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120 Cards in this Set
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Statistical Learning by 8-Month-Old Infants (1996)
Saffran, Aslin, & Newport What was the basic purpose? |
The study attempted to examine experience-dependent mechanisms in language acquisition.
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Statistical Learning by 8-Month-Old Infants (1996)
Saffran, Aslin, & Newport Study 1: What was the basic method? |
Participants: The study recruited 24 eight month old infants.
Measures: The study created a fake language that was phonologically coherent. The words of this language were combined to form a 2 minute segment of continuous speech such that 4 three syllable words from the language were repeated in a random order. The segment did not have pauses or give hints about word boundaries. However, The transitional probabilities were higher within words (1.0) than between words (.3). The speech stream was generated by a speech synthesizer played in a monotone female voice at 270 syllables per minute Method: 1. 2 minutes speech stream familiarization 2. Participants were then given a string of 4 words (2 words from the language, 2 non-words) 3. The amount of time the infants spent listening to the strings was recorded. |
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Statistical Learning by 8-Month-Old Infants (1996)
Saffran, Aslin, & Newport Study 1: What were the results? |
The infants spent more time listening to non-words. This suggests that the infants could differentiate words from non-words. This is based on experience.
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Statistical Learning by 8-Month-Old Infants (1996)
Saffran, Aslin, & Newport Study 2:What was the basic method? |
Participants: The study recruited 24 eight month old infants.
Measures: The study created a fake language that was phonologically coherent. The words of this language were combined to form a 2 minute segment of continuous speech such that 4 three syllable words from the language were repeated in a random order. The segment did not have pauses or give hints about word boundaries. However, The transitional probabilities were higher within words (1.0) than between words (.3). The speech stream was generated by a speech synthesizer played in a monotone female voice at 270 syllables per minute Method: 1. Participants listened to 2 minutes of the speech stream to familiarize themselves. 2. Participants were then given a string of 4 words (2 words from the language, 2 part-words *explained below*) 3. The amount of time the infants spent listening to the strings was recorded. Part words are made by taking the last syllable of a created word and then the first two syllables of another word. These are sequences that the infants heard, but statistically did not represent words. Example: PRETTY BABY: TYBA |
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Statistical Learning by 8-Month-Old Infants (1996)
Saffran, Aslin, & Newport Study 2:What were the results? |
The infants spent more time listening to part-words. This suggests that the word boundaries play a role in experience based language acquisition.
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Computation of Conditional Probability Statistics (1998)
Aslin, Saffran, & Newport |
This study was meant to examine distributional patterns and its effect on language acquisition in infants.
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Computation of Conditional Probability Statistics (1998)
Aslin, Saffran, & Newport |
Participants: Two groups of 15 eight month old infants
Materials: 2 sets of 4 three syllable nonsense words were created. They were phonologically coherent. A three minute segment of speech was created using a synthesizer. Method: 1. Participants listened to a 3 minute segment of speech to familiarize themselves. 2. Infants attention was gained using a light above a loudspeaker. 3. When the infant was paying attention(looking at the light), a test word would be played (6 part words, 6 words). This process was repeated 12 times. 4. Listening time was measured by recording the amount of time that the infant spent looking at the loudspeaker following the test word. |
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Computation of Conditional Probability Statistics (1998)
Aslin, Saffran, & Newport |
No differences were found between the two artificial languages.Infants spent more time listening to part words than words.
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Distributional Evidence
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Regularities in the relative positions and order of elements over a corpus of utterances
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Incidental Language Learning (1997)
Saffran, Aslin, Newport, Tunick, and Barrueco What was the basic purpose of the study? |
The study examined language acquisition in a situation that more closely resembled how children normally acquire language. It examined incidental language acquisition in children and adults.
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Incidental Language Learning (1997)
Saffran, Aslin, Newport, Tunick, and Barrueco Study 1: What was the basic method of the study? |
Participants: The adult subjects consisted of 12 undergraduates. The child subjects consisted of thirteen 6- and 7- year-old children.
