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Terms in this set (61)Describe how our eyes move when reading. We use fixation points and saccades (rapid eye movements between fixation points) and move on average 4 letters to the left, fifteen to the right to absorb read information. Describe two differences between what skilled vs. unskilled readers do when they read. 1) Skilled readers are generally faster Describe the contributions of 'fixations' and 'saccades' to reading. What do each of these words mean? How do they each contribute to reading? A fixation is a letter that a reader uses as a central point for utilizing saccades. It contributes to reading by allowing the saccades to happen. Saccades are rapid eye movements to the left and right that help quickly identify words and the context of what is being read. What is a typical perceptual span when reading, in terms of letters to the left and to the right of fixation that readers can identify? 3-4 letters to the left, 14-15 letters to the right. What is important about landing "right on the word" (fixation) when reading? Why can't we get the same information from the periphery? Because it will offer optimal fine-grained reading. Peripheral letters while reading only offer a coarse-grained point of view and cannot be seen as detailed. True or False: Readers only make forward saccades when reading. False Which of the following is true about less skilled readers? D
Based on a video we watched in class, what part(s) of the brain are involved in reading? The Visual Word Form Area/back of the pareital lobe What is the "visual word form area" of the brain? How is it relevant for reading? It is a small area located toward the back of the brain involved in identifying words and letters from lower-level shape images, prior to association with phonology or semantics. When a child is learning to read the size of signals from here increase dramatically; if they're failing to learn those parts decrease dramatically Based on a video we watched in class, describe one difference between the brains of children who are good readers vs. poor readers. The VWFA of a child who is a good reader has very high signals, while the the VWFA of a child who is a poor reader has very low signals. Based on a video we watched in class, briefly describe why the connections between areas of the brain-- white matter tracts -- are relevant for reading. ... Suppose you visit your family for Thanksgiving and a relative asks, so what are you learning about in psycholinguistics? And you say, "reading". They ask, "So what is reading, anyway?" Give a brief answer (that a non-psycholinguist would understand!). Reading is the process of rapid association of certain shapes with spoken phonetic sounds to absorb information. Reading is physically done by fixating on a point on a word and utilizing saccades, or rapid left to right eye movements, to understand that information. Briefly describe the difference between "fixation" and "saccades" during the eye movements we make when reading. Fixation is the reference point used for a saccade, so the fixation point is static while the saccade moves. Describe why readers might make a regression (backward saccade) when reading. You may feel that you didn't fully understand what you just read, so you skip backward to do so.
True or False: We see a whole line of text equally clearly (left, center, right) as we read. False Describe what we know about the "window of readable text" when we read. What do we see, at any given moment? We know that it is the text that we can see with 100% acuity while we are reading. It is a range of letters that we can read at any point in time. True or False: We can precisely tell what letter is 8 letters to the right of fixation, when we read. False True or False: Visual acuity is best in the fovea. True Suppose we fixate on the "e" in the word 'suppose' of this sentence. Circle the right- most letter that we likely can tell precisely what it is. What kind of information would we understand about the rest of the sentence, based on peripheral information while we fixate on the "e"? E. The peripheral information allows us to understand what the phonetic shapes are conveying and it allows us to start understanding what a sentence is trying to tell someone before finishing the sentence. How many letters to the left and right of fixation can we see fine-grained? How about coarser-grained? We can see letters 7-8 to the right for fine-grained words, 3/4 letters to the left and 14-15 to the right for coarser grained. How long do we look at a word when reading? Name two things that change the answer to this question. About 1/100th of a second. When we read, do we identify words by reading letters in parallel or serially? Support your answer with empirical evidence. ... What is the "word superiority effect" when reading? Briefly describe three conditions of an experiment designed to test hypotheses about how we identify letters when reading. You can detect a single shape better in the context of multiple recognizable shapes put together. In which of the following situations would you be most likely to quickly know that you'd seen the letter "p"? B Do we automatically activate sounds when we read? Support your answer with relevant examples and