Lecture 1 Cognition & Emotion

What kind of models suggest that reading aloud involves a network of interconnected processing units? 2. What is another name for Parallel-Distributed-Processing models? 3. According to PDP models, how is information represented? 4. What is a key feature of PDP models regarding learning? 5....

What kind of models suggest that reading aloud involves a network of interconnected processing units? 2. What is another name for Parallel-Distributed-Processing models? 3. According to PDP models, how is information represented? 4. What is a key feature of PDP models regarding learning? 5. Which of the following is a characteristic of PDP models? 6. Which aspect of PDP models aligns with our understanding of brain function? 7. According to Coltheart (2005), which model was considered superior for simulating patterns of acquired and developmental dyslexia? 8. Why are irregular words read slower than regular words, according to the DRC model? 9. How does the DRC model explain the frequency effect? 10. What did the Forster & Chambers (1973) study conclude about naming time? 11. What does the Forster & Chambers (1973) study suggest about the pronunciation of a word? 12. What does the Forster & Chambers (1973) study challenge? 13. According to the DRC model, what causes phonological dyslexia? 14. According to the triangle models, what causes phonological dyslexia? 15. According to the DRC model, what causes surface dyslexia? 16. According to triangle models, what causes surface dyslexia? 17. What is reading defined as? 18. What is a goal of the science of reading? 19. What is the idea behind computational models of reading? 20. What is developmental dyslexia? 21. What is the other procedure that accomplishes the transformation from print to speech, according to the broad theoretical consensus? 22. What does the non-lexical route use to relate segments of orthography to segments of phonology? 23. What is involved in the non-lexical route? 24. Which of the following is true of the non-lexical route? 25. What kind of words does the non-lexical route work with? 26. What does the non-lexical route rely on to derive pronunciation? 27. In the non-lexical route, are words retrieved from memory? 28. Why might the non-lexical route lead to errors? 29. What does the non-lexical route allow for with novel words? 30. What does the lexical route use to access the mental lexicon? 31. Which kind of words does the lexical route work for? 32. Why does the lexical route not work for novel or unknown words? 33. What do excitatory connections do? 34. What do inhibitory connections do? 35. What is the effect of feedback influence? 36. In which route are there no feedback influences past letter units? 37. According to the source, do the two routes race against each other when reading? 38. What can happen under time pressure when reading? 39. What is the difference between transparent and opaque languages in the context of reading? 40. Which of the following is an example of a key effect found in both DRC models and human readers? 41. Why are high-frequency words read faster than low-frequency words? 42. Why are regular words read faster and more accurately than irregular words, especially for low-frequency words? 43. Why are non-words with larger orthographic neighborhoods read faster? 44. Why are non-words that sound like words read faster? 45. Why do longer non-words take longer to read, while the number of letters has little effect on reading real words? 46. According to the summary in the source, how are irregular words read correctly? 47. According to the summary in the source, how are nonwords read? 1. What kind of models suggest that reading aloud involves a network of interconnected processing units?\ A) Dual-Route models\ B) **Parallel-Distributed-Processing (PDP) models**\ C) Lexical models\ D) Non-lexical models\ Correct Answer: Parallel-Distributed-Processing (PDP) models 2. What is another name for Parallel-Distributed-Processing models?\ A) Dual-route models\ B) **Connectionist models**\ C) Lexical models\ D) Non-lexical models\ Correct Answer: Connectionist models 3. According to PDP models, how is information represented?\ A) In explicit rules\ B) In lookup tables\ C) **By patterns of activation across many interconnected processing units**\ D) In a single, localized representation\ Correct Answer: By patterns of activation across many interconnected processing units 4. What is a key feature of PDP models regarding learning?\ A) They use explicit rules.\ B) They rely on lookup tables.\ C) **They learn through experience and repeated exposure.**\ D) They do not learn.