Week 9: Reading and Speech production Flashcards
(45 cards)
Defining language
- A shared symbolic system for communication.
- Linguistics: – The discipline that takes language as its topic.
- Psycholinguistics: – The study of language as it is used and learned by people.
Reading vs Speech perception
- Understand sentence in same way whether we read text or listen to someone talking.
- However, crucial differences…
Reading
- words seen as a whole
- low ambiguity
- rarely distracted by other stimuli
- low cognitive demands
- punctuation the main cue
(involve different brain areas)
Speech perception
- words spread-out over time
- high ambiguity
- adverse conditions in everyday life
- high cognitive demands
- prosodic cues (how someone uses their voice)
Reading processing
ORTHOGRAPHY
PHONOLOGY
SEMANTICS
SYNTAX AND GRAMMAR
HIGHER LEVEL DISCOURSE INTEGRATION
Orthography
Word spelling
Grapheme is a letter, makes up orthography
Phonology
Word sound
Phonemes are the smallest unit of a sound
Semantics
Word meaning
Syntax and grammar
Structure
Higher-level discourse integration
(Balota et al., 1999)
Research methods for reading
- naming task
- lexical decision task
- prime words task
Naming task
Say printed word out loud as fast as possible
(Links orthography, spelling, and phonology, sound)
Lexical decision task
Decide rapidly whether a string of letters forms a word
(Links orthography with semantics)
Prime words task
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
e.g. Klip then Clip = faster processing
Tint then Pint = slower processing
Limitation to testing reading
Majority of studies consider English language when exploring Language Difficulties.
ANGLOSCENTICITIES - Explore relationship between spelling (orthography) and sound (phonology) inconsistent (in English language) (e.g. the, was)
– English children learn to read more slowly than children learning a more consistent language (Caravolas et al., 2013)
Reading: Phonological processing
Do we access sounds when reading words?
- Weak phonological model – Phonological processing is inessential for word identification - don’t process sounds to read
- Strong phonological model – Phonological processing central for word identification
evidence consistent with STRONG model:
- homophones
- phonological neighbours
- phonological priming
Homophones
Words with one pronunciation, but two spellings
e.g. Rose and Rows
Rows: is it a flower? (Van Orden)
More errors when the word was a homophone of the real word
- errors suggested engagement in phonological processesing
Phonological neighbours
Words that differ by one phoneme
Gait –> Bait, Get
– When reading a sentence, pps look at words with many neighbours for shorter amount of time – Advantage suggests engaged in phonological processing (Yates et al, 2008)
Phonological priming
Words processed faster when prime is phonologically identical
Klip –> Clip
Parb –> Clip
– Advantage suggests engaged in phonological processing (Rastle & Brysbaert, 2006)
Is phonological processing essential for word recognition?
Although the strong model has supporting evidence…
However, may not be essential for effective reading
– Brain damaged patients can have impaired phonological processing, but still understand meaning of words
Interactive activation model of visual word processing (McClelland & Rumelhart, 1981)
Recognition units of words at three levels:
1. Feature level
2. Letter level
3. Word level
Involves parallel processing
- Bottom-up and top-down processes interact
Interactive activation model can account for the following:
- word superiority effect
- orthographic neighbours
Word superiority effect
- Letter string presented briefly followed by mask
- Decide which two letters were in a given position
- Better and faster when letter string forms a real word
e.g. dog rather than odg
non-words are slower