data discussed in class. We do. According to the Rayner et al. study plus our lecture in class ("it is a flower? Rows") In a clever experimental paradigm, people first read a question, then a printed word, and have to indicate whether the printed word answers the question. What does the following pattern of data tell us about processes involved in reading? Reading is phonological; when you read your mind associates it with sound. "Rows" and "rose" have the same sound, so people often say yes. True or False: Readers will sometimes verify that a "word" answers a question even when the printed series of letters isn't a real word. Support your answer with one example, based on empirical evidence discussed in this course. True: Rayner et al. showed that even if the word is not necessarily a real word, its relative shape similarity to other real words can trigger that comprehension. What is phonological recoding? Briefly describe one example that illustrates this process in reading. It is where reading generates a sound in the mind that is equivalent to what question you are answering by reading i.e. is "rows" a flower? What is the 'alphabetic principle' ? How can it be beneficial and how can it pose a challenge for people learning to read? letters and combinations of letters are the symbols used to represent the speech sounds of a language based on systematic and predictable relationships between written letters, symbols, and spoken words. It maps written units onto phonemes Describe two specific reasons why the alphabetic principle (in English) poses a challenge to children learning to read. 1) They are abstractions What is phonological awareness? Give examples of two behavioral tasks that require good phonological awareness. Refers to the specific ability to focus on and manipulate individual sounds (phonemes) in spoken words. Suppose you are a kindergarten teacher and want to identify which children in your class are more ready to learn to read vs. less prepared to learn to read. What is one question you could ask children to help you figure this out? Be sure to also state what principle (that we know is important for reading readiness) your question addresses. "What are things that rhyme with cat?" This demonstrates phonological awareness. Which of the following skills best illustrates phonological awareness? B What is "semantic similarity"? Briefly describe two behavioral judgments that aim to capture semantic similarity. Meanings and categories of words cross each other. Suppose we know that people think "sweater" and "jacket" are very similar to each other, and that "sweater" and "blueberry" are relatively less similar to each other. Is this because of people's perceptual experience with sweaters, jackets, and blueberries? Or their linguistic experience with people talking about sweaters, jackets, and blueberries? Discuss a modeling approach designed to give insight into these questions. It is based on perceptual experience. "Sweater" and "jacket" categorically belong to "clothing," while "blueberry" is in an entirely different category. The modeling approach that correlates with this is semantic similarity, in which the meanings and categories of certain words cross each other. How do researchers discover what perceptual features people represent about objects? Describe a "feature norm" task designed to help discover this information. ... Researchers often model semantic knowledge using feature norms (perceptual) and distributional information (language). Briefly describe what makes two words similar according to each approach. ... When modeling the structure of huge language corpora, researchers often use a "10 word window" to represent what a word means. In your own words, how does this approach work? Give an example of three sentences using the word "table" that would give us a clue about what "table" means, based on a 10-word-window approach. ... We discussed a language modeling approach that puts similar words into a "cluster". What do the measures "cluster purity" and "cluster entropy" tell us? ... Do feature norms and language distributions yield similar semantic structure? Compare and contrast the structures that result from each kind of information. How are they the same? How are they different? ... Which of the following kind(s) of information are redundantly coded in perceptual and
linguistic experience, according to recent approaches that model human semantic knowledge? ... What does it mean for information to be 'redundantly coded' in perception and language? Give an example that illustrates redundantly coded information. ... We know that not all kinds of information are redundantly coded in perception and language. Based on recent modeling approaches discussed in this course, give an example of information that is not redundantly coded in perception and language. ... True or False: The same features matter for all kinds of similarity in perception and language. ... True or False: Semantic similarity is governed by both our perceptual experience and our language experience. True What does it mean to say that perceptual information and linguistic information emphasize different information for similarity-based clustering? ... What language representations do people 'activate' in their minds, in order