Lecture 10

Question 1

Huey’s reading experiment

Answer 1

Huey devised an apparatus that contained a cup that was placed on the cornea with a hole drilled into it, which was attached to a mechanism that transferred movement onto a kymograph (an analog device that draws a graphical representation of spatial position over time).

Question 2

Fixations - length

Answer 2

Between 100-500ms, depending on the difficulty of the test.

Question 3

Saccades - length

Answer 3

Span about 7-9 characters.

Question 4

Dual-route model

Answer 4

The ‘route’ we take depends on the words we’re reading.

1. Words that occur often follow the left direct lexical route.
2. Infrequent or non-existing words take the right phonological route.

Question 5

A horse race model

Answer 5

Both routes (dual reading route) are parallel but do not cooperate. The first one to finish wins.

Question 6

Interactive activation model

Answer 6

Activated words provide ‘top-down’ feedback to the reader.

• Used to dispute the Dual Route Model

Question 7

Surface dyslexia

Answer 7

Impaired direct lexical route.

• Impaired reading of words with “irregular” or exceptional print-to-sound correspondences

Question 8

Phonological dyslexia

Answer 8

Impaired phonological route

• Inability to read non-words like ‘refki’.

Question 9

Deep dyslexia

Answer 9

Readers cannot retrieve the meaning of a word, but seem to have access to the semantic representation.

• Instead of ‘chair’ they may read ‘table’.

Question 10

Developmental dyslexia

Answer 10

The child fails to read adequately despite normal education, intelligence, and an ability to learn.

Question 11

Linguistic relativity hypothesis

Answer 11

Language indeed may influence the way we think and perceive.

Question 12

Classical view (concepts (2))

Answer 12

Concepts are sets of rules that specify necessary and sufficient conditions for category membership

• Necessary: must be true in order to belong to the category.
• Sufficient: if true, the object must belong to the category.

Question 13

Family resemblance theory

Answer 13

Members of a category have certain characteristic features, but not every member needs to possess all these features, and some features are never shared.

Question 14

Prototype theory (membership)

Answer 14

Categorisation is organised around the properties of the most typical member of that category.

• Membership is ‘graded’; some objects fit the prototype better than others.

Question 15

Exemplar theory

Answer 15

An object is compared with stored memories of all category members (exemplars) we have encountered.

Question 16

Category-specific deficits
What leads to them?

Answer 16

• Brain injuries lead to them (temporal lobe)

Objects that belong to a particular category are not recognised, whereas items from other categories are recognised just fine (e.g., human-made objects v. food, living things).

Question 17

Rational choice theory
- Equation

Answer 17

We make decisions by determining the value of an outcome and multiply that with the likelihood of occurring.

Question 18

Availability bias

Answer 18

Information that is more readily available has a larger impact on our decision. It is judged as having occurred more frequently and as being more representative.

Question 19

Confirmation tendency

Answer 19

More value is attributed to information that supports a presumption than information that disproves it.

Question 20

Conjunction fallacy

Answer 20

Believing that two events are more likely to occur together than in isolation.

Question 21

Representativeness heuristic

Answer 21

Making a probability judgement by comparing something or someone to a prototype.

Question 22

Gamblers fallacy

Answer 22

If a particular even occurs more frequently than normal during the past, it is less likely to happen in the future.

Question 23

Framing effects

Answer 23

The way in which situation a is phrased shapes the decision.

Question 24

Sunk-cost fallacy

Answer 24

People make decisions based on previous investments.

Question 25

Kahneman: 2 systems for solving problems

Answer 25

1. System 1: relies on general observations and quick evaluative techniques (heuristic).
2. System 2: Slow thinking, requires conscious, continuous attention to carefully assess the details of a given problem and logically reach a solution.

Question 26

Analogical problem solving

Answer 26

Finding a problem (source) that is similar to the problem you need to solve (target) and applying the solution of the source onto the target.

Question 27

Means-end-analysis

Answer 27

Generating subgoals to reach desired goal.

Question 28

Functional fixedness

Answer 28

Our tendency to perceive an objects function as fixed.

Question 29

Syllogistic reasoning

Answer 29

Determine whether a conclusion follows from 2 statements that are assumed to be true.