language and reading 1: word recognition
- Created by: HolsBolz
- Created on: 12-01-22 18:53
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- LANGUAGE AND READING 1: WORD RECOGNITION
- - Learn about common methods that are used to study visual word recognition. How they work and what they can tell us?
- EYE TRACKING
- LEXICAL DECISION TASK
- PRIMING
- NAMING TASK
- Gain knowledge of factors that influence word recogniton process - how easy or difficult it is to recognise a particular word
- WORD FREQUENCY
- Commonly used words are recognised more easily than infrequent words
- Schilling et al (Rayner & Chumbley, 1998) used a naming task, lexical decision task and eye tracing to investigate this.
- Naming and Lexical decision examined the speed of recognition IN ISOLATION, and eye tracking was IN CONTEXT
- Schilling et al (Rayner & Chumbley, 1998) used a naming task, lexical decision task and eye tracing to investigate this.
- Commonly used words are recognised more easily than infrequent words
- PREDICTABILITY
- predictable words are recognised more easily than those in neutral or misleading contexts
- SUPPORTING EVIDENCE - Tulving and Gold (1963)
- predictable words are recognised more easily than those in neutral or misleading contexts
- NEIGHBOURHOOD EFFECTS
- word identification can be sped up when similar words (the number of other words that are similar to the target) exist within the language
- Orthographic and Phonological Neighbours
- word identification can be sped up when similar words (the number of other words that are similar to the target) exist within the language
- WORD FREQUENCY
- Understand models of word recognition
- MORTON'S 1969, 1979 LOGOGEN MODEL
- semantic priming - Neely (1977)
- INTERACTIVE ACTIVATION MODEL - MCCLELLAND AND RUMELHART (1981)
- DISADVANTAGE of slotting issue, Velan and Frost (2007) and Norris & Kinoshita (2012) transposed priming evidence - Perea and Lupker (2003)
- SUPPORTING EVIDENCE - Martin et al (2006) SEAT & Chen and Mirman (2012) high freq words are more activated than low
- DUAL ROUTE (CASCADED) MODEL - COLTHEART ET AL., (2001)
- helps to understand dyslexia
- WEAK PHONOLOGICAL MODEL, COLTHEART ET AL., (2001)
- Coltheart et al, 2001 - support for Weak, Evidence against interactive
- Van orden (1987) studies on homophones - ps made more errors when there was a phonological neighbour
- MORTON'S 1969, 1979 LOGOGEN MODEL
- Understand how these models relate to experimental evidence
- - Learn about common methods that are used to study visual word recognition. How they work and what they can tell us?
- word superiority effect - Reicher, 1969 and Wheeler, 1970
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