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PSY2002 SEMESTER 1 > PSY2002 SEMESTER 1 - WEEK 3 > Flashcards

PSY2002 SEMESTER 1 - WEEK 3 Flashcards

1
Q

what is reading in a sciency way

A

transmitting inputs in form of words into comprehension and meaning
input activates existing mental representations of written words, which is linked to meaning and causes output = comprehension

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2
Q

outline mental representation for comprehension (what we hear- speech)

A

input (speech) activates existing mental representations of sound and links to meaning, causes output (comprehension)

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3
Q

outline mental representation for reading (what we see- writing)

A

input of written word, activates existing mental representations of written words, links to meaning
causes output of comprehension

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4
Q

name the building blocks for written word comprehension

A

written word input
form (phonology) + form (orthography)
syntax + morphology
semantics

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5
Q

what is orthography

A

word form when written down, mostly represented by alphabetic graphemes (graphemes represent phonemes)
iogographic systems use characters to represent whole word (eg; Mandarin)
some languages can be alphabetic languages that look like logographic system (eg; Korean uses letters that represent words but are grouped by characters)

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6
Q

what is an issue of research into orthographics

A
  1. anglocentric, focuses on English-speaking POV
  2. debated topic- do we access both phonology and orthography during reading or just orthography (some think this happen at unconscious level and accessing phonology aids understanding)
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7
Q

name the DRC route of comprehension

A

written word input - activate letters - activate orthographic form - activate phonological form - semantics

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8
Q

outline development of phonological process for children

A

children speak years before read and taught to read using phonetics to form connection, eventually sentence

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9
Q

what is a phonological neighbourhood and apply to reading

A

differ in only 1 phoneme (gait and bait)
if reading involves phonological processing, word with many neighbours has advantage as fixated for less time but if closely related slow down word recognition as all activate, compete

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10
Q

what can phonological priming be used to assess, and how does it do this

A

assess role of phonology in word processing, showing words processed faster when preceded by phonological identical non-word primes than control
suggests phonological processing rapid, automatic

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11
Q

name 2 computational models of reading aloud

A
  1. dual-route cascaded model
  2. distributed connectionist approach/triangle model
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12
Q

what is main focus of dual-route cascaded model

A

reading word/nonword involves different processes

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13
Q

what is main focus of distributed connectionist approach/triangle model (opposition of DRC)

A

reading processes flexible, involve interactive processes with all relevant knowledge on word sounds, spelling, meaning used in parallel

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14
Q

outline DRC model of visual word recognition and reading aloud

A

lexical and non-lexical routes used in parallel if reading aloud, with both routes not functioning independently
cascaded, as activation on one level passed onto next before processing at first level complete

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15
Q

in DRC, how are connections adjusted and what do they do

A

excitatory connections motivate process
inhibitory connections stop process
adjusts strength of connection, provide input, processes input into model, assesses output of model against human performance

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16
Q

evaluate computational model in general

A

allows us to ask very specific questions and test results but rarely can model all variables and parameters at work, not likely to get absolute answer, but good for testing specific questions

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17
Q

in DRC, what does non-lexical route do

A

convert letters into sounds to activate phonological representation that links to meaning

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18
Q

in DRC, what does lexical route do

A

activates orthographic representation (stored written word) that is linked directly to meaning

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19
Q

when is Grapheme Phoneme Correspondences GPC (Spelling-to-Sound Correspondences) used in DRC

A

when processing via non-lexical route must go via GPC

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20
Q

what is a grapheme, how do they relate to phoneme?

A

single grapheme represents single phoneme and grapheme can be made up of a number of letters eg; Th, igh, ough
same grapheme can be used to represent >1 phoneme (i in mint/pint) and single phoneme can be represented by >1 grapheme (k = c,k,ck)

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21
Q

define regular words

A

follow set of rules that dictate how grapheme should be pronounced

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22
Q

explain regular and irregular words and how they are created regarding graphemes

A

lots of variety in how phonemes are represented, via graphemes
mint is regular, pint irregular
both contain grapheme ‘i’ but prounounced differently

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23
Q

what is transparent language

A

also known as shallow orthography
spelling of each word maps directly onto its pronunciation (ie, Finnish/Italian)
orthographies with lots of reuglar correspondences (sound as they are written, eg; dog)

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24
Q

is transparent or opaque language easier to learn

A

children learn transparent language, eg; Italian quicker

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25
Q

what is opaque language

A

orthography with few regular correspondences eg; yacht
spelling of each word does not map directly onto its pronunciation eg; English

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26
Q

if written word is mint, how would a lexical, or non-lexical process this (DRC)

A

via GPC if non-lexical
/m/ /i/ /n/ /t/
if lexical, simply
see /mint/

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27
Q

when would non-lexical route not be able to be used (DRC)

A

irregular word ie; pint
/p/ /i/ /n/ /t/
p’in’t not a word (if said as written)
need to use semantics via lexicon to understand what a pint is to then say it correctly

