Language Processing Quiz

Models of Linguistic Processing

• Linguistic processing models explain how the brain processes language.
• Models vary depending on the task and the individual.
• Models consider cognitive processing in general.
• Models vary according to the specific features of language processing.

Objectives

• Understand the linguistic processing model.
• Understand the working memory model.
• Understand top-down/bottom-up processing.
• Understand passive/active processing.
• Understand serial/parallel processing.

Introduction

• Several models explain cognitive processing in general.
• Specific language processing occurs in various ways.
• Model application varies based on the task.
• Model application varies based on the individual language user.
• Structures in the central nervous system (CNS) are fixed.
• Control processes vary among individuals.

Information Processing

• The information processing model is a framework used to describe how the cognitive system works.
• The model compares the brain's thinking process to a computer.
• The brain deals with incoming stimuli and formulates responses.
• Computer & human mind takes in info, organize, and store it to be retrieved later.

Information Processing: Attention

• Attention involves learning situation awareness.
• Selective attention prevents distractions.
• Attention components include orientation and reaction.
• Sustained attention is dependent on motivation, and high-intensity stimuli.
• The individual relates stimulus uniqueness to their reaction and response.

Information Processing: Attention (cont.)

• Reaction time is the time taken to respond to a stimulus.
• Reaction time depends on the task's ability to select relevant dimensions.
• Less mature individuals take longer for attentional allocation.
• Attentional capacity is smaller in less mature individuals.
• Automaticity in attention occurs in mature individuals.
• Automaticity is automatic processing with minimal brain resource allocation.
• Resource allocation is minimized in children's brains compared to other higher-level processes.

Information Processing: Discrimination

• This is the ability to identify varying stimuli levels.
• Identifying relevant characteristics is important.
• Identifying new information helps store and retrieve info.
• The brain decides new versus old information according to context and relevant stored info.
• The brain responds according to stimuli.

Information Processing: Discrimination (cont.)

• Working Memory (WM) is vital for language decoding.
• WM is located in Broca's and associated areas.
• WM is crucial for higher-level language and cognitive tasks.
• WM is involved in holding information during processing temporarily.
• WM supports complex academic skills and knowledge.
• WM influences language and literacy.
• WM affects acquisition, math, reasoning, and problem-solving acquisition.

Information Processing: Discrimination (cont.)

• WM capacity correlates with accurate comprehension.
• Spoken language decoding uses WM.
• Keeping and processing info after it's spoken is vital for WM.
• WM combines word scanning and syntax structure to analyze meaning.
• WM joins info to form a concept while speech continues.

Information Processing: Discrimination (cont.)

• WM structure includes the central executive and storage systems.
• Central executive (CE) coordinates info flow.
• Verbal material storage includes articulatory rehearsal and phonological STM.
• Visuospatial storage is used to retain visuospatial information.
• Phonological STM decays if not rehearsed.
• Episodic buffers integrate PSTM and visual sketchpads.
• Figure 3.8 shows a visual representation of WM.
• Central executive manages focus, resources, and processes such as task analysis, strategy selection, and revision.

Information Processing: Discrimination (cont.)

• Resource allocation challenges affect other necessary parts of a task when resources are limited.
• PSTM is crucial for word learning and comprehension.
• PSTM connects sounds to meanings.
• PSTM allows long-term storage of new words.
• The relation of PSTM and word-learning weakens after age 8.

Information Processing: Organization

• Organization in memory is vital for later retrieval of information.
• Chunking by category is a key organizational principle.
• Poor organization overloads brain storage and impedes memory.
• Memory capacity is fixed but proper organization improves memory.
• Lack of organization makes unrelated information harder to recall.

Information Processing: Organization (cont.)

• Two main organizational strategies are mediational and associative.
• Mediational strategies use symbols, images, or links to information.
• Associative strategies connect and link one symbol to another or several symbols to other symbols.

Information Processing: Memory

• Memory definition involves recalling previous info.
• Linguistic analysis precedes elaboration and association.
• Organized info moves to long-term storage from short-term memory.
• Linguistic information is encoded for storage and retrieval.
• Uncertainty exists regarding individual language systems.

Information Processing: Memory (cont.)

• Memory is vital in language learning and understanding.
• Working memory (WM) involves active cognitive processing.
• Short-term memory (STM) temporarily stores information (examples given).
• Long-term memory (LTM) stores information potentially without limits.

Information Processing: Memory (cont.)

• Short-term memory (STM) has limited capacity (fewer than 10 items).
• Incoming information in STM is either discarded or rehearsed.
• Retention in LTM depends on rehearsal, repetition, and organization.
• Deep processing (semantic interpretation, elaboration, prior experience connection) leads to better memory.

Information Processing: Memory (cont.)

• Word Storage in LTM depends on meaning, word class etc.
• Information in LTM is subconscious.
• LTM allows access to previously acquired info.
• LTM is crucial for acquiring new and previous information.
• Sensory impressions are nonlinguistic.
• Abstract linguistic representations result from the sensory experience.

Other Processing Models

• Other models include Top-down/Bottom-up processing, Passive/Active Processing, and Serial/Parallel Processing.

Top-Down/Bottom-Up Processing

• Distinction between top and bottom levels of cognitive processing.
• Bottom level is shallow analysis of perceptual data.
• Top level includes data extraction and synthesis.
• Top-down processing is driven by expectations and knowledge.
• Context knowledge enables prediction of info form and content.
• Bottom-up processing comes from data-driven processing and moves from sound and syllable discrimination to recognition and comprehension.
• Bottom-up processing may be partially analyzed data integrated with predictions from higher levels.
• Simultaneous use of Top-down and Bottom-up processes are common.

Passive/Active Processing

• Passive processing analyzes data in fragments, similar to bottom-up.
• Active processing utilizes a comparator strategy, matching input with stored patterns.
• Active processing leverages world knowledge as a basis.
• Generating patterns or models, aiding comprehension, anticipation, predictions, or planning is part of active processing.
• Simultaneous passive and active processing is common practice.

Serial/Parallel Processing

• Processing systems can handle more than one task at a time (parallel); or one task at a time (serial)
• Processing may be sequential or simultaneous, autonomously.
• Serial processing occurs in separate parts of the brain.
• Information is received at one level, analyzed, and passed onto another.
• Parallel processing accesses multiple analysis levels simultaneously.
• Comprehension depends on the most efficient processing method.