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Language And Reading Flashcards

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1
Q

Why does a pattern convey meaning

A

In learning a language a person learns to associate visual patterns with meanings

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2
Q

Mental Lexicon:

A

Creating a store of knowledge

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3
Q

How can word recognition be investigated?

A

Eye tracking
Lexical decision task
Naming task

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4
Q

Eye tracking:

A

Measure how long people actually spend looking at a word when reading

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5
Q

Lexical decision task:

A

Measure how long people take to indicate that a string of letters is not a word

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6
Q

Naming task:

A

Measure how long people take to start saying a word

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7
Q

What is lexical decision often in conjunction with?

A

Priming

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8
Q

Factors affecting word recognition:

A

Word frequency
Predictability
Neighbourhood effect

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9
Q

Word frequency:

A

Commonly used words are recognised more easily than infrequent words

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10
Q

Predictability:

A

Predictable words are recognised more easily than those in neutral or misleading contexts

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11
Q

Neighbourhood Effects:

A

Word identification can be speeded when similar words exist in the language

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12
Q

Naming and lexical decision task to test:

A

Words in isolation

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13
Q

High frequency word

A

Teacher

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14
Q

Low frequency word

A

Armadillo

Take longer to recognise

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15
Q

Eye tracking for words:

A

Presented in context

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16
Q

Predictability

A

Predictable context

Misleading context

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17
Q

Will using the context to make a word more or less predictable affect word recognition time?

A

The amount of context was varied
Target word presented at varying exposure durations
Measured: the exposure time necessary for word recognition

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18
Q

Relevant context…

A

Helps recognition

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19
Q

Misleading context…

A

Makes recognition difficult

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20
Q

Orthographic neighbourhood:

A

The number of words that can be formed by changing one letter of a word while maintaining letter position
E.g. Tank, task, rank

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21
Q

Neighbourhood effects and low frequency words:

A

For low frequency words, recognition is faster for words from large neighbourhoods

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22
Q

Phonological neighbourhood

A

The number of words that can be formed by changing one phoneme of a word
Eg gait bait get

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23
Q

Phonology:

A

Information about sounds of words

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24
Q

Neighbourhood effects and phonological words:

A

Words with many phonological neighbours are more easily recognised

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25
Q

Orthography

A

Information about spellings of words

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26
Q

Logogen Model Researcher:

A

Morton

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27
Q

Morton’s Logogen Model

A

Auditory analysis and visual analysis, cognitive system, logogen system, response buffer, response

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28
Q

Logogens:

A

Word detectors

Each logogen has an activation threshold which needs to be met before it fires

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29
Q

Analogy for the Logogen Model

A

Logogen as a collector of evidence

Activation Threshold when enough evidence, logogen fires and the word is recognised

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30
Q

Logogen Frequency

A

High freq: words have low threshold for firing

Low frequency: words take longer

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31
Q

Explaining context effects

A

Cognitive component of Logogen Model explains how sentence context can affect recognition
Semantic info from sentence partially activated logogens lowering threshold
Decreases amount of info needed from word itself to fire logogen

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32
Q

Because of the bidirectional flow of info between the cognitive system and logogen system:

A

Activation from one logogen spreads (indirectly) to those related words

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33
Q

Because activated logogens do not return to their resting level immediately:

A

The primed target will require less perceptual input to be activated to its individual threshold, and hence less time than an unrelated target

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34
Q

Word superiority effect:

A

Stimulus, mask, forced choice
Result: 10% improvement in performance with whole word compared to single letter
Conclusion: easier to identify letter in context of a word than isolation

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35
Q

Interactive activation Model connections:

A

Excitatory

Inhibitory

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36
Q

Connections run in both directions:

A

So that the network tends to evolve towards a star of activation in which everything is consistent

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37
Q

Transposed letter priming types:

A

Identity prime, judge-JUDGE
Transposed letter prime jugde
Substitution prime jupte

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38
Q

Spatial coding model researcher:

