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Intraction subsume main effect4/30/2023 ![]() Gray lines symbolize potential implementations of context-based facilitation either as within-level mechanism assumed in strictly bottom-up accounts (e.g., Laszlo and Armstrong, 2014) or, additionally, as a recursive top-down influence on hierarchically lower processing levels. Barber and Kutas, 2007) and ‘where’ in the brain the respective processes are implemented. a) A simplified architecture of visual word recognition (adapted from Carreiras et al., 2014) including expectations of ‘when’ (cf. Thus, the current model architectures disagree on the implementation of context-based facilitation as either within a processing level or top-down from higher processing levels. 1a visualizes these competing accounts of context effects on word recognition. Alternatively, however, it has also been proposed that contextual information (e.g., at the lexical-semantic level) can facilitate earlier stages of word recognition in a recurrent, top-down manner (see, e.g., Carreiras et al., 2014, for review). In line with this assumption, computational models like the strictly bottom-up sequential model of Laszlo and Armstrong (2014) successfully account for context-dependent N400 reduction effects by allowing neuronal fatigue within processing levels. The N400 reduction has typically been interpreted as reflecting facilitated processing at the lexical-semantic level of linguistic representation (see Kutas and Federmeier, 2011 Lau et al., 2008 for reviews). Contextual facilitation results in reduced brain activation, most prominently of the N400, a component of the event-related brain potential (ERP) peaking ∼400 ms after word onset. Efficiency in reading depends mainly on our familiarity with the units of language (e.g., Gagl et al., 2015 Zoccolotti et al., 2008) and on facilitation that arises from the predictive nature of linguistic contexts during natural reading (e.g., Kliegl et al., 2006). ![]() Efficient reading relies on automatized visual word recognition ( Rayner, 1998), which in turn involves visual-perceptual, pre-lexical orthographic and phonological, and subsequent lexical-semantic processing levels (e.g., Carreiras et al., 2014 Coltheart et al., 2001). ![]()
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