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pragmatics and psycholinguistics > Psycholinguistics lesson 5 > Flashcards

Psycholinguistics lesson 5 Flashcards

1
Q

In production comprehension , the speaker has a message to _____, they _____ the message as words they encode the ____ as a _____.

A

send
encode
word
sound

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2
Q

In ____ comprehension, the pressure changes in the air and the listener has to ____ the _____ into words and then decode the word into _____, so that they receive the message.

A

language
decode
sounds
meaning

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3
Q

Why must the listener make sense of the auditory input?

A

In order to extract the message from the speech stream.

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4
Q

Individual differences, dialects and coarticulation are _____ in the speech stream that the listener must _____to.

A

variability

adjust

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5
Q

Like production comprehension, ____ comprehension is a highly _______ process.

A

Language

incremental

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6
Q

In language comprehension, what is there a pressure to do?

A

There’s pressure to make sense of the input as soon as possible to free up resources to process what comes next.

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7
Q

Language comprehension isn’t just a matter of recognising individual words- what else does it have to process?

A

It has to add and integrate the words spoken, into what has been heard and processed so far.

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8
Q

Recognising words in speech involves ____ mental operations.

A

complex

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9
Q

When is the spoken word usually recognised by the listener?

A

Whilst it is still being produced by the speaker.

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10
Q

on what syllable do we start to process the word (100-150 ms from word onset)?

A

The end of the 1st syllable

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11
Q

What process is the opposite of word recognition?

A

Word production

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12
Q

How many stages are there in Word Recognition?

A

3

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13
Q

Describe the first stage in word recognition.

A

Segment the speech stream to find the beginning of the word in the continuous acoustic signal.

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14
Q

The 2nd stage in word recognition is to _______ the ______ in sequence and recognise a sequence of phonemes as a _____/ entry in our mental _____.

A

Process
sound/phonemes
word
lexicon

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15
Q

What is the last stage in Word recognition?

A

To access the semantics (meaning) and syntax of the word in the mental lexicon.

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16
Q

What is segmentation?

A

Finding the beginning of a word

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17
Q

What are 2 strategies we use for segmentation?

A
  1. stress position

2. implicit statistical knowledge about syllable sequences

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18
Q

What syllable in English is most likely to be stressed?

A

the first syllable

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19
Q

The probability that one syllable is followed by another is different for syllables ______ a word than for _______ _______ words. This is how we can distinguish the end of a word and the start of a new word :)

A

within

Syllables between

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20
Q

Name the 2 main models for word recognition.

A

Cohort (marlsen-wilson 1987)

TRACE (mcCelland and Elman 1986)

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21
Q

How many stages do both models assume?

A

3

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22
Q

As sounds are produced ______;

  1. _______ of a set of candidates or _____
  2. ________ one among the candidates
  3. _______ the chosen candidate with word ____ in the _____ _____ thus accessing the _____ and syntax of the word.
A

incrementally
Activation, cohorts
Choosing/selection
Mapping, entry, mental lexicon, semantics

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23
Q

Marslen and Wilson created what model?

A

The Cohort Model

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24
Q

In the cohort model, what type of input is there before the main stages?

A

A sensory Input

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25
Q

The first stage in the cohort model is known as the ____ stage.

A

Access

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26
Q

What representation is used to activate lexical items?

A

Perceptual Representation

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27
Q

On the activation of lexical items what does this generate?

A

A candidate set of items/ the cohorts

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28
Q

What happens at the selection stage?

A

The candidate is chosen from the cohort.

29
Q

In the selection stage- what information is used at this stage?

A

Syntactic and Semantic Information and CONTEXT

30
Q

In the last stage the properties of a word are utilised and the word is represented in terms of its entire utterance, name this stage.

A

Integration Stage

31
Q

Name a main property of the Cohort Model.

A

It is feed-forward so only flows in 1 direction

32
Q

What do Cohort members share?

A

Cohort members share the initial sound or sounds

eg. /s/, /sp/, /spi/

33
Q

If a word is said that begins with /s/- what happens (in terms of cohorts)

A

Every word in the lexicon beginning with /s/ is selected- this is called the initial set of candidates

34
Q

Over time what happens to the cohort members?

A

They are eliminated as more sounds are introduced eg. /s/ > /sp/ > /spi/

35
Q

What happens at the Cohort recognition point?

A

The word id identifies

36
Q

According to Cohort Model when does context only come in?

A

Context only comes in at the selection stage according to the Cohort model

37
Q

Before the selection stage both ______ appropriate and _____ candidates are considered.