Materials: A 21 minute audiotape was created using a speech synthesizer. The only cues to word boundaries were transitional probabilities. These probabilities were higher within words than across boundaries. The test items were words from the language and non-word foils. Method: 1. Participants were told to work on an illustration. (cover story) The audiotape was played in the background. 2. Participants were then asked to indicate whether each test item was similar to what they heard while drawing. |
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Incidental Language Learning (1997)
Saffran, Aslin, Newport, Tunick, and Barrueco Study 1: What were the results of the study? |
1. Results were similar for adults and children.
2. Results were significantly better than chance. |
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Incidental Language Learning (1997)
Saffran, Aslin, Newport, Tunick, and Barrueco Study 2: What was the basic method of the study? |
Participants: The adult subjects consisted of 12 undergraduates. The child subjects consisted of eleven 6- and 7- year-old children.
Materials: A 21 minute audiotape was created using a speech synthesizer. The only cues to word boundaries were transitional probabilities. These probabilities were higher within words than across boundaries. The test items were words from the language and non-word foils. Method: This experiment used two sessions. 1. In the first session, participants were told to work on an illustration. (cover story) The audiotape was played in the background. 2. Step one was repeated for the second session. 2. At the end of the second session, participants were then asked to indicate whether each test item was similar to what they heard while drawing. |
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Incidental Language Learning (1997)
Saffran, Aslin, Newport, Tunick, and Barrueco Study 2: What were the results of the study? |
1. Results were similar for adults and children.
2. Results were significantly better than chance. 3. Responses were more accurate than study 1. |
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Frequent Frames as a Cue For Grammatical Categories (2003)
Toben H. Mintz |
The purpose of this study was to examine frequent frames as a tool for categorization.
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Frequent Frames as a Cue For Grammatical Categories (2003)
Toben H. Mintz Study 1: What was the basic method? |
Materials: Six corpora from the CHILDRES data base. All six used data from children that were under 2.6 years old and only focused on the adult's utterances.
Method: 1. The researcher arbitrarily selected frequent frames based on how often they appeared and what words occupied the intervening word (looked for a variety). 2. The researcher measured accuracy by using (hit)/(hit + false alarm). This determined how often the categorizing system was successful when claiming that two words were similar. 3. The researcher measured completeness by using (hit)/(hit + miss). This determined how often the categorizing system was successful at identifying that two similar words were indeed similar. |
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Frequent Frames as a Cue For Grammatical Categories (2003)
Toben H. Mintz Study 1: What were the results? |
1. The system was significantly accurate.
2. The completeness of the system was also significant. |
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Frequent Frames
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Ordered pairs of words that frequently co-occur with exactly one word position intervening
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Frequent Frames as a Cue For Grammatical Categories (2003)
Toben H. Mintz Briefly Describe Study 2 |
1. Used a minimum of 13% as a criteria for selecting frequent frames.
2. Removed frequent frames that had less than three word types as possible solutions. 3. Found the same results as experiment 1. |
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Feldman et al. (2002): Child Readers
What was the purpose of the study? |
The purpose of the study was to examine orthographic and morphological facilitation.
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Feldman et al. (2002): Child Readers
What was the basic method? |
Participants: Fifth graders
Materials: 2.The independent variables were stimulus transparency and study condition. Study condition was manipulated by presenting the participants with different word primes. Participants received morphological, orthographic, or identical primes. Some participants did not receive a prime. Stimulus transparency had three levels: transparent complete (transparent.c), opaque, and transparent partial (transparent.p). The transparent.c condition consisted of word primes with overlapping morphological or orthographic features of the target word (e.g. TURN-TURNIP-TURNED). The opaque condition consisted of primes with less morphological and orthographic similarity to the target (e.g. RIDE-RIDDLE-RIDDEN).The transparent.p consisted of word primes with morphologically transparency or partially overlapping orthography (e.g. MARK-MASKING-MARKING). Method: 1. Participants were shown a flashcard for about one second. Each flashcard contained a word stimulus corresponding to experimental condition. 2. The researcher read the word aloud to the participant two times. 3. The participants were then given a fragment completion task containing 20 word fragments. 4. The accuracy of the participants in producing the target word was recorded. |
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Feldman et al. (2002): Child Readers
What were the results? |
The results indicated that performance of child readers on the fragment completion task was sensitive to morphological relationships. Completion rates following opaque, as well as transparent, morphological relatives were significantly greater than those following orthographically similar forms. The experiment found significant orthographic facilitation in the transparent complete condition.
