Context change and the role of meaning in word recognition

Abstract

Two experiments were conducted in which the central variable was the addition of verbal context on the test which was not present during study. Neither study showed context to be a relevant variable. Because verbal context effects (when they do occur) are presumed to result from a change of meaning, the broader role of word meaning in recognition was examined. Studies in which homographs were used to produce a change in meaning were reviewed with the conclusion that when appropriate controls are used the effects are too small to support meaning as a major factor underlying recognition. An experiment using homographs verified the general conclusion from previous studies. A review of studies was then undertaken to determine the influence of synonym distractors on recognition scores. If word meaning is critical in word recognition, the use of synonyms of study words as new words on the recognition test should produce large decrements. The evidence available did not support this expectation, and an experiment using both within-subject and between-subject comparisons showed at best only small effects. The general conclusion was that theories of recognition in which word meaning plays a dominant role cannot be supported. It is likely that word meaning is encoded during study of lists of words but is infrequently used in making recognition decisions.