PSY2002 SEMESTER 1 - WEEK 3

Question 1

what is reading in a sciency way

Answer 1

transmitting inputs in form of words into comprehension and meaning
input activates existing mental representations of written words, which is linked to meaning and causes output = comprehension

Question 2

outline mental representation for comprehension (what we hear- speech)

Answer 2

input (speech) activates existing mental representations of sound and links to meaning, causes output (comprehension)

Question 3

outline mental representation for reading (what we see- writing)

Answer 3

input of written word, activates existing mental representations of written words, links to meaning
causes output of comprehension

Question 4

name the building blocks for written word comprehension

Answer 4

written word input
form (phonology) + form (orthography)
syntax + morphology
semantics

Question 5

what is orthography

Answer 5

word form when written down, mostly represented by alphabetic graphemes (graphemes represent phonemes)
iogographic systems use characters to represent whole word (eg; Mandarin)
some languages can be alphabetic languages that look like logographic system (eg; Korean uses letters that represent words but are grouped by characters)

Question 6

what is an issue of research into orthographics

Answer 6

1. anglocentric, focuses on English-speaking POV
2. debated topic- do we access both phonology and orthography during reading or just orthography (some think this happen at unconscious level and accessing phonology aids understanding)

Question 7

name the DRC route of comprehension

Answer 7

written word input - activate letters - activate orthographic form - activate phonological form - semantics

Question 8

outline development of phonological process for children

Answer 8

children speak years before read and taught to read using phonetics to form connection, eventually sentence

Question 9

what is a phonological neighbourhood and apply to reading

Answer 9

differ in only 1 phoneme (gait and bait)
if reading involves phonological processing, word with many neighbours has advantage as fixated for less time but if closely related slow down word recognition as all activate, compete

Question 10

what can phonological priming be used to assess, and how does it do this

Answer 10

assess role of phonology in word processing, showing words processed faster when preceded by phonological identical non-word primes than control
suggests phonological processing rapid, automatic

Question 11

name 2 computational models of reading aloud

Answer 11

1. dual-route cascaded model
2. distributed connectionist approach/triangle model

Question 12

what is main focus of dual-route cascaded model

Answer 12

reading word/nonword involves different processes

Question 13

what is main focus of distributed connectionist approach/triangle model (opposition of DRC)

Answer 13

reading processes flexible, involve interactive processes with all relevant knowledge on word sounds, spelling, meaning used in parallel

Question 14

outline DRC model of visual word recognition and reading aloud

Answer 14

lexical and non-lexical routes used in parallel if reading aloud, with both routes not functioning independently
cascaded, as activation on one level passed onto next before processing at first level complete

Question 15

in DRC, how are connections adjusted and what do they do

Answer 15

excitatory connections motivate process
inhibitory connections stop process
adjusts strength of connection, provide input, processes input into model, assesses output of model against human performance

Question 16

evaluate computational model in general

Answer 16

allows us to ask very specific questions and test results but rarely can model all variables and parameters at work, not likely to get absolute answer, but good for testing specific questions

Question 17

in DRC, what does non-lexical route do

Answer 17

convert letters into sounds to activate phonological representation that links to meaning

Question 18

in DRC, what does lexical route do

Answer 18

activates orthographic representation (stored written word) that is linked directly to meaning

Question 19

when is Grapheme Phoneme Correspondences GPC (Spelling-to-Sound Correspondences) used in DRC

Answer 19

when processing via non-lexical route must go via GPC

Question 20

what is a grapheme, how do they relate to phoneme?

Answer 20

single grapheme represents single phoneme and grapheme can be made up of a number of letters eg; Th, igh, ough
same grapheme can be used to represent >1 phoneme (i in mint/pint) and single phoneme can be represented by >1 grapheme (k = c,k,ck)

Question 21

define regular words

Answer 21

follow set of rules that dictate how grapheme should be pronounced

Question 22

explain regular and irregular words and how they are created regarding graphemes

Answer 22

lots of variety in how phonemes are represented, via graphemes
mint is regular, pint irregular
both contain grapheme ‘i’ but prounounced differently

Question 23

what is transparent language

Answer 23

also known as shallow orthography
spelling of each word maps directly onto its pronunciation (ie, Finnish/Italian)
orthographies with lots of reuglar correspondences (sound as they are written, eg; dog)

Question 24

is transparent or opaque language easier to learn

Answer 24

children learn transparent language, eg; Italian quicker

Question 25

what is opaque language

Answer 25

orthography with few regular correspondences eg; yacht spelling of each word does not map directly onto its pronunciation eg; English

Question 26

if written word is mint, how would a lexical, or non-lexical process this (DRC)

Answer 26

via GPC if non-lexical /m/ /i/ /n/ /t/ if lexical, simply see /mint/

Question 27

when would non-lexical route not be able to be used (DRC)

Answer 27

irregular word ie; pint /p/ /i/ /n/ /t/ p'in't not a word (if said as written) need to use semantics via lexicon to understand what a pint is to then say it correctly