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Schreuder and Baayen (1997): Family Size for Simplex Words
What was the basic purpose of the study? |
The purpose of this study was to examine facilitation based on morphemes and family sizes.
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Schreuder and Baayen (1997): Family Size for Simplex Words
What was the basic method? |
Lexical Decision Task
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Schreuder and Baayen (1997): Family Size for Simplex Words
What were the results? |
Monomorphemic nouns with more derivational relatives yielded faster lexical decision response latencies and higher accuracy rates.
When a monomorphemic form is processed, it appears that family members are automatically activated, resulting in a high level of global activation within the mental lexicon. |
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Monomorphemic
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consisting of only one morpheme. "Raise" is monomorphemic. "Rays" is not.
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Pitzer and Dagenbach (2001): Prime Repetition
What was the purpose of the study? |
The purpose of the study was to examine the effects of multiple primes on a lexical decision task.
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Pitzer and Dagenbach (2001): Prime Repetition
Study 1: What was the basic method? |
Participants: 30 English speaking undergraduates.
Measures: There were 120 word targets and 120 pronounceable non-word targets. They were assigned to one of eight conditions. The conditions were: 1&2) the first prime was/wasn't related to the target. 3&4) the second prime was/wasn't related to the target. 5&6) both primes were identical and were/weren't related to the target. 7&8) both primes were/weren't identical and matched with a non-word target Method: 1. Participants were shown a prime 2. The screen went blank for 300 ms 3. Participants were shown a second prime 4. The screen went blank for 150 ms 5. Participants were then shown the target word. Participants had to determine if the target word was a real word or a non-word 6. The researcher measured accuracy |
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Pitzer and Dagenbach (2001): Prime Repetition
Study 1: What were the results? |
1. No priming in repetition conditions
2. P2 related showed priming effects 3. No priming in P1 conditions |
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Pitzer and Dagenbach (2001): Prime Repetition
Study 2: What was the basic method? |
Participants: 30 English speaking undergraduates.
Measures: There were 120 word targets and 120 pronounceable non-word targets. They were assigned to one of eight conditions. The conditions were: 1&2) the first prime was/wasn't related to the target. 3&4) the second prime was/wasn't related to the target. 5&6) both primes were identical and were/weren't related to the target. 7&8) both primes were/weren't identical and matched with a non-word target Method: 1. Participants were shown a prime 2. The screen went blank for 1000 ms 3. Participants were shown a second prime 4. The screen went blank for 150 ms 5. Participants were then shown the target word. Participants had to determine if the target word was a real word or a non-word 6. The researcher measured accuracy |
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Pitzer and Dagenbach (2001): Prime Repetition
Study 2: What was the basic method? |
Priming occurred in the repeated-related condition. P2 priming was only marginally significant.
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Rey et al. (2000): Reading Units
What was the basic purpose of the study? |
To examine whether graphemes or orthography are important in word recognition.
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Rey et al. (2000): Reading Units
Study 1: What was the basic method? |
Participants: 21 English speakers participated in experiment 1A. 90 French speakers participated in experiment 1B.
Measures: There were 60 words in the stimulus set. These were divided into four categories: Word Frequency (High vs. Low) and whether or not the letter was embedded in a multi-letter grapheme (Place- A vs. Beach- EA) Method: 1. Participants were presented with a target letter on a computer screen. 2. Participants were then shown a word for a brief amount of time. 3. Participants were asked to indicate whether the target letter appeared in the word. 4. Response time was measured |
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Rey et al. (2000): Reading Units
Study 1: What were the results? |
Participants responded significantly slower when the target letter was embedded in a multi-letter grapheme. This effect was significant in both English and French. There was no effect for word frequency.
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Rey et al. (2000): Reading Units
Study 2: What was the basic method? |
Participants: 27 English speaking college students
Measures: There were 64 words in the stimulus set. These were divided into four categories: Phonemic Similarity (Same vs. Different) and whether or not the letter was embedded in a multi-letter grapheme (Place- A vs. Beach- EA) Method: 1. Participants were presented with a target letter on a computer screen. 2. Participants were then shown a word for a brief amount of time. 3. Participants were asked to indicate whether the target letter appeared in the word. 4. Response time was measured |
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Rey et al. (2000): Reading Units
Study 2: What were the results? |
Participants responded significantly slower when the target letter was embedded in a multi-letter grapheme.
