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cognitive research year 1 > reading and speech perception > Flashcards

reading and speech perception Flashcards

1
Q

how can we define language?

A
  • shared symbolic system for communication
  • primary way is through speech
  • emojis is specific to generation
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2
Q

lingustics

A

the discipline that takes language as its topic

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3
Q

psycholinguistics

A

study of language as it’s used and learned by people

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4
Q

reading

A
  • words seen as a whole
    -low ambiguity
  • rarely distracted by other stimuli
    -low cognitive demand
    -punctuation main cue
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5
Q

speech perception

A

-words spread out over time
- high ambiguity
-adverse conditions in everyday life
-high cognitive demands
-prosodic cues

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6
Q

what is the reading process

A
  • reading involves several different kinds of processing
  • orthography (word spelling)
  • phonology (word sound)
  • semantics (word meaning)
  • syntax and grammar
  • higher- level discourse intergration
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7
Q

naming task

A
  • say printed word out loud as rapidly as possible
  • link orthography (spelling) and phonology (sound)
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8
Q

lexical decision task

A
  • decide rapidly whether string of letters forms a word
  • link orthography and semantics
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9
Q

prime words task

A
  • does a word presented before a target word effect processing of the target
  • if prime word related to target in spelling, sound or meaning effects processing of target
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10
Q

what is reading?

A
  • understand and address reading difficulties
  • majority of studies english
  • anglocentricites, relationships between spelling and sound inconsistent
  • english children lean to read more slowly than a child learning a consistent language
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11
Q

what is phonological processing?

A
  • do we access sounds when reading words?
  • evidence consistent with strong model
  • homophones- words with one pronounciation but two spellings
  • errors suggest engaging in phonological processing
  • phonological neighbours- words that differ in one phoneme
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12
Q

weak vs strong phonological model

A

weak phonological model
- phonological processing is inessential for word identification
strong phonological model
- phonological processing central for word identification

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13
Q

weak vs strong phonological model

A

weak phonological model
- phonological processing is inessential for word identification
strong phonological model
- phonological processing central for word identification

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14
Q

word recognition and its levels

A
  • interactive activation model of visual word processing
    1. feature level
    2. letter level
    3. world level
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15
Q

word superiority effect

A
  • letter string presented briefly followed by mask
  • decide which two letters were in a given position
  • better when letter string forms a real world
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16
Q

orthographic neighbours

A
  • change one letter in the target word
  • when word presented neighbours activated
  • neighbours facilitate target word recognition if they are less frequent (weakly activated) in language
  • neighbours inhibit target word recognition if they are more frequent in language
17
Q

semantic priming

A
  • target word recognised faster if preceded by semantically related word
    two possible explanations:
    1. automatically activates related words due to learning
    2. expectation semantically related word will follow
18
Q

dual route model (colt heart et al 2001)

A
  • two routes between printed word and speech
  • activation at one level cascades onto the next
19
Q

route 1-grapheme phoneme conversion

A
  • convert spelling of a grapheme (small unit of written language) into phenome (basic unit of sound)
  • permits accurate perception of regular (spelling and sound correspond)
  • does not permit perception of irregular words (spelling and sound do not correspond)
20
Q

route 2-lexicon and semantic knowledge

A
  • familiar words stored in orthographic input lexicon (a store of detailed word info)
  • printed word activates input lexicon and extract meaning from semantic system
  • sound pattern generated in phonological output lexicon
21
Q

connectionist triangle model (plant et al 1996)

A
  • based on highly interactive system between orthography (spelling), phonology (sound) and semantics (meaning)
  • semantics plays greater role in reading aloud than in dual route model.
22
Q

surface dyslexia

A
  • difficulties reading irregular words
  • dual route model, rely on grapheme conversion
  • connectionist triangle model, semantic deficit
23
Q

phonological dyslexia

A
  • difficulties reading words and non words (pseudowords)
  • dual route model, problems with grapheme phoneme conversion
  • connectionist triangle model, general phonological deficit not specific to reading
24
Q

deep dyslexia

A
  • difficulties reading words and non words (pseudowords)
  • semantic errors
  • dual route model, out of scope, use different reading system in rh
  • connectionist triangle model, general phonological deficit not specific to reading
25
Q

speech perception

A
  • a complex process
    1. select signal of interest from irrelevant inputs
    2. extract or decode the elements of interest e.g. phonemes from speech signal
    3. word identification
    4. comprehension and interpretation, construct meaning and integrate to construct speakers intended message
26
Q

listening to speech

A
  • must deal with considerable variability in signal
  • adverse conditions decrease intelligibility
  • phonemes pronouced in different ways
  • energetic masking: target degraded in some way
  • informational masking: effect of cognitive load
27
Q

hearing loss

A

can make communication more difficult, especially when there is background noise

28
Q

stress

A

initial syllable of content words typically stressed in english

29
Q

coarticulation

A

pronounciation of phoneme depends on preceding and following phonemes

30
Q

sentence context

A
  • info not provided in auditory signal includes…
  • info provided by previous input
  • top down info provided by knowledge and experience of language
  • rapid influence
31
Q

phonemic restoration effect

A
  • listeners unaware that a phoneme has been removed and replaced by a non speed sound
  • evidence that we use top down expectations based on sentence context

cognitive research year 1 (11 decks)

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