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Related Experiment Video

Updated: Mar 2, 2026

Interaction between Phonological and Semantic Processes in Visual Word Recognition using Electrophysiology

Interaction between Phonological and Semantic Processes in Visual Word Recognition using Electrophysiology

Published on: June 29, 2021

Facilitation and interference in naming: A consequence of the same learning process?

Julie W Hughes¹, Tatiana T Schnur¹

¹Baylor College of Medicine, Department of Neurosurgery - BCM 240, One Baylor Plaza, Houston, TX 77030, United States.

|May 15, 2017

Summary

Learning processes influence word naming. While repeating words aids production (repetition priming), naming related words can hinder performance (semantic interference). This study found these effects stem from distinct learning mechanisms, not a single process.

Keywords:

Individual differences Language production Learning Priming Semantic interference

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Area of Science:

Cognitive Psychology
Psycholinguistics
Neuroscience

Background:

Word naming success is influenced by prior naming experiences, suggesting underlying learning processes.
Repetition priming facilitates language production, while semantic interference hinders it, particularly with categorically related items.
A computational model proposed a unified learning mechanism for both repetition priming and semantic interference.

Purpose of the Study:

To investigate if variability in semantic interference across naming tasks correlates with learning.
To test if learning, measured by repetition priming tasks, predicts semantic interference effects.
To determine if a single learning mechanism underlies both facilitatory and interfering effects in lexical access.

Main Methods:

Two experiments were conducted involving picture-picture repetition priming and definition-picture repetition priming.
Participants (Exp. 1: 77, Exp. 2: 81) engaged in naming tasks to measure semantic interference and repetition priming.
Statistical analyses examined correlations between semantic interference across contexts and learning effects.

Main Results:

Both semantic interference and repetition priming effects were consistently observed in both experiments.
No significant relationship was found between semantic interference effects across different naming contexts.
Learning, as measured by repetition priming, did not predict the magnitude of semantic interference effects in either task.

Conclusions:

The findings suggest that facilitatory (repetition priming) and interfering (semantic interference) effects in lexical access arise from distinct learning processes.
Multiple mechanisms likely contribute to semantic interference in word naming, challenging the notion of a single underlying learning mechanism.
Future research should explore the specific, separate learning mechanisms contributing to different aspects of lexical access and word production.