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Author: Chris Barry Publisher: Psychology Press ISBN: 9781138883161 Category : Languages : en Pages :
Book Description
Models of word and object processing have been informed by experimental data relating to the effects of important marker variables, particularly word frequency. In recent times, however, the role of word frequency has come to be questioned due to the demonstration of the impact of a correlated variable called "age of acquisition" (AoA), which is an index of when a word was first learned. Early acquired words tend to be of high frequency while late-acquired words tend to be of low frequency. Currently, there is a lively debate in the literature about the operation of AoA and word frequency in word and object processing, and how these effects might be modelled in connectionist architectures. Issues relate to: the relationship between AoA and word frequency; the locus of impact of AoA; and the types of identification task (e.g., recognition, comprehension or naming) that are influenced by the AoA of the target. Originally, AoA was thought to be a factor which operated at a name retrieval stage and which consequently only affected naming responses. However, more recent conceptualizations suggest that AoA effects arise out of the order in which items are learned and consequently may operate on many types of recognition task. Recent demonstrations of AoA effects in non-naming tasks may be seen to favour the latter explanation, but the debate is far from over.
Author: Chris Barry Publisher: Psychology Press ISBN: 9781138883161 Category : Languages : en Pages :
Book Description
Models of word and object processing have been informed by experimental data relating to the effects of important marker variables, particularly word frequency. In recent times, however, the role of word frequency has come to be questioned due to the demonstration of the impact of a correlated variable called "age of acquisition" (AoA), which is an index of when a word was first learned. Early acquired words tend to be of high frequency while late-acquired words tend to be of low frequency. Currently, there is a lively debate in the literature about the operation of AoA and word frequency in word and object processing, and how these effects might be modelled in connectionist architectures. Issues relate to: the relationship between AoA and word frequency; the locus of impact of AoA; and the types of identification task (e.g., recognition, comprehension or naming) that are influenced by the AoA of the target. Originally, AoA was thought to be a factor which operated at a name retrieval stage and which consequently only affected naming responses. However, more recent conceptualizations suggest that AoA effects arise out of the order in which items are learned and consequently may operate on many types of recognition task. Recent demonstrations of AoA effects in non-naming tasks may be seen to favour the latter explanation, but the debate is far from over.
Author: Glyn W. Humphreys Publisher: Psychology Library Editions: Perception ISBN: 9781138209763 Category : Neuropsychology Languages : en Pages : 330
Book Description
Originally published in 1987, this book, attempted to bring together work by researchers concerned with the functional and neurological mechanisms underlying visual object processing, and the ways in which such mechanisms can be neurologically impaired. The editors termed it a 'Cognitive Neuropsychological' approach, because they believed it tried to relate evidence from neurological impairments of visual object processing to models of normal performance in a new and important way. Two broad aims are apparent. One is to test models of normal performance by evaluating how well the models account for the patterns of impairment and preservation of abilities that can occur following brain damage. The other is to use models of normal performance to further their understanding of acquired disorders of visual object processing. These aims distinguish the approach from neuropsychological work whose primary aim is to relate acquired deficits to the sites of damage, and from work in the field of cognitive psychology which attempts only to develop models of normal performance. chology which attempts only to develop models of normal performance.
Author: Gert Westermann Publisher: Routledge ISBN: 1317550587 Category : Psychology Languages : en Pages : 300
Book Description
Early Word Learning explores the processes leading to a young child learning words and their meanings. Word learning is here understood as the outcome of overlapping and interacting processes, starting with an infant’s learning of native speech sounds to segmenting proto-words from fluent speech, mapping individual words to meanings in the face of natural variability and uncertainty, and developing a structured mental lexicon. Experts in the field review the development of early lexical acquisition from empirical, computational and theoretical perspectives to examine the development of skilled word learning as the outcome of a process that begins even before birth and spans the first two years of life. Drawing on cutting-edge research in infant eye-tracking, neuroimaging techniques and computational modelling, this book surveys the field covering both established results and the most recent advances in word learning research. Featuring chapters from international experts whose research approaches the topic from these diverse perspectives using different methodologies, this book provides a comprehensive yet coherent and unified representation of early word learning. It will be invaluable for both undergraduate and postgraduate courses in early language development as well as being of interest to researchers interested in lexical development.
Author: Miriam Faust Publisher: John Wiley & Sons ISBN: 1119050464 Category : Psychology Languages : en Pages : 1058
Book Description
This handbook provides a comprehensive review of new developments in the study of the relationship between the brain and language, from the perspectives of both basic research and clinical neuroscience. Includes contributions from an international team of leading figures in brain-language research Features a novel emphasis on state-of-the-art methodologies and their application to the central questions in the brain-language relationship Incorporates research on all parts of language, from syntax and semantics to spoken and written language Covers a wide range of issues, including basic level and high level linguistic functions, individual differences, and neurologically intact and different clinical populations
Author: Laurence B. Leonard Publisher: MIT Press ISBN: 9780262621366 Category : Children Languages : en Pages : 358
Book Description
Children with Specific Language Impairment covers all aspects of SLI, including its history, possible genetic and neurobiological origins, and clinical and educational practice.
