University of Southampton
Department of Psychology

The Cognitive Neuroscience Laboratory

According to connectionist models of word identification, semantic access occurs though an interactive associative mapping process. To test this account, subjects were asked to learn the definitions assigned to a set of pseudowords, and the systematicity of these assignments (i.e., the degree to which similarly spelled pseudowords were associated with semantically similar definitions) was varied. As predicted, the systematicity of the associations influenced both the rate of learning and performance on a subsequent tachistoscopic identification task.

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