Isolated and contextualized comprehension exposures have sustained effects on spoken word production: Evidence from bilingual repetition priming

Abstract

The impact of comprehension exposures to words on their later production was investigated by measuring repetition priming in bilingual picture-naming RTs and accuracy in 4 experiments. Two types of encoding tasks were used to practice word comprehension in the language of later production: simple reading or listening and translating to another language. These encoding tasks speeded picture naming at retention intervals of several minutes and 24–48 h, with particularly strong effects when words to be read or translated were embedded in sentences. These results indicate that both isolated and contextualized comprehension exposures to words result in sustained learning that is evident in later production. The translation task elicited stronger repetition priming than silent reading or listening, which do not consistently result in conceptual access and provide less effective practice for later production. The findings support a theory in which repetition priming is based on the facilitation of shared component processes and reflects sustained learning.