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Age of Acquisition
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Age of acquisition(AoA) is the age at which an individual learns a word. Generally, children learn more common words first.
The earlier a word is learned, the more accurate and quickly an individual can identify/recognize it. This effect occurs even when all other frequency measures have been matched. AOA effects may arise as a consequence of a loss of plasticity in developing systems. Early learned items have a head start that enables them to develop stronger representations within the network. Late-learned items can only develop strong representations if they are presented with a very high frequency. |
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Comparative
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The comparative form of an adjective or adverb.
Example: "Faster" is the comparative form of "Fast" These are Quasi-Inflectional/Derivational Forms. See Bertram, Baayen, and Schreuder (2000): Faster RTs for larger family size |
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Superlative
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The superlative form of an adjective or adverb.
Example: "Fastest" is the superlative form of "Fast" These are Quasi-Inflectional/Derivational Forms. See Bertram, Baayen, and Schreuder (2000): Faster RTs for larger family size. |
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Corpus/Corpora
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A body of words or sentences.
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Cumulative Frequency
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Cumulative Frequency represents how often a person is exposed to a given word over the course of their life.
As Cumulative Frequency increases, RT decreases and accuracy increases. Studies usually measure Cumulative Frequency by examining frequency norms based on children texts. |
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Base Frequency
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Base Frequency is the sum of the surface frequencies of a word and its inflected forms.
As base frequency increases, RT decreases and accuracy increases. |
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Child Directed Speech
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The speech of carers to young children that is modified to make it easier to understand. It is sometimes called "motherese".
This language is phonologically simplistic. There is more redundancy. Pauses are longer and utterances are shorter. This speech is marked by a high pitch. Speech contains more nouns during toy-play and more verbs in non-toy-play. This may not directly help language development. It may facilitate it because of encouragement. The children who develop quickly usually receive more encouragement, are asked more questions, and receive longer replies. |
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Discourse
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Discourse is a set of sentences that are related to one another in a meaningful way.
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Derivational Form
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Derivation is characterized by inflections indicating a semantic relation between a word and its base
Example: Develop-Development |
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Inflectional Form
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characterized by inflections indicating grammatical distinctions; "inflectional morphology is used to indicate number and case and tense and person etc."
Example: Cat-Cats |
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Jargon
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Specialized Vocabulary
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Experience-Dependent Language Acquisition
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Language acquisition which is driven by exposure to language.
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Experience-Independent Language Acquisition
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Language acquisition which is driven by innate mechanisms.
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Distributional Information
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Language acquisition based on statistical properties and co-occurrence. This is not necessarily active. The distribution of sounds and words that infants hear may subconsciously teach them about the language.
See Saffran et al. Statistical properties (word boundaries) may affect language acquisition. |
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Letter Detection
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Letter Detection is a shallow level of processing used to study phenomena in Psychology of Language.
Participants are visually presented with a prime and asked to determine if the target letter was present in the word. It was used in Rey et al (2000) |
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Depth of Processing
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Deep Processing: Lexical Decision Task, Semantic Categorization
Shallow Processing: Naming, Letter Detection |
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Lexical Decision Task
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The Lexical Decision Task is a deep level of processing used to study phenomena in Psychology of Language.
Participants are presented with a word and asked to determine if it is a word or a non word. |
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Polysemous
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Words that have more than one meaning.
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Pseudohomophones
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Non-words that sound like real words when pronounced.
Participants are quicker to name pseudohomophones and slower to reject them than control non-words. Example: Brane-Brain |
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Phonotactically legal
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Phonotactically legal words are non-words that can be pronounced.
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Semantic Priming
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Priming obtained by the prior presentation of a stimulus related in meaning.
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Syntax
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Rules of word order for a language
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Surface Frequency
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Frequency of entire word.
As surface frequency increases, RT decreases and accuracy increases. |
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Local and Global Coherence
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Local Coherence occurs at sentence level.
Global Coherence occurs at the discourse level. |
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Transparent vs. Opaque
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Transparent: More obvious meaning or relation to target word.
