How does semantic memory influence perceptual processes?

After reviewing current research on semantic memory and perception, the interrelationship of these cognitive processes are evident. The Dewhurst and Robinson study showed that older children use their semantic memories to process words based on meaning, while young children tend to process words based on sound, as in rhyming. Numerous cognitive studies have shown that explicit recall and recognition of recently studied words, objects, or other materials is greatly affected by how those materials are initially encoded. The Wolfe, Butcher, Lee, and Hyle study on priming shows that explicit top down guidance is less effective than guidance provided by a picture of a stimulus (implicit priming).

Two main points can be gathered from the literature review on semantic memory and perception:

1) semantic memory influences the interpretation of new information, especially in older children, and
2) how well new information is encoded may be influenced by the way existing information was encoded (top down guidance versus implicit visual stimulus).

Therefore, visual and verbal guidance should be given to younger children as they develop their basic semantic memories. If this is followed, then older children will already have the information encoded from which to build subordinate knowledge. This will help to lay a more solid foundation for the formation of super-ordinate knowledge bases.