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54 Cards in this Set

  • Front
  • Back
discourse
linguistic units composed of several sentences
Grensbacher 4 sources of coherence
1. Referential coherence - who or what is being talked about
2. consistency in when the events occur
3. consistency in where the events occur
4. consistence in why events occur
recall of sentences
-people quickly lose recall for syntax and word choice but not meaning

-Start purging memory of details after sentence boundaries (Jarvella)
importance of information
-important info remembered better

-when time is restricted by section, important parts are still remembered better
types of inferences (3)
1. Logical inferences
2. Bridging inferences: relate new info to previous info
3. Elaborative inferences: extend what you see into the world
minimalist hypothesis (inferences)
-automatically make bridging inferences, but keep elaborative inferences to a minimum.
Garrad and Terras two stage model of discourse roles
1. Bonding: stage items suggested by contet are activated and bound w/ verb
2. Resolution: link between filler and verb tested against discourse context
co-reference
two or more noun phrases w/ the same reference
antecedent
linguistic expression that must be taken into account in order to determine the referent of an anaphor
anaphor
a linguistic expression for which the referent can only be determined by taking another linguistic expression into account. So it is the material that we can’t identify in isolation.
restricted vs. unrestricted search hypothesis
restricted - search for referent entitites by common ground

unrestricted - no restrictions in referent entities

evidence favors unrestricted
given new contract
contract between writer and reader, or participants in convo to present new information so it can be easily assimilated
centering theory
each utterance in discourse has a backward-looking center (usually a pronoun) linking to previous utterance, and forward-looking centers for potential future utterances
fan effect
more stuff associated w/ a concept, slower retrieval of any of them
schema process of comprehension (4 steps)
1.Appropriate aspects of the incoming stimuli must be selected
2. The meaning must be abstracted, and syntactic and lexical details dispensed with
3. Appropriate prior knowledge must be activated to interpret this meaning
4. The information must be integrated to form a single whole
MOPS and TOPS
MOP - memory organizational pocket, related to a goal, consist of scenes

TOPS - thematic organization points, deal w/ abstract info

experimentally, activating elements of a MOP can prime retrieval of other elements
mental models
-extreme constructionist view, focus on relevant information and construct in certain ways
characteristics of mental models (4)
-here and now model - information currently relevant to protagonist is more available
-resonance model - new information resonates w/ all information, even that which is not immediately relevant or up to date
- segmentation markers: words signaling continuity shifts (ex 28 days later)
- Boundary effect: takes longer to read sentence w/o seg. mark.
Construction-integration model
all about propositions, more is harder to read

microstructure of propositions, macrostructure of processes operating on micro, macrorules determining which propositions are remembered ->make situation model of text
Reading skills(2)
reading span - how many sentences can be remembered

suppression - ability to ignore irrelevant material
PQ4R method
used to increase comprehension
Preview, Questions, Read, Reflect, Recite, Review
Reading skills(2)
reading span - how many sentences can be remembered

suppression - ability to ignore irrelevant material
receptive aphasia
difficulty in understanding the meaning of words
speech production steps (3)
1. Conceptualization (macro and microplanning)
2. Formulation (lexicalization and syntactic planning)
3. Encoding
Garret's model of speech production (2 stages)
1. functional level: semantic content and roles assigned
2. Positional level: words are ordered

errors occur on one level
Evidence for Garret's model (3)
1. Content words behave differently from grammatical elements
2. morpheme stranding
3. Dissociate between sounds of words and grammatical elements of sentence, putting words in the wrong slot
Evaluation of Garret's model(4)
1. speech production may not be serial, evidenced by portmanteaus
2. cognitive intrusion errors imply effect of higher level processes (I've eaten all my library books - non-plan-internal errors and environmental contamination)
3. errors constrained by similarity of target and intrusion, availability affects syntactic planning - interaction b/w levels
4. function words are incredibly common, this may account for different processing instead of different levels
lexical boost effect
syntactic priming seen by just giving the verb > verb has special role in syntax production
syntactic persistence
priming can continue for up to 10 sentences

short term effect, not long term learning
functions of syntactic priming (2)
1. Enables speakers to coordinate info by using same terms + structure
2. Results from implicit learning of how people convey meaning through syntax, adjust how they convey ino
attraction errors
type of number error dealing w/ conjugation

'Membership in these unions were voluntary'

