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cognition, emotion and development > language and reading > Flashcards

language and reading Flashcards

1
Q

what is cognitive psychology?

what do they attempt to partition cognition into?

A

trying to understand human cognition (mental processes) by using behavioural evidence

seek to partition cognition into:

  1. temporary or permanent representations of info in our head
  2. processes that generate those representations from sensory input or memory, operate on them to generate other representations and generate a motor output

and aim to understand how these are organised (architecture) and controlled to enable performance of tasks

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2
Q

what is cognitive neuropsychology?

A

studying brain-damaged patients to understand specific psychological processes

localised structure of the brain relates to cognitive processes

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3
Q

what is cognitive neuroscience?

A

evidence from behaviour and the brain to understand biological processes which underlie human cognition using brain scanning techniques (neuropsychology + psychology)

in attempt to understand how processes and representations are implemented in the brain

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4
Q

what is computatoinal cognitive science?

A

developing of computational models to further understanding of human cognition

models take account of our knowledge of behaviour and brain

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5
Q

what are the 4 main approaches to studying human cognition?

A

cognitive psychology

cognitive neuropsychology

cognitive neuroscience

computational cognitive science

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6
Q

what are the 3 levels of analysis in cognition?

A
  1. experiential (subjective experience)
  2. computational/functional (of mental representations and processes)
  3. neural (neural substrate of representations and processes)
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7
Q

what are some key elements of a functional/computational account?

(level of analysis)

A

representations

processes

architecture

control mechanisms

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8
Q

what is meant by representations in functional/computational account?

A

representations - of info e.g spelling, meaning of words in reading (can be temporary or permanent)

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9
Q

what is meant by processes in functional/computational account?

A
  • building blocks between representations
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10
Q

what is meant by architecture in functional/computational account?

A

organisation of components

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11
Q

what is meant by control mechanisms in functional/computational account?

A

enable/disable organisation of components e.g stroop task

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12
Q

what is the ultimate aim of a computational model?

A

sufficiently explicit that we can simulate the mind’s computations

does the model:

  1. get the task done (AI)
  2. perform like a human doing the task (computer simulation = 1. and 2.)
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13
Q

which skills does language require?

A

COGNITIVE - put thoughts into words

EMOTIONAL - put words to our emotions

SOCIAL - communicate thoughts and emotions to people

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14
Q

what is reading?

what precedes it?

A

a complex skill made up of many components
translation from text to meaning and pronunciation

spoken language precedes reading

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15
Q

what are the component processes in reading for meaning?

A

‘lexical access’ - identify letters and represent their sequence - identify words - retrieve syntactic class and word meaning

interpret sentence structure

interpret sentence meaning

interpret intention of speaker

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16
Q

what is a word?

A

a form (pronunciation and spelling pattern)

with a function (meaning and syntactic role)

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17
Q

what is involved in spoken word form?

A

sequence of phonemes (consonant and vowel sounds)

organised into syllables

with a stress pattern

a tone (pitch pattern)

al known as phonology

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18
Q

what is invoved in written word form?

A

sequence of symbols made of lines, curves or strokes (orthography)

  1. Alphabetic (symbols/graphemes represent phonemes)
  2. Syllabic (symbols represent syllables)
  3. Ideographic/logographic (symbol represents meaning units)
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19
Q

what is the relation between form and meaning?

what does this mean?

A

arbitrary (can’t deduce meaning from spelling)

so meaning has to be learnt for each word and orthography/phonology (form) pattern needs to be identified and retrieved from memory for its meaning

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20
Q

what must theories of cognitive processes be?

A

ethnocentric as may be different for english and chinese

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21
Q

how many word forms do we know?

A

100 000

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22
Q

source of evidence for subjective experience (level of analysis)?

A

introspective reports - doesn’t tell us very much

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23
Q

describe introspective reports as a source of evidence for subjective analysis?

A

examine and describe what we are consciously aware of as we perform cognitive operations

give little access and misleading for automatic tasks such as skills learnt as no conscious awareness

24
Q

what is a source of evidence for computational analysis?

A

observation, measurement and manipulation of behaviour

25
Q

what is a source of evidence for neural analysis?

A

measurement and manipulation of brain activity

26
Q

what are 2 types of behavioural measure?

A
  1. aritifical lab tasks designed to capture a cognitive process e.g probing single word identification
  2. on line measures made during continuous natural performance of the skill e.g eye fixation during normal reading - shows frequency, sentence context effects through fixation durations comparable to reaction time tasks
27
Q

name 3 word effects observed in behavioural measure lab experiments ?

and what type of tasks were they?

A

word superiority effect - greater accuracy of letter identification in context of word than non-word (artificial lab task to exercise process of interest)

frequency effects - reaction time for lexical decision, categorisation and naming shorter for frequently used words (reaction time task)

sentence context effects - reaction times for lexical decision and naming shorter when word presented in plausible sentence context (reaction time task)

28
Q

what has word identification span been found to be?

A

a few letters (1 word)

29
Q

what will we fixate on more in a text?

A

a less frequent word in a less plausible context (similar to frequency and sentence context effects on reaction time)

30
Q

what are lexical decision tasks?

A

how quickly people classify stimulus as words or non words

31
Q

what is orthography?

A

spelling pattern

32
Q

what do serial and parallel mean in terms of word identification?

