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54 Cards in this Set
- Front
- Back
discourse
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linguistic units composed of several sentences
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Grensbacher 4 sources of coherence
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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 |
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recall of sentences
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-people quickly lose recall for syntax and word choice but not meaning
-Start purging memory of details after sentence boundaries (Jarvella) |
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importance of information
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-important info remembered better
-when time is restricted by section, important parts are still remembered better |
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types of inferences (3)
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1. Logical inferences
2. Bridging inferences: relate new info to previous info 3. Elaborative inferences: extend what you see into the world |
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minimalist hypothesis (inferences)
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-automatically make bridging inferences, but keep elaborative inferences to a minimum.
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Garrad and Terras two stage model of discourse roles
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1. Bonding: stage items suggested by contet are activated and bound w/ verb
2. Resolution: link between filler and verb tested against discourse context |
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co-reference
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two or more noun phrases w/ the same reference
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antecedent
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linguistic expression that must be taken into account in order to determine the referent of an anaphor
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anaphor
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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.
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restricted vs. unrestricted search hypothesis
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restricted - search for referent entitites by common ground
unrestricted - no restrictions in referent entities evidence favors unrestricted |
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given new contract
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contract between writer and reader, or participants in convo to present new information so it can be easily assimilated
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centering theory
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each utterance in discourse has a backward-looking center (usually a pronoun) linking to previous utterance, and forward-looking centers for potential future utterances
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fan effect
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more stuff associated w/ a concept, slower retrieval of any of them
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schema process of comprehension (4 steps)
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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 |
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MOPS and TOPS
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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 |
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mental models
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-extreme constructionist view, focus on relevant information and construct in certain ways
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characteristics of mental models (4)
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-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. |
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Construction-integration model
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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 |
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Reading skills(2)
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reading span - how many sentences can be remembered
suppression - ability to ignore irrelevant material |
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PQ4R method
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used to increase comprehension
Preview, Questions, Read, Reflect, Recite, Review |
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Reading skills(2)
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reading span - how many sentences can be remembered
suppression - ability to ignore irrelevant material |
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receptive aphasia
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difficulty in understanding the meaning of words
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speech production steps (3)
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1. Conceptualization (macro and microplanning)
2. Formulation (lexicalization and syntactic planning) 3. Encoding |
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Garret's model of speech production (2 stages)
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1. functional level: semantic content and roles assigned
2. Positional level: words are ordered errors occur on one level |
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Evidence for Garret's model (3)
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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 |
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Evaluation of Garret's model(4)
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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 |
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lexical boost effect
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syntactic priming seen by just giving the verb > verb has special role in syntax production
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syntactic persistence
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priming can continue for up to 10 sentences
short term effect, not long term learning |
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functions of syntactic priming (2)
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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 |
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attraction errors
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type of number error dealing w/ conjugation
'Membership in these unions were voluntary' Happens when noun being referred to is far from verb |
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constraint-satisfaction idea
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several sources of information interact to determine output
conflicting creates slower processing, more errors |
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grammatical encoding process (3)
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1. Assigning grammatical functions - roles
2. Building syntactical hierarchical constituent structures to reflect these 3. Arranging constituents in linear order |
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marking and morphing
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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) |
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pronoun errors
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verbs have a clear grammatical number
pronouns controlled by 'notional number', initial perspective on what's involved |
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incremental planning math study
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-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 |
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producing irregular forms
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-from aphasic patients
-evidence there is a dual-process going on, regular through phonological and irregular through semantics (rote memorized) |
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phonological encoding
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-ensures words come out in right order w/ the appropriate prosody
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scan copier mechanism
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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 |
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competitive queuing
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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. |
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recurrent network
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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 |
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phonological word
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word to be stressed (what), determines how far ahead we plan
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pauses
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-for micro and macroplanning
-often accompanied by gesticulating, batonic gestures for emphasis in hesistant phases, iconic gestures like charades in fluent phase |
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stages of writing (3)
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1. Planning
2. Translation 3. Reviewing |
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Characteristics of good writers (6)
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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 |
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phonic mediation theory
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we think about how words sound before we write them
NOT TRUE |
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dysgraphiae (3)
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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 |
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Speech acts: 3 forces
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locationary force: literal meaning
illocutionary force: the purpose of making the utterance perlocutionary force: effect the utterance has on actions and beliefs of listener |
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Speech acts: 5 + 2 categories
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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 |
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Searle indirect speech acts + processing
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90% of speech acts are indirect in English
Two stage process: first literal, then try to interpret indirect meaning |
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Pickering/Garrod interactive alignment model (+4 ways)
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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 |
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characteristics of language-processing system(4)
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1. Divided into modules, informationally encapsulated
2. processes w/i a module are modulatory and automatic 3. Generally operate unconsciously 4. Quick and accurate |
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lexicon talk
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-different lexicons for speaking/listening/reading/writing?
-empirical evidence points to different mechanisms for spoken vs. visual and input and output store each |
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importance of phonological loop
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-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 |