A

Davis

Findings can be accounted for in recent models in which position is not fixed

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39
Q

Dual route model, direct route:

A

Connects the visually presented word to the whole words mental representation (mental lexicon)
Used for high frequency or familiar words

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40
Q

Dual route model, phonological route:

A

Accesses the mental representations of words using grapheme to phoneme conversion rules
Used for reading low frequency words and non freq words

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41
Q

Problems with routes lead to disorders:

A

Developmental surface dyslexia

Developmental phonological dyslexia

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42
Q

Phonological dyslexia symptoms:

A

Difficulty with reading non-words

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43
Q

The only way to read a novel letter string is implement some process of:

A

Decoding

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44
Q

Phonological dyslexia assumes a:

A

Selective deficit in developing the phonological route

Applying grapheme-to-phoneme conversion rules has not been mastered or is impaired

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45
Q

Surface dyslexics symptoms

A

Problems reading irregular words (colonel)

46
Q

Surface dyslexics explanation:

A

When presented with an irregular word, readers use the lexical route
Surface dyslexia assumes a selective deficit in the lexical route
Results in difficulty in pronouncing irregular words

47
Q

What route is affected by surface dyslexia?

A

Direct route

48
Q

What route is affected by phonological dyslexics?

A

Phonological route

49
Q

Methods used to investigate word recognition

A

Eye tracking
Naming
lexical decision
Priming

50
Q

Factors that influence word recognition

A

Word frequency
Predicatability
Neighbourhood

51
Q

Models of word recognition

A

Logogen Model
Interactive activation model
Dual route cascaded model

52
Q

What do we do when we process a sentence

A

1) recognise individual words
2) assign syntactic structure
3) interpretation

53
Q

Assign syntactic structure:

A

Syntactic combination rules used to put words together into meaningful groups and to determine literal meaning

54
Q

Interpretation:

A

Determine the intended meaning of the sentence in the context

55
Q

Tree diagrams:

A

Each sentence can be broken down to smaller constituents (nodes)
Nodes are connected via branches

56
Q

Syntactic ambiguity:

A

Where a clause or sentence may have more than one interpretation, given the potential grammatical functions of the individual words

57
Q

Theories of syntactic parsing:

A

Researchers investigate how people process ambiguous sentences

58
Q

Types of syntactic ambiguity:

A

Global ambiguity

Temporary ambiguity

59
Q

Global syntactic ambiguity example:

A

The spy observed the politician with binoculars

60
Q

Temporary syntactic ambiguity example:

A

While Anna dressed the baby threw up

61
Q

“Garden path sentences” = temporary syntactic ambiguity

A

The early part of sentence leads reader towards the wrong interpretation

62
Q

Theories of syntactic parsing

A

Garden path theory

Constraint satisfaction

63
Q

Garden path theory

A

Only 1 syntactic structure initially considered

Sentence meaning is not involved in the selection of this structure

64
Q

Garden path simples structure:

A

Minimal attachment

Late closure

65
Q

Constraint satisfaction theories

A

All relevant sources of info are immediately available to the parser

66
Q

The initial interpretation of a sentence depends on the multiple sources of info:

A

Context
Plausibility
General world knowledge
Verb bias

67
Q

What are constraints?

A

The different sources of information

68
Q

Competing sentence structures are…

A

Activated simultaneously

69
Q

Unrestricted race model:

A

Syntactic processing

Combines features of garden path theory and constraint satisfaction accounts

70
Q

Theories proposed to explain how we assign syntactic structure to a sentence:

A

Garden path theory
Constraint satisfaction
Unrestricted race theory

71
Q

How do we compute what a sentence means?

A

Non literal language
Context and world knowledge
Shallow processing

72
Q

What is non-literal language?