A

Contextually

inappropriate

38
Q

From what experiments is there evidence of the Cohort Model?

A

From Eye-Tracking

39
Q

Dahan, Swingley, Tanenhous and Magnuson (2000), were French, what was the target word they used for their eye tracking experiment?

A

Bouton

40
Q

What types of distractors did they use?

A

Cohort Distractor eg. bouteille

Non-Cohort Distractors eg. chien and sac

41
Q

What was the result of ( tanenhous etc.) this experiment?

A

As participants heard bout, they looked more at the Cohort (phonologically related) distractor than the other distractors.

42
Q

In the Cohort Model, only ____ _____ information is used by the processor at the access stage when the ____ are constructed.

A

pure sound

cohorts

43
Q

Only after the ____ is selected in the Cohort Model is other information (syntactic, semantic, context etc.) used.

A

Target/ target cohort

44
Q

What was the problematic evidence for this model discovered by Dahan et. al (2000)?

A

That gender information (syntactic information) is used during the access stage when the cohorts are constructed.

45
Q

Allopena, Magnuson and Tanenhous (1998), used:
target word=beaker
cohort distractor=beetle
non cohort distractor= speaker, carriage
What was the result here as speaker and beaker aren’t cohorts but rhyme?

A

On hearing “bea”, particioants looked at cohort member “beetle” BUT ALSO participants looked more at “speaker” than “carriage”.

46
Q

These two experiments are not consistent with the ____ model, as more than the initial sound is obviously accessed at the access stage.

A

Cohort

47
Q

The same ambiguous sound half way between /g/ and /k/, is perceived as a /k/ in the context “iss” and is perceived as a /g/ in the context “ift”. Name this effect.

A

The Gangong Effect

48
Q

What does the Gangong Effect show?

A

It shows that lexical context, not just pure sound is used in the access stage.

49
Q

Phoneme restoration is further evidence against the _____ ____.

A

Cohort model.

50
Q

What is the interactive connectionist model for language comprehension called?

A

TRACE Model

51
Q

In the TRACE Model what way can information spread?

A

Information can spread forward as well as backwards between levels

52
Q

So in the TRACE not just ____ can influence the access stage.

A

sound/matching of initial sound

53
Q

In TRACE model what can influence the access stage and ultimately the selection of the correct candidate?

A 
Lexical Information (syntax and semantics) eg. grammar
Not just initial sound but the whole word sound eg. partially matching sounds can be accessed
54
Q

What can this model deal well with?

A

When the sound input is imperfect eg. noisy situations

55
Q

Name a type of impairment in word recognition.

A

Pure Word Deafness/ Auditory Verbal Agnosia

56
Q

What do people with auditory verbal agnosia/pure word deafness, have difficulty with?

A

They have difficulty segmenting the speech stream and processing phonemes.

57
Q

Patient RC (Klein and Harper 1956) showed normal ____ , he could _____, ____ and ____ however he could not understand ____ addressed to him.

A

hearing
speak, read, write
speech

58
Q

What did patient RC describe how he was hearing speech like?

A

Jumbled together like a foreign language (and far away)

59
Q

Where was RC’s problem?

A

At the perception stage where the acoustic input is decoded into words.

60
Q

Typically individuals with pure word deafness have no problems ______.

A

reading

61
Q

Describe Dyslexia.

A

Dyslexia is the opposite of pure word deafness. They have problems recognising written words but have no problems recognising spoken words.

62
Q

What had dyslexia and Pure word deafness led to some researchers like Caramazza to postulate?

A

That there are separate lexicons for spoken and written words.

63
Q

So there is not only a separation between ____ and _____ but also separation between different types of _____ (spoken vs. written).

A

meaning
form
form

64
Q

Understanding spoken language requires:
S_________
W______ R_______
I______________

A

Segmentation
Word Recognition
Integration

65
Q

Word Recognition involves:
_____ ______ at the Access Stage
Selecting words at the _____ stage.
And finally the ______ of words.

A

Constructing Cohorts
Selection stage/word recognition
Integration

66
Q

Name the 2 main models of word recognition.

A

Cohort and TRACE

67
Q

Cohort is ____ whereas TRACE is _______.

A

feedforward

interactive

68
Q

What is the main difference between Cohort and TRACE models (apart from feedforward/iteractive)?

A

That in the TRACE model, cohorts are constructed using more than pure sound info.

69
Q

There are _____ lexicons for ____ and ____ words.

A

Separate
spoken
written

pragmatics and psycholinguistics (6 decks)

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