Triangle Model

Question 0

What routes are in the triangle model?

Answer 0

Orthographic to phonological: main route

Able to read high frequency regular and irregular words

Able to generalise knowledge to read non-words: guesstimate based on knowledge of similar words e.g. birt similar to bird and shirt

Semantics to phonological: reading for meaning

Question 1

What does the triangle model describe?

Answer 1

Reading

Question 2

What type of model is the triangle model?

Answer 2

Primary systems model

Suggests that reading is piggybacking on other primary systems:
Orthography
Semantics
Phonology

Question 3

How does the triangle model work?

Answer 3

We become exposed to a word which creates a pattern of representation which is then stored in hidden units

We can then use pattern to access phonological representation, can flip between different systems of representation

Interconnections between pathways

Question 4

What routes will be used when reading using the triangle model?

Answer 4

All routes will be used when reading but depending on the type of reading we will use semantics for support

Question 5

What does the triangle model say about brain region activation when reading?

Answer 5

Suggests that same mechanisms are used when reading words and non words so would expect a single network of brain regions involved

Fiez and Peterson found activation in overlapping regions for word and non word reading

Question 6

What does the triangle model show about the relationship between semantic dementia and surface dyslexia?

Answer 6

Say that semantic dementia and surface dyslexia are linked as 70% of all semantic dementia patients have surface dyslexia

Suggest that surface dyslexia is actually caused by am underlying semantic impairment therefore explaining the high incidence of people with semantic dementia with coexisting surface dyslexia

Question 7

What does the triangle model show about phonological dyslexia?

Answer 7

Damage to phonological system

Says phonological dyslexia due to underlying impairment in phonological system

Disproportionate effect with non words as activation cannot be boosted by semantic system

Extra-phonological help:
Word repetition: support from auditory and semantic system
Word reading: support from semantic system only
Non-word repetitions: support from auditory system only
Non-word reading: no extra-phonological support

So tests not matched for complexity

Question 8

What does the triangle model say about surface dyslexia?

Answer 8

Damage to semantic-phonology route