5- Text Comprehension Flashcards

1
Q

What is parsing?

A

Assigning syntactic roles to the components of sentences

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2
Q

When do garden path sentences emerge?

A

When the original parsing of the sentence is shown to be incorrect due to the syntactic ambiguity of the sentence

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3
Q

When do we need to go through reanalysis?

A

When there is a word where there is no way you can integrate it into original syntactic analysis

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4
Q

What is incremental interpretation?

A

Readers semantically interpret and syntactically parse text on a word-by-word basis

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5
Q

What is minimal attachment?

A

Readers try to interpret sentences with the simplest possible syntactic structure

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6
Q

What is the visual world paradigm?

A

Eye movements are tracked while participants listens to narrative

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7
Q

How do we not process text and why?

A

We don’t just process text on a word-by-word basis as we predict what’s going to come next

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8
Q

What is suggested by the fact that readers immediately detect a semantic anomaly?

A

Suggests that we incrementally interpret semantic aspects

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9
Q

What 2 factors can create semantic anomalies?

A

If a sentence is implausible or anomalous

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10
Q

How can a semantic anomaly be overridden?

A

By context

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11
Q

How do readers store words?

A

Based on their semantic associative meaning

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12
Q

How do we read a word that is semantically similar to a word we have previously read?

A

Quickly

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13
Q

What do word recognition models rely on?

A

Us having a mental lexicon

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14
Q

What is the mental lexicon?

A

A store of all lexical representations with their semantic meaning, syntactic role and phonology encoded within these representations

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15
Q

What is there not in the brain to understand reading?

A

A single neural structure that can be attributed to all of this language knowledge

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16
Q

What are the three main models of word recognition?

A

Interactive activation model, dual route cascade model, connectionist triangle model

17
Q

What are the three levels of the interactive activation model?

A

Word units, letter units, feature units

18
Q

What words are said to have a lower threshold for activation?

A

Higher frequency words

19
Q

How does the interactive activation model suggest that we recognise a word?

A

We see features of letters, letters are activated until a ‘threshold’ is activated and we recognise a word

20
Q

How many routes are in the dual route cascade model?

A

3

21
Q

What is the dual route cascade model specifically for?

A

Reading aloud

22
Q

What is route 1 in the DRCM?

A

Grapheme-phoneme conversion

23
Q

What is a grapheme?

A

The visual unit that corresponds to a phoneme

24
Q

What are conversion rules determined by?

A

The most common grapheme-phoneme association in the language

25
Q

What is route 1 of the DRCM good and bad for?

A

Good for regular words and nonwords, bad for irregular words

26
Q

How do children start reading?

A

Grapheme-phoneme conversion

27
Q

What is route 2 of the DRCM?

A

Lexicon and semantics

28
Q

What do we look at in route 2 of the DRCM?

A

Letters rather than phonology

29
Q

What is route 3 of the DRCM?

A

Lexicon only

30
Q

What does the orthographic input lexicon store?

A

The spelling of all the words you know

31
Q

What does route 3 of the DRCM activate?

A

Meaning and/or phonology

32
Q

What is route 3 of the DRCM good for?

A

Reading all familiar words

33
Q

What are the two routes in the connectionist triangle model?

A

Direct pathway and indirect pathway

34
Q

What is the direct pathway in the CTM?

A

From orthnography to phonology

35
Q

What is the indirect pathway in the CTM?

A

From orthography to phonology via semantics