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Semantic activation in the orthographic neighborhood size effect during Chinese two-character word recognition

Evidence from cross-task comparisons

Bibliographic Data

ID22236203
AuthorsJianping Xiong (0000-0001-6593-6377, Henan Normal University, corresponding author), Menghao Xing (Henan Normal University), Xuetong Zhao (0000-0002-1510-5791, Henan Normal University), Hongdou Qian (Shangqiu Institute of Technology)
Year2026
Publication date2026-05-26
Open AccessYes
TypeARTICLE
VenueHumanities and Social Sciences Communications (JOURNAL)
Journal identifiersISSN: 2662-9992 • E-ISSN: 2662-9992
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1057/s41599-026-07644-8
OpenAlexW7162439939
LanguageEN

This study investigates whether semantic activation underlies the orthographic neighborhood size (ONS) effect in the recognition of Chinese two-character words. By manipulating neighborhood size and word frequency, the research compared the effects sizes of the neighborhood size across three experimental tasks: naming, lexical decision and sentence reading. The findings reveal that: (1) A facilitative effect of both neighborhood size and word frequency was observed across all three tasks. (2) There was no significant difference in the facilitative effect size of neighborhood size between the lexical decision and sentence reading tasks, though both were larger than in the naming task. (3) An interaction between neighborhood size and word frequency was found, with low-frequency words showing a stronger facilitative effect from neighborhood size compared to high-frequency words. In conclusion, this study further validates the Semantic Activation Model, highlighting the importance of semantic activation in the facilitative effect of orthographic neighborhood size during word recognition. Moreover, the recognition of Chinese two-character words is influenced by both word frequency and orthographic neighborhood size

Legibility · Orthographic projection · Memory Processes and Influences · Neurobiology of Language and Bilingualism · Reading and Literacy Development

Highly citedNo

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