Word recognition Readings

advertisement
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.
Download
Related flashcards

Psychotherapy

21 cards

Yoga

16 cards

Meditation

27 cards

Meditation

46 cards

Yogis

68 cards

Create Flashcards