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Visual Word Recognition

Visual Word Recognition. Language Use and Understanding Class 4. Announcements. For next week: Castles and Coltheart, not Rayner and Pollatsek. Also Gernbacher Assignment procedure change: 1) All discussion Qs must arrive by email, inside the email itself (not attached).

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Visual Word Recognition

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  1. Visual Word Recognition Language Use and Understanding Class 4

  2. Announcements • For next week: Castles and Coltheart, not Rayner and Pollatsek. • Also Gernbacher • Assignment procedure change: • 1) All discussion Qs must arrive by email, inside the email itself (not attached). • 2) Due at midnight, but better late than never (before class, that is). • 3) ** All reading Qs must be turned in on paper in class.

  3. Outline • Review from last week - major issues in psycholinguistics • Word Recognition • Preparation for next week • Notes about presentations and discussion Qs

  4. Looking ahead… Major Issues in Psycholinguistics

  5. Goal of Psycholinguistics • How do we extract meaning from the linguistic signal? • How do we turn thought into words in language production?

  6. General Issues • Cognitive architecture - encapsulated or not? • Interaction of different levels • Linguistic vs. nonlinguistic sources of information • Audience design / Theory of Mind • How does this architecture develop in children? (role of input, constraints of architecture itself) • Individual differences • Neural architecture • Language and Thought

  7. Levels of Processing • Comprehension • Sound / speech perception • Visual and Spoken Word recognition • Representations of words • Matching of signal with words • Word segmentation • Ambiguity • Sentence Processing • Discourse Processing • Role of Prosody

  8. Levels of Processing • Production • How do we access words? • How do we construct syntax? • How do we construct sounds? • How is prosody generated? • How do we choose referring expressions? • How do we encode discourse status? • What leads to production difficulty and how does this impact production?

  9. Word Recognition • How do we read words? • What processes/representations are involved? • Discussion Q: Why study reading? • How much can studying reading tell us about the fundamental processes of psycholinguistics since it's not an ability that develops naturally, and is actually quite rare, anthropologically speaking?

  10. Models of reading • Direct access mode of reading: orthography • Red --> sequence of letters is linked to a stored memory of lexical item • Phonolgical mediation • Red --> /rEd/ --> sounds linked to a stored memory of lexical item • Dual-access theories - both used, but what is relation between them?

  11. A separate question… • Does reading use “rules” or “distributed representations”? • More on this next week…

  12. Discussion: Why make computational models • What is the logic behind telling a computer to process input a certain way, and then inferring what the brain must be doing from what you told the computer to do? Even if the output from the computer is the same as it is from a human, that doesn't mean we've figured out what happens in the brain. It just seems like a more sophisticated version of behaviorism.

  13. Van Orden’s Q’s: • 1. Does phonological mediation occur? • 2. What is time course of orthographic and phonological influences? • 3. Does word identification include a verification process?

  14. Phonological Mediation • What is the previously existing evidence? • Lexical Decision task: is this a word? • DYME - longer to reject • DYTE - shorter time to reject • What are some criticisms of this? • Looks only at “no” responses • Perceived familiarity may affect results

  15. Van Orden’s task • What was the task? • How did it take care of criticisms of lexical decision task?

  16. Discussion of Task • Doesn’t the repeated presentation of homophone foils alert subjects and keep them from being fooled by them?

  17. Experiment 1 • Homophone vs. spelling control • ROWS vs. ROBS vs. ROSE • Degree of orthographic similarity of homophone • MEET • ROWS • Results?

  18. Exp. 1 Results • More false positives for homophone foils than spelling controls • More false positives to similarly spelled homosphones than less similarly spelled homophones • Supports all dual-access theories

  19. Experiment 2 • Are phonological effects “early” or “late”?

  20. Time course of processing • Issue of general interest in processing • Which processes are “early” or “late”? • Which precede which? • Are there techniques to tap only the early processes? • Emphasis on early processes as most important

  21. Word Superiority Effect • Reicher, 1969, Wheeler, 1970 WORD D K ******** ******** ******** ********

  22. WORD D D K ******** ******** ******** ******** ORWD

  23. Experiment 2 • Same as Exp. 1, but with pattern masking • Results? • Homophony results replicated • No difference on basis of spelling similarity

  24. What does this mean? • Phonological effects are “early” • There’s some “orthographically determined process” that is affected by pattern masking. (I.e., the spelling effect disappeared).

  25. Exp. 3 - Bypass vs. Verification • What predictions about frequency does the bypass hypothesis make? • What about the verification model? • What do the results of Exp. 3 show?

  26. Frequency X Regularity • Frequency - more frequent words are easier to read • Regularity - words with a regular spelling-to-sound conversion are easier, but only for low-frequency words • How does the bypass hypothesis explain this? • How does Van Orden explain it?

  27. Further Discussion • If reading is heavily depenedent on phonological processing, then how do congenitally deaf individuals who have never heard words spoken process them? • How would this finding be affected if subjects were flower experts? Would they be less likely to say ROWS is a flower? • What does the fact that a reader will be more likely to misinterpret the string ROWS as ROSE if she does not have much experience reading have to say about the relationship between a word's phonology and its lexical interpretation?

  28. Student presentations • Think about which classes you would like to lead the discussion for • Give a short (5-10 minute) overview of the papers assigned, laying out the main findings and main issues for discussion. • Use the discussion questions provided by other students to help you organize a framework for the discussion. • Powerpoint or xeroxed notes can be helpful and are encouraged. • Feel free to run your plan by me ahead of time if you’re unsure.

  29. Discussion Questions • What makes a good discussion question?

  30. Next week • Castles and Coltheart • Gernsbacher 1993

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