TY - JOUR
T1 - Repetition Blindness for Words yet Repetition Advantage for Nonwords
AU - Coltheart, Veronika
AU - Langdon, Robyn
PY - 2003/3
Y1 - 2003/3
N2 - Accuracy of report of words in a rapidly presented sequence is reduced if 1 word is a repetition of a previous word. This is repetition blindness. If, however, the items are pronounceable nonwords, or pseudohomophones, repetition improves recall. A repetition advantage for nonwords also occurs when subjects merely count the items or when the item between the critical nonwords is a familiar word. Familiarizing subjects with the nonwords improved the level of recall but did not affect the repetition advantage. These results are considered in relation to token individuation and other accounts of repetition blindness. The findings suggest that for identical linguistic stimuli the types bound to episodic memory tokens that are vulnerable to repetition blindness are lexical units.
AB - Accuracy of report of words in a rapidly presented sequence is reduced if 1 word is a repetition of a previous word. This is repetition blindness. If, however, the items are pronounceable nonwords, or pseudohomophones, repetition improves recall. A repetition advantage for nonwords also occurs when subjects merely count the items or when the item between the critical nonwords is a familiar word. Familiarizing subjects with the nonwords improved the level of recall but did not affect the repetition advantage. These results are considered in relation to token individuation and other accounts of repetition blindness. The findings suggest that for identical linguistic stimuli the types bound to episodic memory tokens that are vulnerable to repetition blindness are lexical units.
UR - http://www.scopus.com/inward/record.url?scp=0141575600&partnerID=8YFLogxK
U2 - 10.1037/0278-7393.29.2.171
DO - 10.1037/0278-7393.29.2.171
M3 - Article
C2 - 12696808
AN - SCOPUS:0141575600
SN - 0278-7393
VL - 29
SP - 171
EP - 185
JO - Journal of Experimental Psychology: Learning, Memory, and Cognition
JF - Journal of Experimental Psychology: Learning, Memory, and Cognition
IS - 2
ER -