are words that are spelled differently, mean different things but sound the same (e.g., maid/made, plain/plane, etc.).
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Homographs/homophones
words that are spelled in the same way but have two meanings and sometimes two different pronunciations (e.g., Reading a book/Reading station; tear in the eyes/tear in the shirt).
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Phonological neighbourhood
Inner voice = phonological processing
the more phonological neighbours a word had the faster is recognised.
Studies using homophones (e.g., made/maid) and phonological neighbours, provide evidence for phonological processing
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Word superiority effect
If the string of letter given to participants corresponded to a word (e.g., CARD), they are much better at the task than if the string of letter corresponded to a non-word (e.g., CRAD, CRDA, DRCA).
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Semantic priming effect
using a lexical decision task, Meyer and Schvaneveldt (1971) showed that reaction time for a word was shorter when the previous word was semantically related:
doctor/nurse; vs. Doctor/chair
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Sentential context effect
Word predictability: words that are predicted in a sentence are more likely to have shorter fixation and sometimes even skipped by readers.
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Frequency effect
We are faster at processing high- frequent words than low frequency words. That is called the frequency effect.
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Dual-Route Cascaded
Model
The cognitive processes involved in reading words and nonwords differ from each other.
has 3 routs:
rout 1: grapheme-phoneme conversion
Route 2: lexicon plus semantic system
Route 3: lexicon only
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Orthographic System
Two main tasks:
(1) identify the squiggles on a printed page as different letters of the alphabet. It is assumed that we have an abstract mental representation of the letters of the alphabet.
(2) To note the position of each letter in its word. This allo
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Orthographic Input Lexicon
Performs the task of identifying letter strings as familiar words.
It is a sort of mental word-store which contains representations of the written forms of all familiar words.
has 2 outputs:
Phonological output lexicon - access the pronunciation of the
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Rout 1 -
grapheme-phoneme conversion
Direct route from Orthographic Analysis System to Grapheme-phoneme rule system.
It is used to read unfamiliar words and non-words.
Mechanism: converts letters or group of letters into sounds.
Have clear rules of grapheme (letter) to phoneme (sound) conve
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Route 1 -
grapheme-phoneme conversion
Evidence
Acquired Surface Dyslexia: the semantic route (route 2) is severely damaged.
Patients can read regular words
Patients can read non-words
Patients have problems with exception or irregular words.
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Route 2: lexicon plus semantic system
Words (homophones seen earlier) such as tear (or sow, bass, minute) can only be read aloud correctly by first activating the relevant meaning in the semantic system.
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Route 2: lexicon plus semantic system
Evidence
Acquired Phonological Dyslexia:
Can read familiar words (both regular and irregular)
They often have problems in reading unfamiliar words and non-words.
This means that these patients have specific problems with grapheme-phoneme conversion.
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Route 3: lexicon only
Direct route from Orthographic Input Lexicon to Phonological Output Lexicon.
Reading of single words in a rapid sequence do not need to involve accessing the meaning of these words.
The contribution of this direct (lexicon only) route for reading a text i
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Route 3: lexicon only
Evidence
Acquired Deep dyslexia:
Problem in reading unfamiliar words and non-words (similar to phonological dyslexic patients).
Additionally patients with deep dyslexia also produce semantic errors, e.g.,
sleep instead of bed;
ship instead of boat.
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Dual-Route Cascaded Model: Evaluation
Strengths
Accounts for:
- Surface dyslexia
- Phonological dyslexia
- Frequency effect on naming by healthy participants
- Lexical-decision performance in healthy individuals
Limitations
Only deals with mono-syllabic words (1 syllable words).
It is good
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Distributed Connectionist Approach
Same processes are used for words and nonwords
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Plaut et at. (1996) connectionist model
Reading of regular words, irregular words and non-words is done through the same route.
Two crucial assumptions made:
Pronunciation of words and non-words is affected by the pronunciation of similar words (e.g., the pronunciation of hut and but will affec
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Plaut et at. (1996) model: evaluation
Strength
Some evidence supports notion that orthographic, semantic, and phonological systems are used in parallel
Reading of non-words is influenced by knowledge of reading of words.
Includes an explicit learning mechanism
Limitations:
Only deals with mo
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Other cards in this set
Card 2
Front
Homographs/homophones
Back
words that are spelled in the same way but have two meanings and sometimes two different pronunciations (e.g., Reading a book/Reading station; tear in the eyes/tear in the shirt).
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