A

serial - compare input to one pattern in memory at a time

parallel - compare input to all the patterns in memory at once

33
Q

what occurs in Forster’s serial search model?

to explain word recognition

A
  1. encode spelling pattern of word (letter string)
  2. compare at one time to each word form stored in mental dictionary
  3. if match found, we retrieve meaning and if not, continue search
  4. search through word forms is in order of frequency (not alphabet) in the language (match found faster if high frequency word)
34
Q

what is involved in the modified serial model?

A

1) mental lexicon of word forms divided into bins
2) process categorises spelling pattern to select appropriate bins
3) serial search occurs within that bin (frequency ordered)

35
Q

what occurs in the parallel-matching word-detector model?

to explain word recognition

what is this an example of?

A

top-down activation of word detectors to letter detectors to feature detectors

model runs repeatedly until word detected as activated more than neighbours

example of simple computational model as processes hypothesised can be simulated by a computer

36
Q

how does the parallel-matching word-detector model account for word superiority effect?

A

top-down activation of letter detectors by word detectors provides account of this effect as letter better detected in word than in random letter string

37
Q

how does serial search model account for quicker recognisation of more frequent words (word frequency effects)?

A

search for lexicon in order of frequency

advantage for low frequency words (can skip high frequency part)

38
Q

how does parallel-matching process model account for quicker recogisation of more frequent words?

A

most-used detectors are the most sensitive

advantage for high frequency words as reach activation level quicker

39
Q

what has been found about knowing word frequency in advance?

which model is this consistent with?

A

knowing frequency in advance helps for high but not low frequency words

consistent with parallel not serial model (parallel generally more compatible with data)

40
Q

how can we use neuropsychology to ask about architecture of reading?

1st route in reading to meaning

A

pronunciation or direct?

2 pathways:
1. directly retrieve semantics from orthography

  1. or go via phonology (pronunciation) to semantics
41
Q

describe evidence from brain-damaged patients that phonological mediation is not necessary?

A

effects of damage to phonological route

  • can access meaning without access to pronunciation
  • reading comprehension accurate but unable to say whether words sound the same
  • understand meaning but say different word with same meaning (deep dyslexia)

DON’T NEED PHONOLOGICAL MEDIATION

42
Q

describe evidence from non brain-damaged patients that phonological mediation is not necessary?

A

while ppts read, speech task used to interfere with phonological processing

understanding meaning of word not impaired when phonological loop used so don’t need phonological mediation

43
Q

describe evidence that phonological mediation does occur?

A

many more false positive errors to lures that sound the same but different meanings (homophones e.g hare not hair) as category members than to visually similar control items (wouldn’t occur if relied on orthography alone)

44
Q

how do both pathways from spelling to meaning contribute to normal reading depdning on frequency?

A

high frequency word rely less on phonological route as visual form strongly associated with meaning

low frequency words require phonological route more as mapping from visual to meaning less well established (phonological mediation contributes)

45
Q

what are the 1st and 2nd routes in reading?

A

1st : spelling to meaning

2nd : spelling to sound translation in reading aloud

46
Q

what are the 3 different routes in spelling to sound translation in reading aloud?

what source of evidence supports these routes?

A
  1. assembly - necessary for unfamiliar words guessing pronunciation through individual letters
  2. lexical route - recognise/retrieve pronunciation - necessary for exception words
  3. dual route - both pathways are functionally separate pathways

dyslexia patients support these routes

47
Q

what is surface dyslexia?

A

impaired reading of exception words so faulty retrieval of pronunciation

48
Q

what is phonological dyslexia?

A

impaired reading of nonwords and unfamiliar words so impaired ability to connect pronunciation of individual letters

49
Q

what is deep dyslexia?

A

impaired access to pronunciation for all words and semantic approximations

50
Q

what is the triangle model of spelling to sound?

A

one direct route as opposed to 2 functionally distinct routes: a network that learns to translate both regular and exception patterns provided they are frequent

51
Q

what do measures of brain manipulation tell us and what don’t they tell us?

A

PET and fMRI tell us where
ERP tell us when

don’t tell us what functions are being computed by this activity and how

good in addition to behavioural measures

52
Q

how to link activation to function of brain areas?

A

look at differences in activation between conditions

minus one from the other

53
Q

describe non-invasive measures of brain activity as a type of evidence of cognition?

what are the 2 categories and what can they tell us?

what is needed to support findings?

A

measure electrical activity - ERP & MEG - high temporal but low spatial as scalp recordings
measure metabolic activity - PET & fMRI - low temporal

can tell us when and where activity happens in brain as cognitive tasks are performed

significance of acitivity uncertain without:

  1. model of functions being performed
  2. evidence on normal performance of task and perturbations of performance (TMS or localised brain damage)
54
Q

describe behavioural data as a type of evidence of cognition?

A

meauring and manipulating behaviour as cognitive tasks are performed

can infer underlying computations performed by the mind without needing to specify neural substrate

55
Q

what are the 3 types of evidence used to study cognition?

A
  1. behavioural
  2. non-invasive measures of brain activity
  3. introspective reports
56
Q

why may single word lab tasks not be so artifical?

A

as on-line measures of eye fixation during reading thrugh eye-tracking show that we process only 1 word at a time

which is the basis of lab studies into word processing

cognition, emotion and development (13 decks)

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