Very helpful PPT: Models of word recognition
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PSY 369: Psycholinguistics
Language ComprehensionWord recognition & speech recognition
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Lexical access How do we retrieve the linguistic
information from Long-term memory? How is the information organized/stored? What factors are involved in retrieving
information from the lexicon? Models of lexical access
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Lexical access How do we retrieve the linguistic
information from Long-term memory? How is the information organized/stored? What factors are involved in retrieving
information from the lexicon? Models of lexical access
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Models of lexical access Serial comparison models
Search model (Forster, 1976, 1979, 1987, 1989) Parallel comparison models
Logogen model (Morton, 1969) Cohort model (Marslen-Wilson, 1987, 1990)
Connectionist models Interactive Activation Model (McClelland and Rumelhart,
1981)
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Search model (e.g., Forster, 1976)
Access of the lexicon is considered autonomous, independent of other systems involved in processing language
A complete perceptual representation of the perceived stimulus is constructed
The representation is compared with representations in access files Three access files:
Orthographic Phonological Syntactic/semantic (for language production)
Access files are organized in a series of bins (first syllable or letters)
Position within the bins is organized by lexical frequency Access files have “pointers” to meaning information in semantic
memory
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Ent
ries
in o
rder
of
Dec
reas
ing
freq
uenc
yVisual input
cat
Auditory input
/kat/
Access codes
Pointers
mat cat mouseMental lexicon
Search model (e.g., Forster, 1976)
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Search model (e.g., Forster, 1976)
Frequency effects Bin organization
Repetition priming effects Temporary reordering of bins in
response to recent encounter
Semantic priming effects Accounted for by cross
referencing in the lexicon Context effects
Search is considered to be autonomous, un affected by context (so context effects are “post-access”)
Search model (Forster, 1976, 1979, 1987, 1989)
Ent
ries
in o
rder
of
Dec
reas
ing
freq
uenc
y
Visual input
cat
Auditory input
/kat/
Access codes
Pointers
mat cat mouseMental lexicon
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Logogen model (Morton 1969)
Logogens specify word’s attributes e.g., semantic, orthographic, phonological
Activated in two ways By sensory input By contextual information
Access (recognition) when reach threshold Different thresholds depending on different factors
e.g., frequency Access makes information associated with word
available
cat dog cap
The lexical entry for each word comes with a logogen
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Logogen model (Morton 1969)Auditory stimuli
Visual stimuli
Auditory analysis
Visual analysis
Logogen system
Outputbuffer
Context system
Responses
Available Responses
Semantic Attributes
cat dog cap
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Think of a logogen as being like a ‘strength-o-meter’ at a fairground
When the bell rings, the logogen has ‘fired’
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‘cat’[kæt]
• What makes the logogen fire?
– seeing/hearing the word
• What happens once the logogen has fired?
– access to lexical entry!
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– High frequency words have a lower threshold for firing
– e.g., cat vs. cot
‘cat’[kæt]
• So how does this help us to explain the frequency effect?
‘cot’[kot]
Low freq takes longer
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• Spreading activation from doctor lowers the threshold for nurse to fire
– So nurse take less time to fire
‘nurse’[nə:s]
‘doctor’[doktə]
nurse
doctor
Spreading activation network
doctor nurse
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Interactive Activation Model (IAM)
McClelland and Rumelhart, (1981)
Proposed to account for Word Superiority effect
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+
Until the participant hits some start key
The Word-Superiority Effect (Reicher, 1969)
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COURSE
Presented briefly … say 25 ms
The Word-Superiority Effect (Reicher, 1969)
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U &&&&&
A
Mask presented with alternatives above and belowthe target letter … participants must pick one as theletter they believe was presented in that position.
The Word-Superiority Effect (Reicher, 1969)
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The Word-Superiority Effect (Reicher, 1969)
+
E E
& T
+
PLANE E
&&&&& T
+
KLANE E
&&&&& T
Letter only Say 60%
Letter in Nonword Say 65%
Letter in Word Say 80%
Why is identification better when a letter is presented in a word?
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Interactive Activation Model (IAM)
McClelland and Rumelhart, (1981)
Nodes: • (visual) feature• (positional) letter• word detectors
• Inhibitory and excitatory connections between them.
Previous models posed a bottom-up flow of information (from features to letters to words).
IAM also poses a top-down flow of information
Also goes by the name: Interactive Activation and Competition Model (IAC)
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Inhibitory connections within levels
If the first letter of a word is “a”, it isn’t “b” or “c” or …
Inhibitory and excitatory connections between levels (bottom-up and top-down)
If the first letter is “a” the word could be “apple” or “ant” or …., but not “book” or “church” or……
If there is growing evidence that the word is “apple” that evidence confirms that the first letter is “a”, and not “b”…..