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28
Q

what route does surface dyslexic rely on

A

route 1 (non-lexical) GPC
have problem reading irregular word

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29
Q

name 4 advantages of the DRC

A
  1. allow 2 routes of processing written word, so account for differences in learning
  2. account for orthographic lexicon, phonological lexicon
  3. account for processing regular, irregular word
  4. account for encountering new/novel word, can be processed via grapheme-phoneme correspondence
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30
Q

give 5 limitations of DRC

A
  1. focus on reading of individual words but real life is in sentences
  2. deemphasise semantic processes in reading (occurs in temporal lobe)
  3. cannot explain how children learn grapheme-phoneme rules
  4. assume phonological processing of word is slow with little effect on word recognition or reading
  5. lack applicability to Non-English language
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31
Q

what is understanding spelling to sound correspondence crucial for (grapheme-phoneme correspondence)

A

learning to read in alphabetic writing systems

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32
Q

outline self-teaching hypothesis (Share, 1995)

A

children ‘decode’ words using understanding of how letter correspond to sound (phonics)

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33
Q

explain process of self teaching hypothesis and how phonological representation is used to learn words

A
  1. existing phonological representation accessed, used to access phonological lexicon meaning
  2. phonological representation used to develop orthographic lexicon of whole words (look up phonological lexicon and see correspond to words we read)
  3. this is why children initially sound out all words they read
    read /m/ /i/ /n/ /t/ and learn mint
34
Q

DRC was applied to self-teaching hypothesis to create self-teaching DRC. explain this

A

non-lexical route used to decode words, access existing phonological representation
contextual cues used to select target word from list of candidate words

35
Q

what is necessary to develop orthographic lexicon

A

consistent readign

36
Q

how do skilled readers build up their knowledge of words (self-teaching DRC)

A

generate phonological representation that accesses semantic system
starts to build orthographic lexicon
more sounds we learn more words we build up
know bath, can add, grass, raft
skilled reader bypasses non-lexical and accesses semantic directly via activation of orthographic representation in orthographic lexicon

37
Q

how does DSM-5 define dyslexia?

A

difficulties in accuracy or fluency of reading that are not consistent with persons chronological age, education, intellect

38
Q

define dyslexia by British dyslexia association

A

specific learning difficulty that mainly affects development of literacy and language related skills
characterised by difficulties that may not match up to an individuals other cognitive abilities

39
Q

how common is dyslexia

A

1/10

40
Q

what did Snowling suggest dyslexia was

A

learning difficulty with problems in phonological processing, understanding how speech sound correspond to letter
not visual problem as have difficulty identifying phonemes (saying word skip without p is difficult)
gene x environment

41
Q

name 3 aspects dyslexia can be identified on

A
  1. decoding skills
  2. lexical retrieval
  3. verbal STM (word span, digit span)
42
Q

decoding skills can be used to identify dyslexia. what tasks may this include

A

phoneme deletion/substitution tasks, decoding pseudowords (non-words)

43
Q

lexical retrieval can be used to identify dyslexia, what tasks does this include

A

RAN (rapid automatic naming tasks), word identification of regular/irregular words
RAN- presented with list of objects, name as many as can

44
Q

outline the dyslexic profile - 2 components with 2 subcomponent each

A
  1. poor phonological awareness (problem with identifying phonemes, reading non-words)
  2. slow lexical retrieval (RAN task shows slow retrieval of letters, slower word reading)
45
Q

dyslexia - how are phonological deficits initially presented, and what can this cause in later life, and why

A

initial problem linking phoneme and grapheme, cause problem with word reading later in development (slower identification and reading of correct words in later stage of development)
later life reading issues as issues when learning causes less robust orthographic lexicon (less fluidity in reading)

46
Q

how can phonological deficits in dyslexia lead to social continuation factors

A

difficulty decoding causes less motivation to read
reading facilitates dev of orthographic lexicon and facilitates skilled reading

47
Q
A
48
Q
A
49
Q

what can poor orthographic learning cause (dyslexia)

A

unexpectedly poor speller, or surface dyslexia

50
Q

what is surface dyslexia

A

typical decoding, reading speed but spelling difficulties
unimpaired phonological awareness
non-word reading in normal range
impaired irregular word reading (break read as breeeek) - impaired lexical, intact nonlexical
unable to distinguish between homophones

51
Q

outline Wybrow (2015) test of lexical route deficits in dyslexia

A

surface dyslexia shows higher proportion of regularisation errors for irregular words than control
phonological dyslexia shows lower proportion of regularisation errors for irregular words than control

52
Q

outline Peterson (2013) study into RAN in dyslexia

A

phonological awareness = phoneme deletion
RAN = images and colours
orthographic coding = which of following is flower, rose or rows
found phonological dyslexia have better phonological awareness than surface dyslexia
but surface have better rapid naming and orthographic coding

53
Q

briefly state surface dyslexia

A

deficit to lexical route
no problem reading regular non-words
problem reading irregular words

