Computational models of semantic memory have been successful in accounting for a wide range of cognitive phenomena, including word categorization, semantic priming, and release from proactive interference. Conventionally, the texts input to these models have been curated to represent the average individual's language experience. While this approach has proven successful for making predictions that generalize across individuals, it prevents consideration of situations in which individuals have divergent semantic representations. The use of a representative corpus prevents the generation of predictions specific to the language experience of an individual. While this limitation has been discussed in the literature, previous investigations have not yet validated such corpus-specific predictions. I present an approach to generate corpus-specific semantic representations using internet news sites as corpora. I then validate the semantic representations against subjects that read specific news sites. Results demonstrate that similarities between news sites are specific to the words under consideration and that news site-specific representations successfully predict differential priming effects in lexical decision as a function of news readership. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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http://dx.doi.org/10.1037/cep0000255 | DOI Listing |
J Med Internet Res
January 2025
Department of Primary Care Health Sciences, University of Oxford, Oxford, United Kingdom.
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J Med Internet Res
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Lang Speech Hear Serv Sch
January 2025
Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville.
Purpose: School-based teams are called to be collaborative in order to appropriately and effectively serve students. Speech-language pathologists play crucial roles on school-based teams. This systematic review sought to synthesize existing empirical evidence on collaborative perceptions and experiences in research that included school-based speech-language pathologists (SLPs).
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January 2025
Department of Arts and Humanities, School of Education, Universidad Pedagógica y Tecnológica de Colombia, Tunja, Colombia.
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