Question 28

what route does surface dyslexic rely on

Answer 28

route 1 (non-lexical) GPC have problem reading irregular word

Question 29

name 4 advantages of the DRC

Answer 29

1. allow 2 routes of processing written word, so account for differences in learning 2. account for orthographic lexicon, phonological lexicon 3. account for processing regular, irregular word 4. account for encountering new/novel word, can be processed via grapheme-phoneme correspondence

Question 30

give 5 limitations of DRC

Answer 30

1. focus on reading of individual words but real life is in sentences 2. deemphasise semantic processes in reading (occurs in temporal lobe) 3. cannot explain how children learn grapheme-phoneme rules 4. assume phonological processing of word is slow with little effect on word recognition or reading 5. lack applicability to Non-English language

Question 31

what is understanding spelling to sound correspondence crucial for (grapheme-phoneme correspondence)

Answer 31

learning to read in alphabetic writing systems

Question 32

outline self-teaching hypothesis (Share, 1995)

Answer 32

children 'decode' words using understanding of how letter correspond to sound (phonics)

Question 33

explain process of self teaching hypothesis and how phonological representation is used to learn words

Answer 33

1. existing phonological representation accessed, used to access phonological lexicon meaning 2. phonological representation used to develop orthographic lexicon of whole words (look up phonological lexicon and see correspond to words we read) 3. this is why children initially sound out all words they read read /m/ /i/ /n/ /t/ and learn mint

Question 34

DRC was applied to self-teaching hypothesis to create self-teaching DRC. explain this

Answer 34

non-lexical route used to decode words, access existing phonological representation contextual cues used to select target word from list of candidate words

Question 35

what is necessary to develop orthographic lexicon

Answer 35

consistent readign

Question 36

how do skilled readers build up their knowledge of words (self-teaching DRC)

Answer 36

generate phonological representation that accesses semantic system starts to build orthographic lexicon more sounds we learn more words we build up know bath, can add, grass, raft skilled reader bypasses non-lexical and accesses semantic directly via activation of orthographic representation in orthographic lexicon

Question 37

how does DSM-5 define dyslexia?

Answer 37

difficulties in accuracy or fluency of reading that are not consistent with persons chronological age, education, intellect

Question 38

define dyslexia by British dyslexia association

Answer 38

specific learning difficulty that mainly affects development of literacy and language related skills characterised by difficulties that may not match up to an individuals other cognitive abilities

Question 39

how common is dyslexia

Answer 39

1/10

Question 40

what did Snowling suggest dyslexia was

Answer 40

learning difficulty with problems in phonological processing, understanding how speech sound correspond to letter not visual problem as have difficulty identifying phonemes (saying word skip without p is difficult) gene x environment

Question 41

name 3 aspects dyslexia can be identified on

Answer 41

1. decoding skills 2. lexical retrieval 3. verbal STM (word span, digit span)

Question 42

decoding skills can be used to identify dyslexia. what tasks may this include

Answer 42

phoneme deletion/substitution tasks, decoding pseudowords (non-words)

Question 43

lexical retrieval can be used to identify dyslexia, what tasks does this include

Answer 43

RAN (rapid automatic naming tasks), word identification of regular/irregular words RAN- presented with list of objects, name as many as can

Question 44

outline the dyslexic profile - 2 components with 2 subcomponent each

Answer 44

1. poor phonological awareness (problem with identifying phonemes, reading non-words) 2. slow lexical retrieval (RAN task shows slow retrieval of letters, slower word reading)

Question 45

dyslexia - how are phonological deficits initially presented, and what can this cause in later life, and why

Answer 45

initial problem linking phoneme and grapheme, cause problem with word reading later in development (slower identification and reading of correct words in later stage of development) later life reading issues as issues when learning causes less robust orthographic lexicon (less fluidity in reading)

Question 46

how can phonological deficits in dyslexia lead to social continuation factors

Answer 46

difficulty decoding causes less motivation to read reading facilitates dev of orthographic lexicon and facilitates skilled reading

Question 49

what can poor orthographic learning cause (dyslexia)

Answer 49

unexpectedly poor speller, or surface dyslexia

Question 50

what is surface dyslexia

Answer 50

typical decoding, reading speed but spelling difficulties unimpaired phonological awareness non-word reading in normal range impaired irregular word reading (break read as breeeek) - impaired lexical, intact nonlexical unable to distinguish between homophones

Question 51

outline Wybrow (2015) test of lexical route deficits in dyslexia

Answer 51

surface dyslexia shows higher proportion of regularisation errors for irregular words than control phonological dyslexia shows lower proportion of regularisation errors for irregular words than control

Question 52

outline Peterson (2013) study into RAN in dyslexia

Answer 52

phonological awareness = phoneme deletion RAN = images and colours orthographic coding = which of following is flower, rose or rows found phonological dyslexia have better phonological awareness than surface dyslexia but surface have better rapid naming and orthographic coding

Question 53

briefly state surface dyslexia

Answer 53

deficit to lexical route no problem reading regular non-words problem reading irregular words

Question 54

briefly state phonological dyslexia

Answer 54

deficit to non-lexical route problem reading non-word impairment of non-lexical (GPC) route

