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Flashcards by Sunitha Lakshmin, updated more than 1 year ago
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| Question | Answer |
| What processes are involved in reading? | Orthography – information about the spelling of words Phonology – the sound of words Semantics - word meaning |
| How do we study the time taken to identify words? | 1. Lexical decision task: individual required to decide as rapidly as possible if a string of letters forms a word 2. Naming tasks: Task requiring individuals to pronounce aloud visually presented words as rapidly as possible 3. Priming: |
| What is the weak phonological model? | Coltheart et al.: Phonological processing of visual words is relatively slow and inessential for word identification |
| What is the strong phonological model? | Frost: Phonological coding will occur even when it impairs performance. Some phonological coding occurs rapidly when a word is presented visually. |
| What does Rastle and Brysbert's masked phonological priming study show us? of | Word processing faster when preceded by phonologically identical nonword primes than by primes similar in orthography but not phonology, even when primes are masked and brief, so as not to be consciously perceived Suggests phonological pro |
| What does the P.S. case study tell us about phonological processing? | P.S. understood meanings of words but could not pronounce words accurately. Couldn't gain access to other meaning of homophones Provided convincing evidence that word meanings can be accessed without phonological access. |
| What is the automatic processing theory? | Word identification is generally fairly automatic Automatic processes are unavoidable and unavailable to consciousness |
| What evidence is there to support the automatic processing theory? | Stroop effect suggests word meaning is extracted even when participants try not to process it |
| What evidence is there for the word superiority effect? | A letter string is presented very briefly followed by a pattern mask Determine which of two letters was presented at a particular position Performance is better when the letter string forms a word than when it does not Suggests that info |
| What are the three levels of McClelland and Rumelhart's Interactive Activation Model? | 1. Feature level 2. Letter level 3. Word level |
| In McClelland and Rumelhart’s Interactive Activation Model for word recognition, what happens at the feature level? | When a feature (e.g., a vertical line) is detected, activation is sent to all letters containing that All other letter units are inhibited |
| In McClelland and Rumelhart’s Interactive Activation Model for word recognition, what happens at the letter level? | When a particular letter is ID'd, activation is sent to all word units containing that letter in the appropriate position. Other word units are inhibited |
| In McClelland and Rumelhart’s Interactive Activation Model for word recognition, what happens at the word level? | Activated word units increase the level of activation in the letter-level units for the letters forming that word This top-down processing accounts for the word superiority effect Word-pseudowords overlap explains pseudoword superiority effect. |
| How to orthographic neighbours affect word identification in the Interactive Activation Model? | When a word is presented, orthographic neighbours become activated, increasing the time necessary to correctly identify the target word. This inhibitory effect should be greatest when neighbours are higher in frequency |
| Interactive Activation Model Evaluation. | |
| Describe the semantic priming task, and its effects. | The category name is followed by a member of a different, but expected, category (e.g., Bird–Window) The category name is followed by a member of the same, but unexpected, category (e.g., Bird–Magpie) |
| What are the two approaches for reading aloud? | 1. Dual-route cascaded model: Processes involved in reading words and nonwords differ from each other 2. Distributed Connectionist Approach: All relevant knowledge is called to the fore in parallel |
| Draw the dual-route cascaded model. | |
| What are they key assumptions of the dual-route cascaded model? | 1. A weak phonological model 2. Individuals use both non-lexical lexical paths 3. Routes are not independent 4. Naming visually-presented words primarily depends on the lexical route 5. Activation at one level cascades to the next before processing at first level is complete |
| What brain areas are associated with the dual-route cascaded model? | 1. Lexical Route: Left anterior occipito-temporal region associated with reading pseudowords 2. Non-lexical Route: Left posterior occipito-temporal region associated with reading pseudowords |
| Dual-route cascaded model evaluation. | |
| What is the distributed connectionist approach? | |
| Distributed connectionist approach: evaluation. | |
| What are saccades? | Rapid jerks, ballistic Once initiated, their direction cannot be changed, take 20–30 ms to complete Roughly eight letters/spaces in distance Separated by fixations 200–250 ms Information from the page is not extracted during saccades Only during fixations |
| What are the assumptions of Reichle's E-Z Reader Model? | |
| Conclusion |
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