Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Language Science Exam 2 > Reading > Flashcards

Reading Flashcards

You may prefer our related Brainscape-certified flashcards:
Biology 101 flashcards
1
Q

What is Riggs’ contact lens study?

A

Special contact lens that projected images onto a persons retina –> after a few seconds, the images started to fade

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What was interesting about Riggs’ contact lens study?

A

How the images disappeared:

  • Features slowly came and went
  • Features disappear with whole lines
  • For words –> always saw letters, never nonsense
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What was Hubel and Weisel’s cat study?

A

They recorded neural activity in the visual context.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What were the findings of Hubel and Weisel’s cat studies?

A

Neurons are specialized for feature detection

Discovered feature detectors (neurons that respond to specific features)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Neurons that respond to specific features

A

Feature detectors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Word superiority effect

A

Used a T-scope to look at letter perception
Three conditions: Letter flashed at 50 ms, Word condition - letter presented in context, Nonword - scrambled letters
Person was shown a card and asked about letter position

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What were the results of the word superiority effect?

A

best performance was in the Word Condition (showed that letters are easier to recognize in context)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What is the interactive activation model of reading?

A

Model of visual word recognition
Words are represented across different levels (words, letters, visual features)
The levels interact with each other
Explains how we read ambiguous information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What model explains how we read ambiguous information?

A

The interactive activation model of reading

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Eye-movements in reading

A

When people read, their eyes jump to different words - it is not a smooth movement from left to right

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

(T/F) When people read, they read in a smooth movement from left to right.

A

When people read, their eyes jump to different words - it is not a smooth movement from left to right

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

When English speakers look at webpages, there is a bias for them to focus where? Why?

A

on the left side because they read from left-to-right

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

the time spent focused on a location

A

fixation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

The average fixation in reading is _______

A

~250ms

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What do English readers extract information from in a fixation?

A

~4 characters to the left

~14 characters to the right

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Around the fixation point only __________ letters are seen with 100% accuracy

A

4-5 letters with 100% accuracy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Can fixations tell us about processing difficulty? If so, how?

A

Yes; people fixate longer on harder words (low frequency or uncommon words)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

About _____% of content words have fixations.

About _____% of function words have fixations.

A

80%

38%

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Eye movements (“jumps”)

A

Saccades

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Duration of saccades is approximately:

A

20ms

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Length of saccades are approximately:

A

10 letters in length

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Backwards saccades

A

Regressions

23
Q

In fluent readers, about ____% of saccades are regressions

A

15

24
Q

When do regressions occur in reading?

A

When the reader is confused, distracted, etc. by the text

25
Q

As readers become more fluent, their fixations ______ and their regressions ______.

A

decrease, decrease

26
Q

(T/F) Eye movements are not affected by formatting.

A

False

27
Q

Left-aligned text __________________________________
Right-aligned text _________________________________
Centre-aligned text _______________________________
Justified text _____________________________________
Text in only capitals ________________________________

A

Left-aligned text lets you read fluently
Right-aligned text makes you skip to different line-starting positions (slower to read)
Centre-aligned text makes you skip to different line-starting positions (slower to read)
Justified text leads to uneven gaps between words (disrupts fluent reading)
Text in only capitals destroys the word shape, making word recognition slower and rereading a word more frequent

28
Q

Are eye movements affected by the type of material you read?

A

Yes

29
Q

People with Dyslexia show (the same/different) eye-movement patterns. (Pick one)

A

Different

30
Q

People with Dyslexia have a _____ fixation duration.

A

slower

31
Q

People with Dyslexia have a ____ saccade length.

A

shorter

32
Q

People with Dyslexia have regressions __________.

A

more often

33
Q

What are the three types of eye movements in reading:

A

Fixation - the time spent focused on a location
Saccades - eye movements/jumps
Regressions - backwards saccades

34
Q

T-circling task

A

shows that we skip over a lot of function words (e.g., the, to)

35
Q

What are the three types of orthographies?

A

Logography
Syllabary
Alphabet

36
Q

symbols/characters represent words/morphemes

A

Logography

37
Q

letters represent one or more phonemes

A

alphabet

38
Q

symbols/characters represent syllables

A

syllabary

39
Q

(T/F) Logographies tend to be all-or-none.

A

True. If you don’t know the character, you won’t be able to read it

40
Q

Examples of people who use logographies:

A

Mayans

Chinese - modern logography

41
Q

Examples of people who use the alphabet:

A

Most European languages use the Latin alphabet (including English)

42
Q

Examples of people who use a syllabary:

A

Japanese hiragana

43
Q

Written language with strong spelling to sound correspondence

A

Shallow orthography

44
Q

Written language with weak spelling to sound correspondence

A

Deep orthography

45
Q

In shallow orthography, the letters/symbols are _________ with their associated sounds. In deep orthography, the letters/symbols are ______ with their associated sounds.

A

Consistent/inconsistent

46
Q

(Shallow/Deep) orthographies are relatively easy to read.

A

Shallow orthographies

47
Q

Example of a language that uses deep orthography:

A

French

English

48
Q

What are the two roots of the Dual route model of reading?

A

Direct (orthographic) - familiar words/irregular words

Indirect (phonological) route - new words/non-words

49
Q

In the Dual route model of reading, what is the direct route?

A

letter units –> orthographic lexicon –> semantics –> phonological lexicon –> speech output

50
Q

In the Dual route model of reading, what is the indirect route?

A

letter units –> spelling to sound conversion –> speech output

51
Q

What is the interactive-activation model?

A

A connectionist model
words are represented across different levels (words, letters, visual features) - the levels interact with each other
how we read ambiguous information

52
Q

What is the Connectionist Models of Reading?

A

Says everything is processed the same way (the assumption is that we always process phonology when we read).
The same process is used for nonwords (except semantic unit is not activated)

Three units that interact with each other: semantic units (except for nonwords), phonological units, orthographic/letter units

53
Q

What is the main assumption of the connectionist models of reading?

A

We always process phonology when we read.

54
Q

the effect that shows that reading can be automatic

A

The Stroop effect - we can’t stop even if we really try

Language Science Exam 2 (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions