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Updated: Sep 19, 2025

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The 'Sentence Superiority Effect' is due to guessing.

Adrian Staub1, Ellie Deutsch1, John Greene1

  • 1Department of Psychological and Brain Sciences, University of Massachusetts Amherst, United States.

Cognition
|June 8, 2025
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Summary

The Sentence Superiority Effect (SSE) in word identification is likely due to guessing, not parallel processing. Grammatical sentences improved free-response accuracy but not forced-choice accuracy, suggesting linguistic knowledge aids guessing.

Keywords:
Parallel processingReadingVisual word recognition

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Area of Science:

  • Cognitive Psychology
  • Psycholinguistics
  • Experimental Psychology

Background:

  • The Sentence Superiority Effect (SSE) suggests word identification is better in grammatical sentences.
  • Previous research interpreted SSE as evidence for parallel processing and syntactic feedback.
  • A prior study found no SSE in a forced-choice task, questioning the parallel processing account.

Purpose of the Study:

  • To investigate whether the Sentence Superiority Effect (SSE) in free response is driven by guessing.
  • To differentiate between guessing based on linguistic knowledge and parallel interactive activation models.
  • To assess the role of grammaticality in word identification under different response conditions.

Main Methods:

  • Conducted three online experiments with 629 participants.
  • Employed both free response and forced-choice tasks within the same experiments.
  • Varied the meaningfulness of grammatical stimuli and used grammatical foils in forced-choice.

Main Results:

  • Replicated the SSE in the free response condition, where grammaticality influenced accuracy.
  • Consistently failed to find a significant effect of grammaticality in the forced-choice condition across all experiments.
  • Results mirrored previous findings that questioned the SSE's basis in parallel processing.

Conclusions:

  • The Sentence Superiority Effect (SSE) in free response appears to be an artifact of guessing, leveraging linguistic knowledge.
  • The findings challenge parallel interactive activation models for explaining the SSE.
  • Word identification mechanisms may differ significantly between free response and forced-choice paradigms.