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Psychology (PS2002) > Reading > Flashcards

Reading Flashcards

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1
Q

What are the three processes involved in reading?

A
  • orthography
  • phonology
  • semantics
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2
Q

types of research methods that can be used to study reading …

A
  • lexical decision tasks (decide quickly is a string of letters forms a word)
  • Naming task (pronounce aloud visually presented words as quickly as possible)
  • Priming (influence the processing of a target by presenting a stimulus beforehand)
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3
Q

how to record attention processes in reading ..

A

by recording eye movements , it provides a detailed record of attention

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4
Q

what is the weak phonological model of reading?

A

phonological processing of visual words is relatively slow and inessential for word identification

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5
Q

what is the strong phonological model of reading?

A

some phonological coding occurs rapidly when a word is presented visually, this process is automatic

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6
Q

what did masked phonological priming find?

A

word processing was faster when preceded by phonologically identical non-words than by primes similar in orthography

e.g. faster processing of clip when the prime was klip and not pilp

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7
Q

neuropsychological evidence for reading

A

patient PS

understood meanings of words but could not process them

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8
Q

conclusion of phonological reading

A

the weak model, underestimates the importance of phonological processing… it causes rapid recognition and phonemic skills predict reading skills

however processing may occur after accessing word meaning

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9
Q

automatic processing theory of reading

A

word recognition is fairly automatic (rayner and sereno)

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10
Q

word superiority effect of reading

A

a letter string is presented very briefly followed by a pattern mask

they were asked to determine which of two letters was presented at a particular position

position is better determined when a word is presented

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11
Q

interactive activation model for word recognition

A

the stimulus is seen which activates the feature level, this goes on to the letter level allowing people to identify letters before sending this info to the word detectors to identify the full word

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12
Q

how orthographic neighbours effect word identification time

A

when a word is presented orthographic neighbours become activated, increasing the time necessary to correctly identify the target word

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13
Q

strengths and weaknesses of the interactive activation model

A

strengths - shows connectionist processing system can be applied to visual word recognition

weaknesses - ignores phonological processing and is only designed for four letter words

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14
Q

context effects on word recognition

A
  • semantic priming effect

an expected target category had facilitatory effects on reading

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15
Q

what are the two approaches for reading aloud?

A

dual-route cascaded model

distributed connectionist approach

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16
Q

what is dual-route cascaded model?

A

processes involved in reading that is generally rule-based

  • a weak phonological model
  • individuals use both non-lexical and lexical routes but mainly lexical routes when reading aloud
17
Q

what is the distributed connectionist approach?

A

various processes involved in reading are used flexibly

- all relevant knowledge is called to the fore, such as word sounds, spellings and meanings

18
Q

What is the non-lexical (route 1) in the dual-route cascaded model?

A

converting spelling (graphemes) into sound (phonemes)

if this process doesn’t occur correctly it can result in surface dyslexia

19
Q

what is surface dyslexia

A

causes problems reading irregular words

41% irregular word accuracy in patient KT.
mispronunciation was due to regularisation of words

20
Q

what is the lexical and semantic route (route 2) used in dual-route cascaded model?

A

in the lexical route, familiar words are stored in an orthographic input lexicon , when the meaning is activated and sound pattern is generated in the phonological output lexicon

issues using this route results in phonological dyslexia

21
Q

what is phonological dyslexia?

A

causes difficulties in reading unfamiliar and nonwords

22
Q

what is route 3 in the dual-route cascaded model?

A

it is a lexicon only route

23
Q

what is deep dyslexia?

A

issues reading unfamiliar words, inability to read nonwords and causes semantic reading errors

is seen in those with brain damage to language areas

24
Q

neuroimaging evidence for the dual-route cascaded model

A

lexical route: left anterior occipital-temporal region

non-lexical route: left posterior occipital-temporal region

25
Q

strengths and weaknesss of the dual-route cascaded model

A

strengths - it accounts for surface and phonological dyslexia and it received support from neuroimaging

weaknesses - it doesn’t apply to many other languages, semantic processes not well explained and phonological processing of visually-presented words is automatic/rapid

26
Q

distributed connectionist approach (triangle model) says what …

A

all information is used to read both words and nonwords

words and non-words vary in consistency

semantic knowledge has the largest impact on inconsistent words

27
Q

what were plant et al’s simulations?

A

performance of the network closely resembled that of adult readers

  • consistent words were named faster
  • rare words took longer to name than common ones
  • pronounced 90% of words correctly
28
Q

evaluation of the distributed connectionist approach

A

strengths - supports the use of the orthographic, semantic and phonological systems in parallel
emphasises the involvements of semantics in reading aloud (surface dyslexia)

limitations - explanations for phonological and surface dyslexia are oversimplified
lack of attention to processes used for complex words

29
Q

what are saccades?

A

rapid eye jerks that are ballistic, once they are initiated their direction cannot be changed

they are separated by fixations lasting around 200ms and only during this time is information extracted

30
Q

what is perceptual span for languages which read left-right

A

3-4 letters to the left of fixation and up to 15 letter to the right

31
Q

what is the E-Z reader model?

A

readers check the familiarity of the word they are fixating on. completion of this is the final to initiate an eye movement program

at the sae time the second stage of lexical access, once this is complete attention can shift to the next word

checking is completed faster for common words and predictable words

32
Q

evidence for the e-z reader model ..

A

finding generalise to the chinese

33
Q

evidence against the e-z reader …

A

too much focus on eye movement and people can deviate from the order

Psychology (PS2002) (32 decks)

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