022): 97–106. http://dx.doi.org/10.33032/acr.2888.

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In this paper, we present a study in which we investigated the explicitation strategies of beginner, inexperienced and practicing, professional translators in sight translated texts (STTs). Research shows that translated texts (TTs) are longer than non-translated texts (non-TTs) and parallel texts. The reason for this is that translators explicate, i.e. they explain the hidden, implicit message of the text. The strategies of explanation, insertion, repetition, paraphrasing are used as explicitation strategies. One of the reasons for explicitation is that the target language reader has differen

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