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. 1998 Feb 3;95(3):899–905. doi: 10.1073/pnas.95.3.899

Figure 2.

Figure 2

RT to reject a word in the conjunction task as a function priority give to lexical or sentence semantics. Only data from “no” responses are presented. The cross-over interaction indicates that the instruction, and training, to give priority to a given element was effective in changing performance.