Question 55

why is evidence of dyslexia subtype debated (following review of 5 studies Sprenger-Charolles & Serniclaes)

Answer 55

results more in line with hypothesis that phonological deficit at core of developmental dyslexia, than with idea that clear dissociation exists between surface, phonological profile

Question 56

what compensatory mechanism may children with dyslexia show

Answer 56

relies on semantic processing if struggling using nonlexical route to decide word may still access some phoneme in word resulting in activation of list of candidate words that could fit partial decoding then use context to disambiguate situation

Question 57

outline research into impact of context for lexical access

Answer 57

ppts start repeating specific words from recorded sentence 200ms after word onset, but only if sentence makes sense language system predict what word could come up, activated in lexicon

Question 58

Frith & Snowling (1983) tested childrens ability to correctly read out loud sentences ending in homograph what did they find

Answer 58

homograph = spelled same, pronounced differently before he made a speech, gave bow dyslexics more likely correctly pronounce bow than control, shows more accurate prediction of what word comes next

Question 59

whats a homograph

Answer 59

spelled same, pronounced differently

Question 60

Nation & Snowling (1998) studied reading words in context, what did they find

Answer 60

read following word "aunt" out loud I went shopping with my mum, and ___ dyslexic use context to process both regular, irregular words more than normal normal uses context more for irregular compared to regular word reading, which makes sense as irregular are harder to read due to unable to use nonlexical route

Question 61

how can you test semantic priming effects for predictive processing

Answer 61

if individual has stronger predictive processing and links between semantic concept = should have larger semantic priming effects (calculate via subtracting reaction time for related from unrelated conditions)

Question 62

how do dyslexic readers use context in priming tasks (Van De Kleijj, 2019)

Answer 62

showed picture prime of car, word target of bicycle dyslexics able to use context to greater extents

Question 63

how can automatic word processing be tested (RAN) what is found with dyslexics

Answer 63

name images, letters, digits as fast as can dyslexic and weak reader slower to name than control dyslexics name less objects, less correct words than control but doesn't mean cannot do task, just with less fluency, speed

Question 64

how do dyslexics perform on phonological awareness (Nation, 2019 learning to read longitudinal data set)

Answer 64

poorer performance on measure of phonological awareness at 7 than 5 (on both phoneme isolation, and non word repetition)

Question 65

when do phonological awareness deficit appear in dyslexia

Answer 65

not in kindergarten but after 1st year of reading, disappear at end of primary schools

Question 65

outline recording eye movement as a research method

Answer 65

provide unobtrusive, detailed record of attention-related processes, but deciding what processing occurs during each fixation is issue

Question 65

outline naming tasks

Answer 65

says printed word out loud rapidly as can emphasises links between orthography and semantics

Question 65

outline lexical decision tasks

Answer 65

rapidly decide if string of letters form word

Question 66

what are saccade-regressions

Answer 66

eyes moving backward in text

Question 67

what is perceptual span in saccades, what is capacity, affected by, use

Answer 67

effective field of view = 3-4 letters left of fixation, 15 to right affected by text difficulty size of perceptual span mean info from parafovea (area surrounding fovea) used during reading

Question 68

explain E-Z reader model

Answer 68

assume mind and eyes tightly coupled, so pattern of eye movement give info on reader's processing strategies attend to 2 word in 1 fixation, single processing model (only 1 word processed at time)

Question 69

what does E-Z reader model assume

Answer 69

we check familiarity of word thats currently fixated, completion of check signals initiation for eye movements then engage in 2nd stage of lexical access to access semantic and phonological form is faster when word easily processed completion of lexical access shifts attention

Question 70

give support for E-Z reader model

Answer 70

common words fixated less time words following rare fixated longer as receive less parafoveal processing when words rare identifies factors like word frequency, predictability as determining eye fixations in reading

Question 71

give limitations of E-Z reader model

Answer 71

downplay role of higher-level processes (info being integrated in sentence, using schemas) more parallel processing than acknowledged

Question 72

what is parallel processing model SWIFT (contrasts with E-Z reader model)

Answer 72

assume duration of eye fixation in reading influenced by parallel processing of previous, next word alongside current one

Question 73

in word recognition, outline interactive model

Answer 73

word superiority effect mean performances better when letter string forms word assume top-down process from word level to letter level activates letters orthographic neighbours facilitates word recognition when less frequent, and inhibit if more frequent

Question 74

give limitations of interactive model of word recognition

Answer 74

no account of role of meaning in visual word recognition, phonological processing often involved in word recognition but not in model

Question 75

give strengths of interactive model of word recognition

Answer 75

applications to visual word processing, account for word superiority effect, effect of top-down

Question 76

how does semantic priming cause word to be recognised quicker

Answer 76

due to context automatically activating stored representations of all words related to it, or controlled processing of us expecting related words

Question 77

define sentential context effects

Answer 77

using context to predict next word so context affects early processing of it (top down processing)

Question 78

define deep dyslexia

Answer 78

problem reading unfamiliar words and inability to read non-words