STEP: Gating Language and the Cognitive Process [35140]

This article applies to:
E-Prime 3.0
E-Prime 1.0

 

Detail
Experiment Author: Grosjean, F., Adapted from STEP and used with permission of Brian MacWhinney
 
Experiment Description

This experiment attempts to assess the effects of context on determining what a word is. It uses three different amounts of context (none, short sentence, long sentence) and the gating paradigm described in Grosjean's 1996 article, where participants hear more of a word in each successive trial and record what they think the word is and their confidence in their answer. 
 
Experiment Instructions

In this experiment, participants will type out a word they hear and rate their confidence in the accuracy of their answer. Participants hear a 50 millisecond segment of each word. The duration increases incrementally until the entire word is played. Participants attempt to identify the word after each increment and rate their confidence as well. One block of trials plays audio of the word only. Two other blocks will play a sentence or phrase along with the target word.
 
Experiment Citation
Grosjean, F. (1996). Gating. Language and the Cognitive Processes, 11(6), 597-604.

 
Experiment Abstract or Original Experiment Abstract

This summary sheet presents the gating paradigm as it is used in spoken word recognition research. In this task, a spoken language stimulus is presented in segments of increasing duration and subjects are asked to propose the word being presented and to give a confidence rating after each segment. The dependent variables are the isolation point of the word, the confidence ratings at various points in time and the word candidates proposed after each segment. Different variants of the task are presented, as are the main effects that have been found or confirmed with it. The advantages and the problems associated with the task are discussed, and the studies that have used it with special populations are mentioned.
 
Works Cited by the Experiment

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See Also:

STEP: Paradigms and Processes in Reading Comprehension [35128]