54
Q

briefly state phonological dyslexia

A

deficit to non-lexical route
problem reading non-word
impairment of non-lexical (GPC) route

55
Q

why is evidence of dyslexia subtype debated (following review of 5 studies Sprenger-Charolles & Serniclaes)

A

results more in line with hypothesis that phonological deficit at core of developmental dyslexia, than with idea that clear dissociation exists between surface, phonological profile

56
Q

what compensatory mechanism may children with dyslexia show

A

relies on semantic processing
if struggling using nonlexical route to decide word may still access some phoneme in word resulting in activation of list of candidate words that could fit partial decoding
then use context to disambiguate situation

57
Q

outline research into impact of context for lexical access

A

ppts start repeating specific words from recorded sentence 200ms after word onset, but only if sentence makes sense
language system predict what word could come up, activated in lexicon

58
Q

Frith & Snowling (1983) tested childrens ability to correctly read out loud sentences ending in homograph
what did they find

A

homograph = spelled same, pronounced differently
before he made a speech, gave bow
dyslexics more likely correctly pronounce bow than control, shows more accurate prediction of what word comes next

59
Q

whats a homograph

A

spelled same, pronounced differently

60
Q

Nation & Snowling (1998) studied reading words in context, what did they find

A

read following word “aunt” out loud
I went shopping with my mum, and ___
dyslexic use context to process both regular, irregular words more than normal
normal uses context more for irregular compared to regular word reading, which makes sense as irregular are harder to read due to unable to use nonlexical route

61
Q

how can you test semantic priming effects for predictive processing

A

if individual has stronger predictive processing and links between semantic concept = should have larger semantic priming effects (calculate via subtracting reaction time for related from unrelated conditions)

62
Q

how do dyslexic readers use context in priming tasks (Van De Kleijj, 2019)

A

showed picture prime of car, word target of bicycle
dyslexics able to use context to greater extents

63
Q

how can automatic word processing be tested (RAN) what is found with dyslexics

A

name images, letters, digits as fast as can
dyslexic and weak reader slower to name than control
dyslexics name less objects, less correct words than control but doesn’t mean cannot do task, just with less fluency, speed

64
Q

how do dyslexics perform on phonological awareness (Nation, 2019 learning to read longitudinal data set)

A

poorer performance on measure of phonological awareness at 7 than 5 (on both phoneme isolation, and non word repetition)

65
Q

when do phonological awareness deficit appear in dyslexia

A

not in kindergarten but after 1st year of reading, disappear at end of primary schools

65
Q

outline recording eye movement as a research method

A

provide unobtrusive, detailed record of attention-related processes, but deciding what processing occurs during each fixation is issue

65
Q

outline naming tasks

A

says printed word out loud rapidly as can
emphasises links between orthography and semantics

65
Q

outline lexical decision tasks

A

rapidly decide if string of letters form word

66
Q

what are saccade-regressions

A

eyes moving backward in text

67
Q

what is perceptual span in saccades, what is capacity, affected by, use

A

effective field of view = 3-4 letters left of fixation, 15 to right
affected by text difficulty
size of perceptual span mean info from parafovea (area surrounding fovea) used during reading

68
Q

explain E-Z reader model

A

assume mind and eyes tightly coupled, so pattern of eye movement give info on reader’s processing strategies
attend to 2 word in 1 fixation, single processing model (only 1 word processed at time)

69
Q

what does E-Z reader model assume

A

we check familiarity of word thats currently fixated, completion of check signals initiation for eye movements
then engage in 2nd stage of lexical access to access semantic and phonological form
is faster when word easily processed
completion of lexical access shifts attention

70
Q

give support for E-Z reader model

A

common words fixated less time
words following rare fixated longer as receive less parafoveal processing when words rare
identifies factors like word frequency, predictability as determining eye fixations in reading

71
Q

give limitations of E-Z reader model

A

downplay role of higher-level processes (info being integrated in sentence, using schemas)
more parallel processing than acknowledged

72
Q

what is parallel processing model SWIFT (contrasts with E-Z reader model)

A

assume duration of eye fixation in reading influenced by parallel processing of previous, next word alongside current one

73
Q

in word recognition, outline interactive model

A

word superiority effect mean performances better when letter string forms word
assume top-down process from word level to letter level activates letters
orthographic neighbours facilitates word recognition when less frequent, and inhibit if more frequent

74
Q

give limitations of interactive model of word recognition

A

no account of role of meaning in visual word recognition, phonological processing often involved in word recognition but not in model

75
Q

give strengths of interactive model of word recognition

A

applications to visual word processing, account for word superiority effect, effect of top-down

76
Q

how does semantic priming cause word to be recognised quicker

A

due to context automatically activating stored representations of all words related to it, or controlled processing of us expecting related words

77
Q

define sentential context effects

A

using context to predict next word so context affects early processing of it (top down processing)

78
Q

define deep dyslexia

A

problem reading unfamiliar words and inability to read non-words

PSY2002 SEMESTER 1 (9 decks)

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