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Concreteness norms for 1,659 French words: Relationships with other psycholinguistic variables and word recognition times

Authors
  • Bonin, Patrick1
  • Méot, Alain2
  • Bugaiska, Aurélia1
  • 1 LEAD-CNRS (UMR 5022), Univ. Bourgogne Franche-Comté, Pôle AAFE—Esplanade Erasme, Dijon Cedex, 21065, France , Dijon Cedex (France)
  • 2 Université Clermont Auvergne, CNRS, LAPSCO, Clermont-Ferrand, France , Clermont-Ferrand (France)
Type
Published Article
Journal
Behavior Research Methods
Publisher
Springer - Psychonomic Society
Publication Date
Feb 12, 2018
Volume
50
Issue
6
Pages
2366–2387
Identifiers
DOI: 10.3758/s13428-018-1014-y
Source
Springer Nature
Keywords
License
Yellow

Abstract

Words that correspond to a potential sensory experience—concrete words—have long been found to possess a processing advantage over abstract words in various lexical tasks. We collected norms of concreteness for a set of 1,659 French words, together with other psycholinguistic norms that were not available for these words—context availability, emotional valence, and arousal—but which are important if we are to achieve a better understanding of the meaning of concreteness effects. We then investigated the relationships of concreteness with these newly collected variables, together with other psycholinguistic variables that were already available for this set of words (e.g., imageability, age of acquisition, and sensory experience ratings). Finally, thanks to the variety of psychological norms available for this set of words, we decided to test further the embodied account of concreteness effects in visual-word recognition, championed by Kousta, Vigliocco, Vinson, Andrews, and Del Campo (Journal of Experimental Psychology: General, 140, 14–34, 2011). Similarly, we investigated the influences of concreteness in three word recognition tasks—lexical decision, progressive demasking, and word naming—using a multiple regression approach, based on the reaction times available in Chronolex (Ferrand, Brysbaert, Keuleers, New, Bonin, Méot, Pallier, Frontiers in Psychology, 2; 306, 2011). The norms can be downloaded as supplementary material provided with this article.

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