Happens when noun being referred to is far from verb
constraint-satisfaction idea
several sources of information interact to determine output

conflicting creates slower processing, more errors
grammatical encoding process (3)
1. Assigning grammatical functions - roles
2. Building syntactical hierarchical constituent structures to reflect these
3. Arranging constituents in linear order
marking and morphing
marking - taking into account number of things being talked about
morphing - taking morphology into account (ex scissors is singular, morphologically plural but morphing changes that)
pronoun errors
verbs have a clear grammatical number

pronouns controlled by 'notional number', initial perspective on what's involved
incremental planning math study
-solve math problems aloud through speech
-longer latency with tougher problems - did not know what to say and needed to plan
- evidence of incremental planning
producing irregular forms
-from aphasic patients
-evidence there is a dual-process going on, regular through phonological and irregular through semantics (rote memorized)
phonological encoding
-ensures words come out in right order w/ the appropriate prosody
scan copier mechanism
1) Phonological encoding based on a distinction between structure and content. Most simple and commonly used method to ensure sequencing. Linguistic structures create frames with slots. A frame is stored for each word we know and when we retrieve linguistic content we fill these slots. This approach is very good for accounting for sound-level speech errors.

-errors are anticipation mostly
competitive queuing
second account of phonological encoding. It is a connectionist model that also uses a frame with a mechanism for inserting segments into slots. These are controlled by processes of activation and inhibition.
a. Two control units: an initiation and an end unit
b. Sounds at the beginning of word have a strong connection to the initiation unit and vice versa
c. The strength of connection of other sounds to these units varies as a function of their position in a word
d. After a sound is selected, it is temporarily suppressed. Failure to do so leads to perseveration errors
e. This model can be extended for all of speech production and has the advantage of being able to learn how to order items.
recurrent network
It enables us to associate words with their phonological representations in sequence, without any explicit representation of the structure-content distinction.
a. Very good at learning sequences of patterns.
b. Dell et al.’s model identifies two types of feedback: external (provided the model with memory of its past phonological states) and internal (provided the model with memory of its past internal structure)
c. Four properties observed in human sound speech errors when the model made errors:
i. Obeyed the phonotactic constraint: errors result in sound sequences
ii. Consonant exchanged with like, so did vowels
iii. Syllabic constituent effect: vowel-consonant errors are less common than consonant-vowel errors.
iv. Initial consonants are more likely to slip than non-initial ones
phonological word
word to be stressed (what), determines how far ahead we plan
pauses
-for micro and macroplanning

-often accompanied by gesticulating, batonic gestures for emphasis in hesistant phases, iconic gestures like charades in fluent phase
stages of writing (3)
1. Planning
2. Translation
3. Reviewing
Characteristics of good writers (6)
1. Manipulate knowledge vs. telling
2. Better at constructing plans
4. Generate longer sentence parts
5. Think in larger chunks
6. More likely to change meaning than grammar while revising
3. More flexible about plans
phonic mediation theory
we think about how words sound before we write them

NOT TRUE
dysgraphiae (3)
1. Phonological - can spell words but not generate spelling from sound
2. Surface - could spell nonwords, but would regularize irregular words
3. Deep - semantic paralexias
Speech acts: 3 forces
locationary force: literal meaning
illocutionary force: the purpose of making the utterance
perlocutionary force: effect the utterance has on actions and beliefs of listener
Speech acts: 5 + 2 categories
Repreentatives - conveying facts
Directives - get listener to do something
Commissives - committing to future action
Expressives - reveal psych. state
Declaratives - bringing about a new state of affairs

Assertions
Reactions
Searle indirect speech acts + processing
90% of speech acts are indirect in English
Two stage process: first literal, then try to interpret indirect meaning
Pickering/Garrod interactive alignment model (+4 ways)
two people in a conversation have their representations of a concept aligned through 4 ways: priming, inference, the use of routine expressions, repair of language output

-priming is the most important
characteristics of language-processing system(4)
1. Divided into modules, informationally encapsulated
2. processes w/i a module are modulatory and automatic
3. Generally operate unconsciously
4. Quick and accurate
lexicon talk
-different lexicons for speaking/listening/reading/writing?
-empirical evidence points to different mechanisms for spoken vs. visual and input and output store each
importance of phonological loop
-needed for learning vocabulary
-STM and vocabulary size correlated
-conflicting evidence about PL purpose in parsing, retard studies imply it may help with higher level checking