Opaque: Less obvious meaning or relation to target word. |
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Grammatical Categories
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1. Noun
2. Verb 3. Adjective 4. Adverb 5. Determiners (articles) |
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Framing Effects
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Framing effects help individuals understand discourse and language. It helps orient a schema.
Example: Topic Sentences, Titles |
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Complex Form
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Polymorphemic
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Simplex Form
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Monomorphemic
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Sublexical
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Correspondences in spelling and sound beneath the level of the whole word.
It relies on grapheme-to-phoneme correspondence. It is useful for children trying to "sound out" words. |
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Naming
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A experimental method that uses shallow level of processing. Participants listen to spoken words and repeat it back as quickly and accurately as possible
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Automatic Spreading Activation
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Theoretically there is a mental connectedness between lexical representations. Automatic Spreading Activation is the activation of words that are stored similarly.
Example: Cat-Dog |
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Type Count
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The number of different possible completions for a given word
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Token Count
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The sum of the frequencies of different possible completions for a given word
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Word Boundaries
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Where a word begins and ends. This task demonstrates understanding of the concept of a word.
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Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words
Study 1: What was the basic purpose? |
Compare inflected verbs with large and small families.
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Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words
What was the method? |
Participants:
Studies 1, 2, 3, 6: 16 students Study 4: 17 students Study 5: 30 students Materials: There were 40 critical items and 100 filler words. In addition, there were 140 phonotactically legal non-words. Method: 280 trials, divided into two blocks of 140, each with 70 words and 70 nonwords 1. Visual Fixation on test item (500 ms) 2. Blank Screen (50ms) 3. Stimulus (1500ms duration, 2000ms deadline) 4. RT was measured 5. Participants were asked to determine whether or not the test item was a word, and how frequent (scale 1-7) they believed the word appeared in Dutch. |
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Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words
Study 1: What were the results? |
1. Participants responded significantly more quickly to large families (665ms) than small families(702ms).
2. The values for ratings and error were significantly different (Small families being rated as less frequent) 3. Less SD/variability in Large Family Size: Clear familiarity |
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Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words
Study 2: What was the basic purpose? |
Compare comparative words with large and small families.
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Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words
Study 2: What were the results? |
1. Participants responded significantly more quickly to large families589 (665ms) than small families(669ms).
2. The values for ratings and error were significantly different (Small families being rated as less frequent) 3. Less SD/variability in Large Family Size: Clear familiarity |
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Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words
Study 3: What was the basic purpose? |
Compare derivational forms with large and small families.
Example: Bake-Baker Less transparent than inflections, more shades of meaning |
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Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words
Study 3: What were the results? |
1. Participants responded significantly more quickly to large families589 (618ms) than small families(642ms).
2. The values for ratings and error were significantly different (Small families being rated as less frequent) 3. Less SD/variability in Large Family Size: Clear familiarity |
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Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words
Study 5: What was the basic purpose? |
Compare inflected vs. derivational forms directly
Example: Worked vs. Workable |
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Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words
Study 5: What were the results? |
1. Larger family size effect for derived than inflected (difference of 16 compared to 44)
2. There was no reliable interaction 3. Higher surface frequencies for inflected forms, in conjunction with the absence of a reliable interaction shows that the effect of family size can be equally strong for both inflected and derived verbs. |
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Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words
Study 6: What was the basic purpose? |
Examine family size effect for abstract nouns (Goodness)
suffixes Also examines transparent vs. opaque members of a family |
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Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words
Study 6: What were the results? |
1, There were no RT or error differences
2. family size effect disappeared 3. Transparent members of a family had lower RTs than opaque members. |
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Morphological family size
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1. Bertram, Baayen, and Schreuder (2000)
2. Experiments show that large morphological family sizes have lower RTs. |
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Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words
Study 6: What was the basic purpose? |
Examine family size effect for abstract nouns (Goodness)
suffixes Also examines transparent vs. opaque members of a family |
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Bertram, Baayen, and Schreuder (2000): Family Size for Complex Words
Study 6: What were the results? |
1, There were no RT or error differences
2. family size effect disappeared 3. Transparent members of a family had lower RTs than opaque members. |
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Morphological family size
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1. Bertram, Baayen, and Schreuder (2000)
2. Experiments show that large morphological family sizes have lower RTs. |
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Balota and Lorch (1996): Mediated Priming
What was the purpose of the study? |
The purpose was to see whether there is a combinatorial influence of multiple related primes
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Balota and Lorch (1996): Mediated Priming
Experiment 1: What was the basic method? |
Participants: 64 college students
Measures: The critical stimuli were based on a set of 56-word triads. In each triad, the first and second words (lion-tiger) were directly related and the second and third words (tiger-stripes) were directly related, but the first and third words (lion-stripes) were associated only indirectly by their relations to the second word. Method: 1. Presented with a word pair 2. Blank Interval 3. Presented with the target word 4. Asked to determine if it was a word or a non-word 5. Accuracy and RT were measured |
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Balota and Lorch (1996): Mediated Priming
Experiment 1:What were the results? |
1. No evidence for mediated model (the neutral word condition wasn't significantly slower than the related condition)
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Balota and Lorch (1996): Mediated Priming
Experiment 1A and 2A |
Tested the link between the first and second words in each word triad (Lion->Tiger). This is an essential prerequisite for a mediated model. This connection was significant.
