language comprehension - created from Mind Map

Página 1

two major problems of speech perception

random terms

models of speech perception

lexical access

parsing

main types of script

Coltheart's dual-route model of reading

problems

invariance problem

segmentation (division) problem

hearing the same sound, although the physical properties of the sound are different

detecting distinct words in a continuous string of speech sounds, because there are no clear boundaries between words even though we do perceive those boundaries

stress pattern of the language can be an important cue

context is important in word recognition

co-articulation

foreign accent syndrome

phonotactic constraints

onset

slips of the ear bc misperception of word boundary

categorical perception

voicing

right ear advantage

phoneme restoration effect

McGurk effect

transparent/shallow orthography

opaque/deep orthography

word superiority effect

saccades

tendency for a speech sound to be influenced by sounds preceding it/following it

syndrome resulting from brain injury

language-specific sound groupings that occur in a language

e.g. no English word starts with XR

initial phoneme of a word

also called mondegreens

categorising the incoming sound in a known category

when speech sounds are produced while the vocal cords are vibrating

language sounds are processed more efficiently when presented to the right ear

tendency to hear a complete word even when a phoneme is missing

top-down influence

perceptual illusion that illustrates the interplay of visual and auditory processing in speech perception

one-to-one correspondence between the letters and sounds

relationship between letters and sound is more complicated

a target letter within a letter string is detected more readily when the string forms a word than in a non-word

fast movements of the eye made when reading or scanning an image

Cohort model

TRACE model

autocorrect model

assumes that incoming speech sounds have direct and parallel access to the store of words in the mental lexicon

uniqueness point

when only one option is left

has three layers

top-down processing key role

features activate phonemes, phonemes activate words

localist representation

features

phonemes

words

a single unit represents a particular concept

process by which we access stored knowledge about words

investigated with two tasks:

effects that influence lexical access:

word naming task

sentence verification task

response time measured while participants have to name a word

present a sentence frame with a target word and participants decide if it fits

frequency effects

priming effects

syntactic context

lexical ambiguity

frequency with which a word is used affects cognitive processing

people fixate their eyes on low-frequency words longer

if semantically related words are used in a lexical decision task, response time decreases

appropriate grammatical context makes the response time decrease

homographs make response time decrease

homographs: words with the same spelling, but more than one meaning and pronunciation

process by which we assign a syntactic structure to a sentence

phrase structure tree

garden path sentences

two key strategies for assigning appropriate roles to incoming words

graphic representation of the syntactic structure of a sentence

grammatically correct but ambiguous sentences that bias the reader's initial parsing

minimal attachment

late closure

creating the simplest tree structure as possible with as few syntactic nodes as possible

attaches incoming material to the phrase that is currently being processed

e.g. the police shot the suspects with guns

logographic scripts

syllabic scripts

consonantal scripts

alphabetic scripts

grapheme

1 symbool dat iets zegt over de betekenis en niets over de uitspraak

use a symbol to represent each syllable

represent the consonants (medeklinkers) of the language, no vowels

represent the phonemes or sounds in a language

written representation of a phoneme

route 1: grapheme-to phoneme conversion route

route 2: lexical route

route 3: semantic system route

difference Ellis & Young model: theirs is about HEARING a word and repeating it, Coltheart's model is about READING a word

from letter to speech sound

can be used for regular words (that follow the print-sound rules)

good for unfamiliar/new words

reading/pronunciation happens via word recognition

makes use of the mental lexicon

only used to UNDERSTAND the word we're reading

pure word deafness

pure word meaning deafness

dyslexia

non-semantic reading

deficit affecting the ability to recognise speech sounds, while comprehension of non-speech sounds remains intact

compromised route 1

they can hear other sounds, just not speech

a disorder in which the patient can't understand words (but can repeat it)

compromised route 2

acquired dyslexia

surface dyslexia

phonological dyslexia

reading difficulties following brain injury

deficit in reading of irregular words, while reading regular words is spared

affects non-word reading, but real words can be read

can read regular and irregular words but can't understand them