The effects of polysemy for Japanese katakana words

Yasushi Hino, Stephen J. Lupker, Chris R. Sears, Taeko Ogawa

Research output: Contribution to journalArticleResearchpeer-review

Abstract

In these experiments, the effects of polysemy were examined as a function of word frequency for Japanese katakana words, words which have consistent character-to-sound correspondences. In the lexical decision task, an additive relationship was observed between polysemy and frequency (i.e., polysemy effects were identical for high and low frequency katakana words). In the naming task, although no word frequency effect was observed, there was a significant polysemy effect which, as in the lexical decision task, was identical for high and low frequency words. The implications of these results for conclusions about the loci of polysemy and frequency effects in lexical decision and naming tasks are discussed.

LanguageEnglish
Pages395-424
Number of pages30
JournalReading and Writing
Volume10
Issue number3-5
Publication statusPublished - 1998

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Keywords

  • Dual-route and PDF framework
  • Lexical decision and naming of katakana words
  • Lexical-selection accounts
  • Polysemy and frequency effects

Cite this

Hino, Y., Lupker, S. J., Sears, C. R., & Ogawa, T. (1998). The effects of polysemy for Japanese katakana words. Reading and Writing, 10(3-5), 395-424.
Hino, Yasushi ; Lupker, Stephen J. ; Sears, Chris R. ; Ogawa, Taeko. / The effects of polysemy for Japanese katakana words. In: Reading and Writing. 1998 ; Vol. 10, No. 3-5. pp. 395-424.
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Hino, Y, Lupker, SJ, Sears, CR & Ogawa, T 1998, 'The effects of polysemy for Japanese katakana words', Reading and Writing, vol. 10, no. 3-5, pp. 395-424.

The effects of polysemy for Japanese katakana words. / Hino, Yasushi; Lupker, Stephen J.; Sears, Chris R.; Ogawa, Taeko.

In: Reading and Writing, Vol. 10, No. 3-5, 1998, p. 395-424.

Research output: Contribution to journalArticleResearchpeer-review

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Hino Y, Lupker SJ, Sears CR, Ogawa T. The effects of polysemy for Japanese katakana words. Reading and Writing. 1998;10(3-5):395-424.