Interactive Activation Model (IAM)
McClelland and Rumelhart, (1981)
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IAM & the word superiority effect
The model processes at the word and letter levels
simultaneously Letters in words benefit from
bottom-up and top-down activation
But letters alone receive only bottom-up activation.
McClelland and Rumelhart, (1981)
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Cohort model (Marslen-Wilson & Welch, 1978)
Specifically for auditory word recognition(covered in chapter 9 of textbook)
Speakers can recognize a word very rapidly Usually within 200-250 msec
Recognition point (uniqueness point) Point at which a word is unambiguously different from
other words and can be recognized (strong emphasis on word onsets)
Three stages of word recognition1) activate a set of possible candidates2) narrow the search to one candidate3) integrate single candidate into semantic and
syntactic context
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Cohort model Prior context: “I took the car for a …”
/s/ /sp/ /spi/ /spin/
…soapspinachpsychologistspinspitsunspank…
spinachspinspitspank…
spinachspinspit…
spin
time
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Comparing the models Each model can account for major findings (e.g.,
frequency, semantic priming, context), but they do so in different ways.
Search model is serial, bottom-up, and autonomous Logogen is parallel and interactive (information flows up and
down) AIM is both bottom-up and top-down, uses facilitation and
inhibition Cohort is bottom-up but parallel initially, but then interactive
at a later stage
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Different signals
Visual word recognition
Speech Perception
Some parallel input Orthography
Letters Clear delineation Difficult to learn
Serial input Phonetics/Phonology
Acoustic features Usually no delineation “Easy” to learn
Where are you going
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Different signals
Visual word recognition
Speech Perception
Some parallel input Orthography
Letters Clear delineation Difficult to learn
Serial input Phonetics/Phonology
Acoustic features Usually no delineation “Easy” to learn
Where are you going
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Speech perception
Articulatory phonetics Production based
Place and manner of articulation
Acoustic phonetics Based on the acoustic signal
Formants, transitions, co-articulation, etc.
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Acoustic cues are extracted and stored in sensory memory and then mapped onto linguistic information
Air is pushed into the larynx across the vocal cords and into the mouth nose, different types of sounds are produced.
The different qualities of the sounds are represented in formants The formants and other features are mapped onto phonemes
Speech production to perception
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Acoustic features
Spectrogram Time on the x-axis Frequency (pressure
under which the air is pushed) on the y-axis
Amplitude is represented by the darkness of the lines
time
Frequency
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Acoustic features Acoustic features
Formants - bands of resonant frequencies Formant transitions - up or down movement of formants Steady states - flat formant patterns
Bursts - sudden release of air Voice onset time (VOT) - when the voicing begins
relative to the onset of the phoneme
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Formants in a wide-band spectrogram
<-- Formant transitions -->
<-- F1
<-- F 2<-- F 3
Formants - bands of resonant frequencies Formant transitions - up or down movement of formants Steady states - flat formant patterns
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Formants in a wide-band spectrogram
<-- Formant transitions -->
<-- F1
<-- F 2<-- F 3
Burst -->
Bursts – sudden release of air
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Voice-Onset Time (VOT)
40 ms5 ms
bit pit
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Categorical Perception Categorical Perception is the perception of different
sensory phenomena as being qualitatively, or categorically, different.
Liberman et al (1957) Used the speech synthesizer to create a series of syllables panning
categories /b/, /d/, /g/ (followed by /a/) Was done by manipulating the F2 formant
Stimuli formed a physical continuum Result, people didn’t “hear” a continuum, instead classified them into
three categories
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Categorical Perception
1. Set up a continuum of sounds between two categories
1 ... 3 … 5 … 7
/ba/ - /da/
Liberman et al (1957)
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2. Run an identification experiment
1 ... 3 … 5 … 7
% /ba/
100
0
Sharp phoneme boundary
Categorical Perception Liberman et al (1957)
Our perception of phonemes is categorical rather than continuous.
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Hard Problems in Speech Perception
Linearity (parallel transmission): Acoustic features often spread themselves out over other sounds
Where does show start and money end?
Wave form
Demo's and info
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Hard Problems in Speech Perception
Invariance: One phoneme should have a one waveform
But, the /i/ (‘ee’) in ‘money’ and ‘me’ are different There aren’t invariant cues for phonetic segments
Although the search continues
Wave form
Demo's and info
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Hard Problems in Speech Perception
Co-articulation: the influence of the articulation (pronunciation) of one phoneme on that of another phoneme.
Essentially, producing more than one speech sound at once
Demo's and info
Wave form
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Hard Problems in Speech Perception
Trading relations Most phonetic distinctions have more than one
acoustic cue as a result of the particular articulatory gesture that gives the distinction.
slit–split – the /p/ relies on silence and rising formant, different mixtures of these can result in the same perception
Perception must establish some "trade-off" between the different cues.
