Semantic Richness Effects in Syntactic Classification: The Role of Feedback
Bibliographic record
Abstract
Words with richer semantic representations are recognized faster across a range of lexical processing tasks. The most influential account of this finding is based on the idea that semantic richness effects are mediated by feedback from semantic-level to lower-level representations. In an earlier lexical decision study, Yap et al. (2015) tested this claim by examining the joint effects of stimulus quality and four semantic richness dimensions (imageability, number of features, semantic neighborhood density, semantic diversity). The results of that study showed that joint effects of stimulus quality and richness were generally additive, consistent with the idea that semantic feedback does not typically reach the earliest levels of representation in lexical decision. The present study extends this earlier work by investigating the joint effects of stimulus quality and the same four semantic richness dimensions on syntactic classification performance (is this a noun or verb?), which places relatively more emphasis on semantic processing. Additive effects of stimulus quality and richness were found for two of the four targeted dimensions (concreteness, number of features) while semantic neighborhood density and semantic diversity did not seem to influence syntactic classification response times. These findings provide further support against the view that semantic information reaches early letter-level processes.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".