psy 369: psycholinguistics cognitive psychology. what is “psycholinguistics”? mental processes -...
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PSY 369: Psycholinguistics
Cognitive Psychology
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What is “psycholinguistics”?
Mental Processes- Short Term Memory- Long Term Memory- Encoding- Retrieval- Mental
Representations
Linguistic Theory- Phonology- Morphology- Syntax- Semantics- Rules
Psycho LinguisticsThe study of language from a psychological perspective.
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Cognitive Psychology It is the body of psychological experimentation that deals
with issues of human memory, language use, problem solving, decision making, and reasoning.
“Cognitive Psychology refers to all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used.” Ulric Neisser (1967)
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Mind as computer analogy
Symbol manipulators
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Mind as computer analogy Limitations of the analogy
Minds (Brains??) slow parallel analog trillions of
connections
Computers fast serial (mostly) digital few connections
(relatively)
Other analogies out there: Mind as a brain (Connectionism) Mind as a body (Embodied Cognition)
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The ‘standard model’
Information ‘flows’ from one memory buffer to the next
The Multistore Model
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The sensory store
George Sperling (1960)
Full Report: I'm going to show you a bunch of letters, then I'll cue you to recall as many of letters as you can.
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RECALL
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Partial ReportI'm going to show you a bunch of letters, then I'll cue you (with a blue arrow) as to which row of letters I'd like you to recall. Immediately following the cue, write down as many letters as you can from that row.
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RECALL
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The sensory store
Typically the result of this experiment is: Full report: can report about 4.5 letters on
average Partial report: can typically report 4 letters
(that's100%) The partial report results suggest that all of the
information is there, the 4.5 average seen in the full report condition reflects the extremely rapid decay of the Sensory Store.
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The sensory store
Further support of this comes from a delay manipulation.
In this case you manipulate how much time passes between the stimuli and the recall cue.
If you delay by about 1/4 to 1/2 a second, the average reported drops to about 4.5, the same rate as in the Full report task.
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The sensory store Properties
sensory specific - one for vision, one for audition, etc.
high capacity extremely fast decay
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The ‘standard model’
The Multistore Model
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Short term memory I’ll read a list of words and ask you to recall them
Okay, now recall as many of the items as you can
Here is the list: CAT, SHACK, BOAT, CAR, PICTURE, ELEPHANT, MAP,
SWING, TACK, BEAR, BOX, DOOR, CHURCH, TREE, DOG, DENTIST, TRAIN, SNOW, SMOKE, RADIO
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Short term memory
The typical results items at the beginning of a list
is remembered well (primacy) items at the end of the list are
remembered well (recency)
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Short term memory Typical account:
Recency items recalled from STM Primacy items recalled from LTM
A variant of the task: Count backwards by threes before recall
Here is the list: MOUSE, BARN, SHIP, TRUCK, PHOTOGRAPH, GIRAFFE, SIGN,
SLIDE, PIN, DEER, BOTTLE, WINDOW, GARAGE, BUSH, FISH, DOCTOR, AIRPLANE, RAIN, FIRE, TELEVISION
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Short term memory
The typical result is that the longer you have to count backwards, the worse your memory for the letters.
The theory is that the counting backwards prevents the rehearsal of information in STM, so it decays away.
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Short term memory Increasing your STM span
Chunking Grouping information together into larger units
Dog cat mouse shoe sock toe couch pillow blanket Down flowers the by with chased yellow several girls a river
boy. A boy chased several girls with yellow flowers down by the
river. Notice that the previous two are the same words, but the syntax
allows for grouping into meaningful ‘chunks’
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Short Term Memory Properties
rapid access (about 35 milliseconds per item) limited capacity (7+/- 2 chunks; George Miller, 1956) fast decay, about 12 seconds (longer if rehearsed or
elaborated)
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Working Memory Working memory instead of STM
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Working Memory Working memory instead of STM
Phonological rehearsal mechanism Phonological store Very limited capacity
Rehearsal maintains information
in the store
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Working Memory Working memory instead of STM
Store and manipulate visual and spatial
information Directly from perception Indirectly from imagery
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Working Memory Working memory instead of STM
Allocate attentional resources to the
subcomponents Directs elaboration/manipulation of
information
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The ‘standard model’
The Multistore Model
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Long term memory Properties
Capacity: Unlimited? Duration: Decay/interference, retrieval difficulty Organization
Multiple subsystems for type of memory Associative networks (more on these next week)
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Long term memory: Capacity
How much can we remember? Lots, no known limits to how much memory storage we
have.
More important issue concerns questions about encoding and retrieval
Encoding - getting memories into LTM what gets in? Retrieval - getting memories out of LTM what gets out? exact
memories or reconstructed memories?
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Long term memory: Duration
How long do our memories last?
Ebbinghaus (1885/1913) He memorized non-sense
syllables. Memorize them until perfect
performance, Test to relearn the lists
perfectly. This was called the
"savings."
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Long term memory: Duration
Bahrick (1984) He has done a number of
studies asking people about memories for things (e.g., Spanish, faces of classmates, etc.) that they learned over 50 years past. He has found evidence that at least some memories stick around a really long time.
How long do our memories last?
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Long term memory: Organization
This theory suggests that there are different memory components, each storing different kinds of information.
Declarative episodic - memories about
events semantic - knowledge of facts
Procedural - memories about how to do things (e.g., the thing that makes you improve at riding a bike with practice.
The Multiple Memory Stores Theory
Declarative
Procedural
episodic semantic
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Long term memory
How is semantic memory structured? Networks (more next week)
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Attention Major tool of the central executive
Limited capacity resource
Filtering capabilities
Integration function
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Automaticity Controlled processes
Require resources Under some volitional direction Slow, effortful
Automatic processes Require little attention Obligatory Fast
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Stages of skill acquisition Stages of skill acquisition
Cognitive stage Establish declarative encoding of an action
Associative stage Strengthen the connections between elements of the skill
Autonomous stage
Skills can be performed without interference form other activities
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Bottom-up & Top-down Terms come from computer science
Bottom up (data driven) relies upon evidence that is physically present, building larger units based on smaller ones
Top down (knowledge driven), using higher-level information to support lower-level processes
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Bottom-up & Top-down
Selfridge’s Pandemonium system, 1959
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Bottom-up & Top-down
C T
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Bottom-up & Top-down
T E
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Bottom-up & Top-down
T EC T
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Bottom-up & Top-down
FROG
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Bottom-up & Top-down
FROG
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Bottom-up & Top-down
Half the class close your eyes
Title: Doing laundry
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Bottom-up & Top-down
Read story
Rate how comprehensible the story is 1 - 2 - 3 - 4 - 5
hard to easy to understand understand
Half the class close your eyes
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Summing up Psycholinguistic view
Language and cognition are inextricably linked Notice that almost all of the experiment demonstrations
involved language elements as stimuli