1A: 20 students 2A: 26 students |
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Balota and Lorch (1996): Mediated Priming
Experiment 2: What was the basic method? |
Participants:
Materials: same words as experiment 1 Method: 1. participants read a prime word to themselves 2. participants were asked to read aloud the target word as quickly and accurately as possible |
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Balota and Lorch (1996): Mediated Priming
Experiment 2:What were the results? |
1. Weaker related results than experiment 1.
2. Significant evidence for mediated model (the mediated condition was faster than the neutral condition) |
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Balota and Lorch (1996): Mediated Priming
Lexical Decision vs. Pronunciation |
In sum, we propose that response latencies in lexical decisions were not facilitated by mediated primes because subjects searched for a direct relation between the prime and target and direct relations were not readily available for mediated prime-target pairs. Such postaccess searches occur because of the decision aspects of the lexical decision task. When a task was used that did not involve postaccess search processes (i.e., pronunciation), response latency was facilitated by mediated primes. This result supports the multiple-step activation model.
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Mediated Priming
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A mediator makes two unrelated primes activate one another.
Example: Cat->Dog->Bark See Balota and Lorch (1996) |
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Backward Checking
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When presented with a target word, participants may look back to see if the target word fits the prime.
Example: Bell-> Hop faster than Fish->Hop |
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Segmentation of Fluid Speech
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Material used in language acquisition experiments. It is a stream of speech that contains higher transitional probability within words than across word boundaries.
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Transitional/Conditional Probability
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Within a language, the transitional probability from one sound to the next will generally be highest when the two sounds follow one another within a word, whereas transitional probabilities spanning a word boundary will be relatively low. Transitional probability from PRE to TY is greater than the transitional probability between TY and BA (prettybaby). Conditional probability of YX = frequency of XY / frequency of X.
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Forward Spread Activation
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Forward activation of lexical representations based on priming.
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Semantic categorization
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A task requiring the participant to make a decision that taps semantic processes.
Example: is an apple a fruit or a vegetable? |
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Stimulus-Onset-Asynchrony (SOA)
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The time between when a prime is first presented and the start of the target.
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Additive Effects
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the facilitation derived from responding
to a target following two related primes should be equal to The facilitation observed when only one related prime is presented plus the facilitation obtained when only the other related prime is presented. RU+UR=RR |
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Under-additive Effects
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The facilitation from two related primes presented together is less than the
total facilitation of each related prime when presented separately (RU + UR) > R* R by itself |
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Over-additive Effects
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The facilitation observed with two related primes is greater than the total facilitation of each related prime presented separately.
UR+RU < RR |
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Homographic
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Two words spelled identically
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Balota and Paul (1996): Summation of Activation
What was the basic purpose of the study? |
The purpose of the study was to examine possible additive effects of multiple primes.
