Bock and Griffin (2000) presented two experiments demonstrating that structural priming (i.e., increased likelihood of producing a given
syntactic form if you have just produced that form in another utterance) can be long-lasting. In their experiments, participants alternated
between reading sentences aloud (where they read prime sentences aloud) and describing pictures (where the target pictures gave participants the
opportunity to produce the same syntactic structure as was used for the prime sentence). The likelihood of describing the target picture with
the same structure as the prime sentence was shown to be equally strong when the prime and target were presented in immediate succession (Lag 0)
and when they were separated by up to 10 intervening filler sentences (Lag 10). This result has been taken as evidence for the claim that
structural priming is the result of implicit learning within the language production system. The current project is aimed at taking a closer
look at the factors that affect the persistence of structural priming across numerous filler items. Overall, our data provided mixed support for
Bock and Griffin's (2000) claims. Although we found a robust priming effect at adjacent prime-target trials, our prime-target pairs that were
separated by intervening trials were not significant. These findings suggest follow-up studies to clarify the effects of structural priming in a
long term setting. / A Thesis submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of
Master of Science. / Fall Semester 2018. / November 8, 2018. / language production, psycholinguistics, structural priming / Includes bibliographical references. / Michael P. Kaschak, Professor Directing Thesis; Walter R. Boot, Committee Member; Andrea Meltzer, Committee
Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_661190 |
| Contributors | Chia, Katherine (author), Kaschak, Michael P. (professor directing thesis), Boot, Walter Richard (committee member), Meltzer, Andrea L. (committee member), Florida State University (degree granting institution), College of Arts and Sciences (degree granting college), Department of Psychology (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, master thesis |
| Format | 1 online resource (43 pages), computer, application/pdf |
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