25 college students were given a checklist listing names of 25 dimensions, and the lexically marked and unmarked antonyms describing the dimensions, e.g., evaluation: bad, good. Ss were instructed to choose which of each pair was closer in meaning to the dimension name. On 21 of the 25 dimensions, Ss chose the unmarked term, evidence indicating that they were able to utilize information about lexical marking, or some correlate thereof.
HamiltonH. W.DeeseJ.Does linguistic marking have a psychological correlate?Journal of Verbal Learning and Verbal Behavior, 1971, 10, 707–714.
3.
SuterR.RankenH.Relative difficulty of three-term series problems as a function of form of presentation. Paper presented at the meeting of the Midwestern Psychological Association, Detroit, May, 1971.
