Reading Flashcards

Question

NEUROPSYCH X ARCHITECTURE OF READING

Answer 1

- from print to meaning via pronunciation/direct? - long before we learn to read we recognise many spoken words and their meanings/produce words to express meaning; pathways include: 1. text -> orthography (spelling pattern); DIRECT -> semantics (meaning) -> phonology (pronunciation) -> output 2. text -> orthography (spelling pattern); PHONOLOGICALLY-MEDIATED ACCESS -> phonology (pronunciation) -> output

Answer 2

- evidence that phonological mediation isn't necessary aka. damage to phonological route (phono dyslexia) - some brain-damaged patients can understand some written words but can't access sound pattern: ELLIS & SIN (1983) - patient RD; CHAOS -> kwost; people muddled = chost LEVINE et al (1982) - patient EB; reading comprehension = slow but accurate; unable to choose which 2/4 words sounded/rhymed same

Answer 3

VAN ORDEN (1987) - hare VS harp/hair; more false positive errors to lure that sound the same as category members than to visually similar control items - why are more mistakes made for homophones when classifying by meaning? - access meaning via phonology

Answer 4

- recall depends on familiarity w/word - if both test word (ie. hair) and homophone (hare) = high frequency, homophone effect disappears - high frequency words don't produce much of homophone effect; low frequencies do - if repeated experience = strong O -> S mapping (ie. high frequency word), spelling activates meaning fast enough for semantic decision/comprehension before indirect meaning activation via pronunciation; if not (ie. low frequency), phonological mediation contributes

Answer 5

- mental model/situational representation = rep of meaning conveyed/constructed in memory as we read (who is doing what/to what/whom/where/when) in IRL/imaginary world - active newly formed rep in WM (aka. on-stage play) - language/text NOT only vehicle for mental models (direct experience ie. movie also does this) - model is NOT represented in language but propositional "language of thought" specifying elements/relationships (though linguistic tokens (ie. names) CAN be tagged) - not just pictorial (though imagery represents some elements)

Answer 6

identify words -> retrieve: - SYNTACTIC class (other usage properties) -> interpret sentence structure (syntax) -> interpret/link constituent propositions -> interpret intention of speaker/writer -> MENTAL MODEL - WORD meaning (concepts) -> interpret/link constituent propositions -> interpret intention of speaker/writer -> MENTAL MODEL - (all combos always include mix of extralinguistic context/knowledge)

Answer 7

- sentence meaning = propositions stated + speech art (querying/stating/denying, etc.) - sentences give explicit/implicit propositions to extract/link (ie. "my daughter phoned me from Australia" = X is Y's mother; Y located in A at T (time); Y phoned X at T) - understanding connected discourse requires linking given/new propositions within/across sentences ie. via co-reference (ie. "she was driving to Broome" = Y (at T, A) on way to A2 (Broome); Y driving (a vehicle)) - comprehension activates/adds propositions to existing knowledge in memory

Answer 8

- sentences = tree structures/ordered hierarchy of constituents (phrases) occupying essential roles in relation to main verb (subject) - constituents replaceable by others of same type w/o changing structure = innumerable possible sentences BUT limited structure range p/language

Answer 9

WORD ORDER - bishop admired actress VS actress admired bishop FUNCTION WORDS - opposed to content words - small fixed sets of grammar words structure-signalling ie. - the/a/an = determiners; introduce noun phrases - who/which/that = relative pronouns; introduce relative clauses WORD-MODIFYING "MORPHOLOGICAL INFLECTIONS" - not many in English - signalling number/case/tense etc. - dogs/dog/dog's - I talk/talked - tall/taller/tallest

Answer 10

- parsing = specialised structure-computing - Broca's aphasia patients struggle w/comprehending: - syntactically complex sentences (ie. put small round green circle to left of brown square above triangle) - simple reversible sentences (ie. pictures of dancer/clown applauding each other; selection) - sentences dependent on affixes/function words for meaning

Answer 11

``` LEXIAL AMBIGUITY - words w/several distinct meanings (ie. bank/fine) SYNTACTIC AMBIGUITY - ambiguous sentence structures - ie. "visiting relatives can be boring" SPEECH ACT AMBIGUITY - pilot: "We are now at take-off" - tower: "OK" (permission?) AMBIGUITY OF REFERENCE - ie. John pointed out Bill's friend, Paul, who gave HIM HIS hat ```

Answer 12

- utterances have surface forms = directly indicate speech act (ie. declaration/question etc) - any form uttered in suitable context w/particular intonation can perform indirect speech act (ie. "It's cold in here" + looking meaningfully at door = close it request) - intended speech act must be inferred via prosody/extralinguistic cues (gaze/body language)/context/general knowledge - social/legal acts signalled via particular performatives (phrases) but work only in felicitous context (ie. I declare thee man and wife)

Answer 13

- discourse explicitly states only some propositions needed for coherent mental model construction; infer rest based on: - extralinguistic context (immediate environment/assumed status/intentions of speaker/writer) - prosody/body language (gesture/expression) - linguistic context (what's been said already) - general knowledge (properties/characteristics/schemas) - communication conventions (relevance)

Answer 14

CONSEQUENCE - actress fell from the window on her 14th floor flat onto piazza = death inference INSTRUMENT - she was driving to Broom = vehicle instrument inference SPACE/TIME - Alex went to lecture; found dead frog under seat = time/location of action inference CAUSE - students carelessly threw cig; fire destroyed campus = students were cause of fire inference

Answer 15

GARNHAM (1979) - tested cued verbatim recall for sentence lists (ie. John cooked the chips) - FRY > COOK retrieval - we infer automatically and remember inferences as if explicitly stated even when instructed to trust verbatim

Answer 16

- many words/structures = ambiguous till later info instructs interpretation (ie. he went to bank TO cash cheque/catch fish) - usually disambiguate meaning unconscious of ambiguity/noticeable perturbation BUT average fixation durations = longer on ambiguous words - sometimes have to backtrack to make sense of lexical ambiguity (ie. rapid righting/writing of the canoe saved him) or syntactic ambiguity (ie. the horse raced past the barn fell) - garden path sentences in reading = regression eye moves

Answer 17

MINIMAL COMMITMENT STRATEGY - postpone interpretation until all potentially disambiguating info available = NOT PLAUSIBLE! priming recognition via incomplete contexts indicates incremental comprehension SERIAL STRATEGY - construct most probably interpretation; back track if wrong PARALLEL STRATEGY - construct multiple interpretations; delete the wrong ones ALL REQUIRE WM!

Answer 18

MEYER & SCHVANENELDT (1971) - index of activation of meaning - provides measure of activation of meaning of prime - use to ask if both meanings are ambiguous word activates SWINNEY et al (1979) - "government plagued... man was not surprised to find spiders, roaches and other bugs in the corner of his room..." - ant = appropriate; -38ms/-53m RT immediately/after - spy = inappropriate; -31ms/-1ms RT immediately/after - parallel activation of meanings = inappropriate meaning suppressed

Answer 19

RAYNER et al - if no disambiguating context before + equal frequency meanings = ambiguous > unambiguous fixations - if disambiguating context before ambiguous word = ambiguous = unambiguous fixations (both meanings un-activated) - unless contextually appropriate meaning lower in frequency = higher frequency meaning gets activated even if not supported by prior context

Answer 20

- meanings of ambiguous word activated in parallel BUT not w/equal strength - relative strength of activation depends on: - degree of contextual constraint available - frequency of use of each meaning

Reading Flashcards

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