Author: Uli H. Frauenfelder Publisher: MIT Press (MA) ISBN: 9780262560399 Category : Psychology Languages : en Pages : 242
Book Description
Spoken Word Recognition covers the entire range of processes involved in recognizing spoken words - both in and out of context. It brings together a number of essays dealing with important theoretical questions raised by the study of spoken word recognition - among them, how do we understand fluent speech as efficiently and effortlessly as we do? What are the mental processes and representations involved when we recognize spoken words? How do these differ from those involved in reading written words? What information is stored in our mental lexicon and how is it structured? What do linguistic and computational theories tell us about these psychological processes and representations?The multidisciplinary presentation of work by phoneticians, linguists, psychologists, and computer scientists reflects the growing interest in spoken word recognition from a number of different perspectives. It is a natural consequence of the mediating role that lexical representations and processes play in language understanding, linking sound with meaning.Following the editors' introduction, the contributions and their authors are: Acoustic-Phonetic Representation in Word Recognition (David B. Pisoni and Paul A. Luce). Phonological Parsing and Lexical Retrieval (Kenneth W. Church). Parallel Processing in Spoken Word Recognition (William D. Marslen-Wilson). A Reader's View of Listening (Dianne C. Bradley and Kenneth I. Forster). Prosodic Structure and Spoken Word Recognition (Francois Grosjean and James Paul Gee). Structure in Auditory Word Recognition (Lyn Frazier). The Mental Representation of the Meaning of Words (P. N. Johnson-Laird). Context Effects in Lexical Processing (Michael K. Tanenhaus and Margery M. Lucas).Uli H. Frauenfelder is a researcher with the Max-Planck-Institut für Psycholinguistik, and Lorraine Komisarjevsky Tyler is a professor in the Department of Experimental Psychology at the University of Cambridge. Spoken Word Recognition is in a series that is derived from special issues of Cognition: International Journal of Cognitive Science, edited by Jacques Mehler. A Bradford Book.
Author: Bu?a, Duygu Publisher: IGI Global ISBN: 1522540105 Category : Language Arts & Disciplines Languages : en Pages : 368
Book Description
The relationship between language and psychology is one that has been studied for centuries. Influencing one another, these two fields uncover how the human mind's processes are interrelated. Psycholinguistics and Cognition in Language Processing is a critical scholarly resource that examines the mystery of language and the obscurity of psychology using innovative studies. Featuring coverage on a broad range of topics, such as language acquisition, emotional aspects in foreign language learning, and speech learning model, this book is geared towards linguists, academicians, practitioners, and researchers, seeking current research on the cognitive and emotional synthetisation of multilingualism.
Author: Paul Bloom Publisher: MIT Press ISBN: 9780262523295 Category : Psychology Languages : en Pages : 324
Book Description
How do children learn that the word "dog" refers not to all four-legged animals, and not just to Ralph, but to all members of a particular species? How do they learn the meanings of verbs like "think," adjectives like "good," and words for abstract entities such as "mortgage" and "story"? The acquisition of word meaning is one of the fundamental issues in the study of mind. According to Paul Bloom, children learn words through sophisticated cognitive abilities that exist for other purposes. These include the ability to infer others' intentions, the ability to acquire concepts, an appreciation of syntactic structure, and certain general learning and memory abilities. Although other researchers have associated word learning with some of these capacities, Bloom is the first to show how a complete explanation requires all of them. The acquisition of even simple nouns requires rich conceptual, social, and linguistic capacities interacting in complex ways. This book requires no background in psychology or linguistics and is written in a clear, engaging style. Topics include the effects of language on spatial reasoning, the origin of essentialist beliefs, and the young child's understanding of representational art. The book should appeal to general readers interested in language and cognition as well as to researchers in the field.
Author: Gonia Jarema Publisher: BRILL ISBN: 0080548695 Category : Language Arts & Disciplines Languages : en Pages : 245
Book Description
This volume reflects a consensus that the investigation of words in the mind offers a unique opportunity to understand both human language ability and general human cognition. It brings together key perspectives on the fundamental nature of the representation and processing of words in the mind. This thematic volume covers a wide range of views on the fundamental nature of representation and processing of words in the mind and a range of views on the investigative techniques that are most likely to reveal that nature. It provides an overview of issues and developments in the field. It uncovers the processes of word recognition. It develops new models of lexical processing.
Author: Chris Barry
Author: Chris Barry
Author: Glyn W. Humphreys
Author: Gert Westermann
Author: F. L. Watson
Author: Miriam Faust
Author: Laurence B. Leonard
Author: Uli H. Frauenfelder
Author: Bu?a, Duygu
Author: Paul Bloom
Author: Gonia Jarema