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Hard Problems in Speech Perception
McGurk effect McGurk effect2
The McGurk effect: McGurk and MacDonald (1976)• Showed people a video where the audio and the
video don’t match
• Think “dubbed movie”
• visual /ga/ with auditory /ba/ often hear /da/
Implications• phoneme perception is an active process • influenced by both audio and visual information
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Motor theory of speech perception A. Liberman (and others, initially proposed in late 50’s)
Direct translation of acoustic speech into articulatorally defined categories
Holds that speech perception and motor control involved linked (or the same) neural processes
Theory held that categorical perception was a direct reflection of articulatory organization
Categories with discrete gestures (e.g., consonants) will be perceived categorically
Categories with continuous gestures (e.g., vowels) will be perceived continuously
There is a speech perception module that operates independently of general auditory perception
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Frontal slices showing differential activation elicited during lip and tongue movements (Left), syllable articulation including [p] and [t] (Center), and listening to syllables including [p] and
[t] (Right)
Pulvermüller F et al. PNAS 2006;103:7865-7870
©2006 by National Academy of Sciences
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Motor theory of speech perception Some problems for MT
Categorical perception found in non-speech sounds (e.g., music)
Categorical perception for speech sounds in non-humans Chinchillas can be trained to show categorical perception of /t/ and /d/
consonant-vowel syllables (Kuhl & Miller, 1975)
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Other theories of speech perception Direct Realist Theory (C. Fowler and others)
Similar to Motor theory, articulation representations are key, but here they are directly perceived
Perceiving speech is part of a more general perception of gestures that involves the motor system
General Auditory Approach (e.g., Diehl, Massaro) Do not invoke special mechanisms for speech
perception, instead rely on more general mechanisms of audition and perception
For nice reviews see: Diehl, Lotto, & Holt (2003) Galantucci, Fowler, Turvey (2006)
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Top-down effects on Speech Perception
Phoneme restoration effect Sentence context effects
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Phoneme restoration effect
Listen to a sentence which contained a word from which a phoneme was deleted and replaced with another noise (e.g., a cough)
The state governors met with their respective legi*latures convening in the capital city.
* /s/ deleted and replaced with a cough
Click here for a demo and additional information
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Phoneme restoration effect
Typical results:
Participants heard the word normally, despite the missing phoneme
Usually failed to identify which phoneme was missing
Interpretation
We can use top-down knowledge to “fill in” the missing information
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Phoneme restoration effect
Further experiments (Warren and Warren, 1970):
What if the missing phoneme was ambiguous
The *eel was on the axle.
Results:
Participants heard the contextually appropriate word normally, despite the missing phoneme
The *eel was on the shoe. The *eel was on the orange. The *eel was on the table.
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Phoneme restoration effect Possible loci of phoneme restoration effects
Perceptual loci of effect: Lexical or sentential context influences the way in
which the word is initially perceived. Post-perceptual loci of effect:
Lexical or sentential context influences decisions about the nature of the missing phoneme information.
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Beyond the segment
Shillcock (1990): hear a sentence, make a lexical decision to a word that pops up on computer screen (cross-modal priming)
The scientist made a new discovery last year.
Hear:
NUDIST
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Cross-modal priming
The scientist made a novel discovery last year.
Hear:
Shillcock (1990): hear a sentence, make a lexical decision to a word that pops up on computer screen (cross-modal priming)
NUDIST
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Cross-modal priming
The scientist made a novel discovery last year.
Hear:
Shillcock (1990): hear a sentence, make a lexical decision to a word that pops up on computer screen (cross-modal priming)
The scientist made a new discovery last year. faster
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Cross-modal priming
The scientist made a novel discovery last year.
Hear:
Shillcock (1990): hear a sentence, make a lexical decision to a word that pops up on computer screen (cross-modal priming)
NUDIST gets primed by segmentation error
faster
Although no conscious report of hearing “nudist”
The scientist made a new discovery last year.
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Beyond the segment Prosody and intonation
English: Speech is divided into phrases. Word stress is meaningful in English. Stressed syllables are aligned in a fairly regular rhythm,
while unstressed syllables take very little time. Every phrase has a focus. An extended flat or low-rising intonation at the end of a
phrase can indicate that a speaker intends to continue to speak.
A falling intonation sounds more final.
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Beyond the segment Prosodic factors (supra segmentals)
Stress Emphasis on syllables in sentences
Rate Speed of articulation
Intonation Use of pitch to signify different meanings across
sentences
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Beyond the segment Stress effects
On meaning “black bird” versus “blackbird”
Top-down effects on perception Better anticipation of upcoming segments when syllable
is stressed
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Beyond the segment Rate effects
How fast you speak has an impact on the speech sounds
Faster talking - shorter vowels, shorter VOT Normalization
Taking speed and speaker information into account Rate normalization Speaker normalization