A

When intended meaning cannot be derived by direct composition of the literal meanings of the words as guided by the grammar

73
Q

Figurative language:

A

One thing is said in order to express another

74
Q

Metaphor

A

An expression which describes a person or object in a literary way

75
Q

Idiom:

A

A group of words in a fixed order that have a particular meaning which is different from the meanings of each word

76
Q

Theories of figurative language processing

A

Standard pragmatic view
Direct access view
Graded salience hypothesis

77
Q

Standard pragmatic view: Irony function:

A

To communicate the opposite of what is said

78
Q

Standard pragmatic view: Irony processing:

A

Literal meaning is accessed first mismatch with context is detected, the utterance is then reanalysed as being ironic

79
Q

Direct access view: irony processing

A

Ironic meaning can be accessed without accessing the literal meaning first

80
Q

Standard pragmatic irony cost:

A

Processing cost for ironic Lang compared to the same utterance intended literally

81
Q

Direct access view cost:

A

No additional processing cost for ironic language compared to literal lang

82
Q

Grades salience hypotheses, irony:

A

For highly familiar ironies, the ironic meaning is accessed straightaway
For unfamiliar ironies, literal meaning is accessed first then renalysis can occur

83
Q

Graded salience hypothesis cost:

A

Processing cost for unfamiliar ironies only

84
Q

ERP’s stand for?

A

Event related brain potentials

85
Q

Shallow processing

A

The Moses illusion

Erickson and matteson

86
Q

Assigning syntactic structure to a sentence:

A

Garden path theory
Constraint satisfaction
Unrestricted race theory

87
Q

Computing meaning:

A

Non-literal language
Context and world knowledge
Shallow processing

88
Q

Theories of discourse processing

A

Constructionist approach
Minimalist hypothesis
Event indexing model

89
Q

Types of inference:

A

Logical inferences
Bridging inferences
Elaborating inferences

90
Q

Logical inferences:

A

Depends on meaning of words

91
Q

Bridging inferences:

A

Establish coherence between current part of text and preceding text

92
Q

Elaborative inferences:

A

Add details to test by making use of our world knowledge

93
Q

Constructionist approach:

A

Readers typically construct a relatively complete ‘mental model’ of the situation and events refereed to in the text

94
Q

Implication of constructionist approach:

A

Numerous elaborative inferences are drawn while reading

95
Q

Minimalist hypothesis:

A

Inferences are either automatic or strategic (goal directed)

96
Q

Automatic inferences:

A

Establish local coherence

Others rely on info explicitly stated in the text

97
Q

Strategic Inferences:

A

Formed in pursuit of reader’s goals

98
Q

Event indexing Model

A 
Readers keep track of a number of dimensions:
The protagonist 
Temporality (times)
Causality 
Spatiality (settings)
Intentionality (characters goals)
99
Q

Event indexing model evidence

A

Claus and Keller

Readers put 4 events in chronological order

100
Q

Event indexing model strength

A

Identifies key processes involved in creating and updating situation models

101
Q

Event indexing model weakness

A

Has little to say about the nature of the internal representation that is built by readers and listeners in order to understand language

102
Q

Schemas stored in long term memory:

A

Scripts

Frames

103
Q

Scripts:

A

Deal with knowledge about particular events and consequences of events

104
Q

Frames:

A

Knowledge of structures relating to some aspect of the world (buildings)

105
Q

Positive emotional stimuli prime approach behaviours:

A

Affect movement compatibility effect

106
Q

Negative emotional stimuli prepare the body to avoid:

A

Affect movement compatibility effect

107
Q

Theories of discourse processing:

A

Constructionist approach
Minimalist hypothesis
Event indexing model

108
Q

Experimental simulations approach:

A

Action
Perception
Emotion

109
Q

The stroop task illustrates that:

A

Printed words can unavoidably interfere with attended processes

110
Q

Models of word recognition:

A

Logogen model
Interactive activation model
Dual route model

111
Q

A model that is not a model of word recognition:

A

Garden path model

112
Q

Name given to the process of assigning syntactic structure to a sentence:

A

Parsing

Psychology (16 decks)

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