The persistence of structural priming: transient activation or implicit learning?

By Kathryn Bock, Zenzi M. Griffin. Journal of experimental psychology. General, 2000

814 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/079097674547992a9b3283f59bc5fbee97ea76ef

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Citations in the corpus

When and how do children develop knowledge of verb argument structure? Evidence from verb bias effects in a structural priming task (2015, background): “However, on this model, the lexical boost is governed by a different cognitive mechanism: explicit memory (Bock & Griffin, 2000; Chang, Janciauskas, & Fitz, 2012; Chang et al., 2006).”
SYNTACTIC PRIMING AND ESL QUESTION DEVELOPMENT (2008, background): “…Bock, Loebell, & Morey, 1992; Hare & Goldberg, 1999! and also even when there is intervening material between the initial and subsequent utterances ~Bock & Griffin, 2000; Branigan, Pickering, Stewart, & McLean, 2000; Huttenlocher, Vasilyeva, & Shimpi, 2004!+ For example, in Bock and Griffin’s…”
The use of lexical and syntactic information in language production: Evidence from the priming of noun-phrase structure (2003, background): “Bock& Griffin, 2000; Branigan, Pick ering, & Cleland, 1999 on the time-course of priming), and the speaker is therefore more likely to use the node again if possible (and use it more quickly; Corley & Scheepers, 2002).”
Cross-linguistic influence in the interpretation of anaphoric and cataphoric pronouns in English–Italian bilingual children (2007, background): “From an implicit learning point of view (Bock and Griffin, 2000; Chang, Dell, Bock and Griffin 2000), access to linguistic procedures for the comprehension and production of linguistic structures causes these procedures to become more easily available for later use.”
Rapid Expectation Adaptation during Syntactic Comprehension (2013, background): “, logarithmically or power-law) decaying’’ [95], whereas effects persisting over several sentences have been interpreted as ‘‘long-lived’’ [91,92,96].”
The development of shared syntax in second language learning* (2015, background): “While the most obvious prediction of a residual activation model would be that priming would decay over time (because the residual activation of the combinatorial nodes would gradually decay), Bock and Griffin (2000) demonstrated that structural priming can be surprisingly persistent.”
FREQUENCY EFFECTS IN LANGUAGE PROCESSING (2002, neutral): “…and extensions of this research demonstrated that these effects are long lasting and can persist over at least 10 intervening sentences (Bock & Griffin, 2000) and intervals of at least 20 minutes (Boyland & Anderson, 1998), thus showing that syntactic priming operates on the same time…”
Becoming syntactic. (2006, background): “…though, a variety of researchers have found that structural priming persists undiminished over time or the processing of other sentences (Bock & Griffin, 2000; Boyland & Anderson, 1998; Branigan, Pickering, Stewart, & McLean, 2000; Hartsuiker & Kolk, 1998; Huttenlocher, Vasilyeva , &…”
Abstract sentence representations in 3-year-olds: Evidence from language production and comprehension (2008, methodology): “Statistical analyses were also performed on the arcsine transformed proportions of responses (Bock & Griffin, 2000), which produced the same pattern of results as analyses of raw proportions.”
INTERACTION AND SYNTACTIC PRIMING: English L2 Speakers' Production of Dative Constructions (2006, methodology): “Given that previous research showed that syntactic priming persists in spoken sentence production ~Bock & Griffin, 2000; Branigan, Pickering, & Cleland, 2000; Hartsuiker & Kolk, 1998!, it was predicted that the L2 speakers would show increased production of the target structures immediately…”