to speak? Briefly describe two different theories about what gets activated: serial processing vs. cascading activation. ... Give one example of 'priming' in language production. What is the prime stimulus, what is the target stimulus, and what pattern of behavior indicates 'priming'? ... Empirical evidence suggests that people are faster to produce the word 'soda' after they've heard the word 'couch' (compared to saying 'soda' without saying any other word before it). What explains this result, according to theories of language production that we've discussed in this course? ... Time to get creative! Suppose you are a psycholinguistics researcher who wants to discover more about how people produce speech. Suppose you are curious to test a hypothesis about cascading activation, such that a prime word ought to make people faster to say a target word. What is your prime word? What is your target word? Design a stimulus set that is similar to couch-sofa-soda. ... What is the 'ganong effect'? Briefly describe the conditions of an experiment that reveal this effect. What does this result tell us about language production? ... True or False: Different levels of linguistic representation interact to influence speech production. Support your answer with one empirical example discussed in this course. ... What is lexical frequency? Give an example of a word that is higher and a word that is lower in lexical frequency. ... What is lexical neighborhood density? What does it mean for a word to have many lexical neighbors vs. few lexical neighbors? It is the amount of things that are highly similar to a word. Many lexical neighbors means that there are lots of words similar to that word, few is few things similar. True or False: High density words are always easier for listeners to understand and produce. False How does neighborhood density matter for word recognition and word production? Describe one result about density & word recognition, and one result about density & word production. ... True or False: When speaking, people tend to extend the duration of words that have many lexical neighbors. True From many experiments, we know the following fact: speakers produce words in dense neighborhoods with longer duration and more hyperarticulated vowels. There are three competing hypotheses proposed to explain this effect: a) listener-oriented, b) input- driven, c) production internal. Briefly describe how each of these hypotheses accounts for this effect of neighborhood density on how people talk. Listener-oriented: High density words are confusing to a listener, so it takes longer to be more clear about it. Suppose you got into a psycholinguistics bar fight. You yell "Hey! People change the way they talk so that their listeners won't be confused!" Your arch enemy retorts "No way! When people talk, there's more activated in their mind than just what they say -- and in order to actually talk, they need to really activate what they want to say in order to beat all those pesky competing words!" The bouncer throws you both out, with some apt name-calling. Which one of you does the bouncer call "Listener oriented theorist" and which one of you does the bouncer call "Production internal oriented theorist"? You are the listener-oriented theorist. In the Baese-Berk & Goldrick (2009) paper that we discussed in class, participants said a word out loud on each trial of the experiment. One important comparison was how people said "cod" vs. "cop". What is the difference in "cod" vs. "cop", that is relevant for the hypotheses tested in this paper? How does comparing how people say "cod" vs. "cop" allow us to test theories about the effects of neighborhood density on language production? Cod has a longer VOT. It allows us to test these theories because this data can look at the three different hypotheses for language production- listener-oriented, input-driven, and production internal True or False: Saying the word "cod" with a longer VOT makes it more dissimilar from voiced stops like "god". True Recommended textbook solutions Psychology: Themes and Variations10th EditionWayne Weiten 180 solutions Understanding Psychology2nd EditionMcGraw-Hill Education 903 solutions Child Development: An Active Learning Approach3rd EditionJoyce Munsch, Laura E. 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What is point of fixation of eye?Medical Definition of fixation point
: the point in the visual field that is fixated by the two eyes in normal vision and for each eye is the point that directly stimulates the fovea of the retina.
What is single fixation duration?Eye movements in reading. During reading, the average fixation duration is about 225-250 ms and the average saccade size is 8-9 character spaces.
Which part of the brain is responsible for recognizing print letters and letter patterns?The phonological processor is so important that it needs its own module! The orthographic processing system receives visual input from printed words. It perceives and recognizes letters, punctuation marks, spaces, and the letter patterns in words.
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How many letters does the eye normally take in at each fixation point before moving to the next fixation point?
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