PS2021 Cognitive Psychology Word recognition Dr Jakke Tamminen Aims This lecture aims: 1. to introduce the key phenomena and theories from research into spoken and written word recognition 2. to enable the student to critically evaluate the different theories in this field Learning Outcomes As a result of this lecture, students should: 1. be familiar with the problems of segmentation and invariance in speech processing, and with context effects in spoken word recognition 2. be able to describe and assess theories of spoken word recognition 3. be aware of the impact of phonology, regularity, consistency, and acquired dyslexias on reading 4. be able to describe and assess theories of visual word recognition Essay questions you may like to think about What do context effects reveal about how spoken words are recognised? Describe the different types of acquired dyslexias and evaluate how they relate to different theories of reading. Readings Review chapter Eysenck, M. W., & Keane, M. T. (2015). Cognitive Psychology: A Student’s Handbook (7th Ed.). Hove, UK: Psychology Press. (Chapter 9). Original articles cited in the lecture Caccappolo-van Vliet, E., Miozzo, M., & Stern, Y. (2004). Phonological dyslexia: A test case for reading models. Psychological Science, 15, 583–590. Coltheart, M., Rastle, K., Perry, C., Langdon, R. & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256. Cutler, A., & Butterfield, S. (1992). Rhythmic cues to speech segmentation: Evidence from juncture misperception. Journal of Memory and Language, 31, 218-236. Filik, R., & Barber, E. (2011). Inner speech during silent reading reflects the reader's regional accent. PLoS ONE, 6, e25782/1-e25782/5. Frauenfelder, U., Scholten, M., & Content, A. (2001). Bottom-up inhibition in lexical selection: Phonological mismatch effects in spoken word recognition. Language and Cognitive Processes, 16, 583–607. Frauenfelder, U. H., Segui, J., & Dijkstra, T. (1990). Lexical effects in phonemic processing: Facilitatory or inhibitory? Journal of Experimental Psychology: Human Perception and Performance, 16, 77-91. Harm, M. W., & Seidenberg, M. S. (2004). Computing the meaning of words in reading: cooperative division of labor between visual and phonological processes. Psychological Review, 111, 662-720. Jared, D. (2002). Spelling-sound consistency and regularity effects in word naming. Journal of Memory and Language, 46, 723-750. Marslen-Wilson, W. D. (1984). Function and process in spoken word-recognition. In H. Bouma & D. Bouwhuis (Eds.), Attention and Performance X. Hillsdale, N.J.: Lawrence Erlbaum Associates. Marslen-Wilson W. D. (1990). Activation, competition, and frequency in lexical access. In G. Altmann (Ed.), Cognitive models of speech processing: Psycholinguistic and computational perspectives. Cambridge, Ma: MIT Press McCarthy, R., & Warrington, E. K. (1984). A two-route model of speech production: Evidence from aphasia. Brain, 107, 463–485. McClelland, J. L., & Elman, J. L. (1986). The Trace model of speech perception. Cognitive Psychology, 18, 1–86. McClelland, J. L., & Rumelhart, D. E. (1981). An interactive activation model of context effects in letter perception: Part 1. An account of basic findings. Psychological Review, 88, 375-405. McKay A., Davis C., Savage G., & Castles A. (2008). Semantic involvement in reading aloud: evidence from a nonword training study. Journal of Experimental Psychology: Learning, Memory & Cognition, 34, 1495–1517. McQueen, J. (1991). The influence of the lexicon on phonetic categorization: stimulus quality in word-final ambiguity. Journal of Experimental Psychology: Human Perception and Performance, 17, 433–443. Moon, C., Lagercrantz, H., & Kuhl, P. K. (2013). Language experienced in utero affects vowel perception after birth: A two-country study. Acta Pediatrica, 102, 156-160. Norris, D., McQueen, J. M., Cutler, A. & Butterfield, S. (1997). The possible-word constraint in the segmentation of continuous speech. Cognitive Psychology, 34, 191-243. Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103, 56-115. Reicher, G. M. (1969). Perceptual recognition as a function of meaningfulness of stimulus material. Journal of Experimental Psychology, 81, 274–280. Van Orden, G. C. (1987). A rows is a rose: spelling, sound and reading. Memory and Cognition, 15, 181-198. Warren, R. M., & Warren, R. P. (1970). Auditory illusions and confusions. Scientific American 223, 30-36. Wheeler, D. (1970). Processes in word recognition. Cognitive Psychology, 1, 59–85. Zwitserlood, P. (1989). The locus of the effects of sentential-semantic context in spokenword processing. Cognition, 32, 25-64.