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Balota and Paul (1996): Summation of Activation
Study 1: What was the basic method? |
Participants: 40 undergraduate students
Measures: Category Label stimuli (Metal) Ambiguous stimuli (Organ) Method: 1. First Prime (133 ms) 2. Blank Screen 3. Second Prime (133 ms) 4. Blank Screen 5. Lexical Decision Blank screens were short in an attempt to expand on previous research.(33 ms) Response times and accuracy were measured. |
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Balota and Paul (1996): Summation of Activation
Study 1: What were the results? |
1. No interaction between prime type and target type.
2. Found additive effects. 3. RR>UR>RU>UU 4. this experiment support lexical level priming (no difference between ambiguous (hard to connect semantic meaning) and unambiguous(easier to connect semantic meaning)) |
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Balota and Paul (1996): Summation of Activation
Study 2: What was the basic method? |
Participants: 48 undergraduate students
Measures: Unambiguous stimuli (Tiger) Ambiguous stimuli (Organ) Method: 1. First Prime (133 ms) 2. Blank Screen 3. Second Prime (133 ms) 4. Blank Screen 5. Lexical Decision Blank screens were short in an attempt to expand on previous research.(33 ms) Response times and accuracy were measured. |
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Balota and Paul (1996): Summation of Activation
Study 2: What were the results? |
1. No interaction between prime type and target type.
2. Found additive effects. 3. RR>UR>RU>UU 4. this experiment support lexical level priming (no difference between ambiguous (hard to connect semantic meaning) and unambiguous(easier to connect semantic meaning)) |
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Ambiguous Stimuli
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Piano->Organ
Kidney->Organ The two Organs are different |
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Unambiguous Stimuli
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Lion->Tiger
Stripes->Tiger The Tiger is the same, however Lion and Stripes are not related |
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Categorical Stimuli
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Copper->Metal
Bronze->Metal Metal is the same and copper and bronze relate to one another. |
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Balota and Paul (1996): Summation of Activation
Study 3: What was the basic method? |
Participants: 64 undergraduate students
Measures: Unambiguous stimuli (Tiger) Ambiguous stimuli (Organ) Method: 1. First Prime (133 ms) 2. Blank Screen 3. Second Prime (133 ms) 4. Blank Screen 5. Naming Response Blank screens were short in an attempt to expand on previous research.(33 ms) Response times and accuracy were measured. |
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Balota and Paul (1996): Summation of Activation
Study 3: What were the results? |
1. No interaction between prime type and target type.
2. Found additive effects. 3. RR>UR>RU>UU 4. this experiment support lexical level priming (no difference between ambiguous (hard to connect semantic meaning) and unambiguous(easier to connect semantic meaning)) |
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Balota and Paul (1996): Summation of Activation
Study 4: What was the basic method? |
Participants: 48 undergraduate students
Measures: Unambiguous stimuli (Tiger) Ambiguous stimuli (Organ) Method: 1. First Prime (1000 ms) 2. Blank Screen 3. Second Prime (1000 ms) 4. Blank Screen 5. Naming Response |
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Balota and Paul (1996): Summation of Activation
Study 4: What were the results? |
1. No interaction between prime type and target type.
2. Found additive effects. 3. RR>UR>RU>UU 4. this experiment support lexical level priming (no difference between ambiguous (hard to connect semantic meaning) and unambiguous(easier to connect semantic meaning)) |
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Balota and Paul (1996): Summation of Activation
Study 5: What was the basic method? |
Participants: 48 undergraduate students
Measures: Unambiguous stimuli (T$i$g$e$r) Ambiguous stimuli (O$r$g$an$) Method: 1. First Prime (250 ms) 2. Blank Screen 3. Second Prime (250 ms) 4. Blank Screen 5. Naming Response |
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Balota and Paul (1996): Summation of Activation
Study 5: What were the results? |
1. No interaction between prime type and target type.
2. Found additive effects. 3. RR>UR>RU>UU 4. this experiment support lexical level priming (no difference between ambiguous (hard to connect semantic meaning) and unambiguous(easier to connect semantic meaning)) 5. Slower to recognize than other studies, but maintained the same results. |
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Balota and Paul (1996): Summation of Activation
Study 6: What was the basic method? |
Participants: 32 undergraduate students
Measures: Unambiguous stimuli (Tiger) Ambiguous stimuli (Organ) Method: 1. First Prime (250 ms) 2. Blank Screen 3. Second Prime (250 ms) 4. Blank Screen 5. Related Judgment Task |
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Balota and Paul (1996): Summation of Activation
Study 6: What were the results? |
1. Interaction between prime type and target type (ambiguous were faster)
2. Under-additive for ambiguous primes 3. Additive for unambiguous primes |
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