\ Correct Answer: They learn through experience and repeated exposure 5. Which of the following is a characteristic of PDP models?\ A) Localized representation\ B) **Distributed representation**\ C) Explicit rules\ D) Lookup tables\ Correct Answer: Distributed representation 6. Which aspect of PDP models aligns with our understanding of brain function?\ A) Localized processing\ B) **Distributed processing**\ C) Use of explicit rules\ D) Reliance on lookup tables\ Correct Answer: Distributed processing 7. According to Coltheart (2005), which model was considered superior for simulating patterns of acquired and developmental dyslexia?\ A) PDP model\ B) **DRC model**\ C) Triangle model\ D) Connectionist model\ Correct Answer: DRC model 8. Why are irregular words read slower than regular words, according to the DRC model?\ A) Because of the absence of grapheme-phoneme rules\ B) **Because of conflict at the phoneme level between the two routes**\ C) Because they are low-frequency words\ D) Because of the lack of visual input\ Correct Answer: Because of conflict at the phoneme level between the two routes 9. How does the DRC model explain the frequency effect?\ A) Low-frequency words are accessed faster in the mental lexicon.\ B) **High-frequency words are accessed faster in the mental lexicon**\ C) All words are accessed at the same speed in the mental lexicon.\ D) Word frequency does not affect access time in the mental lexicon.\ Correct Answer: High-frequency words are accessed faster in the mental lexicon 10. What did the Forster & Chambers (1973) study conclude about naming time?\ A) It is unrelated to lexical decision time.\ B) **It is closely related to lexical decision time.**\ C) It is slower than lexical decision time.\ D) It is faster than lexical decision time.\ Correct Answer: It is closely related to lexical decision time 11. What does the Forster & Chambers (1973) study suggest about the pronunciation of a word?\ A) It is always determined by grapheme-phoneme rules\ B) **It can be determined more rapidly by a dictionary look-up**\ C) It always requires prior naming.\ D) It cannot be determined by lexical search\ Correct Answer: It can be determined more rapidly by a dictionary look-up 12. What does the Forster & Chambers (1973) study challenge?\ A) Lexical search\ B) **The phonemic recoding hypothesis**\ C) The dictionary look-up\ D) The grapheme-phoneme rules\ Correct Answer: The phonemic recoding hypothesis 13. According to the DRC model, what causes phonological dyslexia?\ A) Damage in the lexical route\ B) **Damage in the non-lexical route**\ C) Over-specialization of orthography-to-phonology connections\ D) Damage to the mental lexicon\ Correct Answer: Damage in the non-lexical route 14. According to the triangle models, what causes phonological dyslexia?\ A) Damage in the lexical route\ B) Damage in the non-lexical route\ C) **Damage to orthography-to-phonology connections**\ D) Damage to the mental lexicon\ Correct Answer: Damage to orthography-to-phonology connections 15. According to the DRC model, what causes surface dyslexia?\ A) Damage in the non-lexical route\ B) **Damage in the lexical route**\ C) Over-specialization of orthography-to-phonology connections\ D) Damage to the mental lexicon\ Correct Answer: Damage in the lexical route 16. According to triangle models, what causes surface dyslexia?\ A) Damage in the non-lexical route\ B) Damage in the lexical route\ C) **Orthography-to-phonology connections becoming overly specialized for pronouncing consistent words**\ D) Damage to the mental lexicon\ Correct Answer: Orthography-to-phonology connections becoming overly specialized for pronouncing consistent words 17. What is reading defined as?\ A) Transforming meaning to print\ B) **Transforming print to speech and/or print to meaning**\ C) Remembering words\ D) Transforming speech to print\ Correct Answer: Transforming print to speech and/or print to meaning 18. What is a goal of the science of reading?\ A) To find the easiest way to teach reading\ B) **To uncover the components of the information-processing system of reading**\ C) To develop new reading strategies\ D) To speed up the reading process\ Correct Answer: To uncover the components of the information-processing system of reading 19. What is the idea behind computational models of reading?\ A) To use computers to teach reading\ B) **To simulate how humans read single words through computer programs**\ C) To replace human readers with computers\ D) To study reading using only computer simulations\ Correct Answer: To simulate how humans read single words through computer programs 20. What is acquired dyslexia (alexia)?\ A) A lasting impairment in the acquisition of reading ability\ B) **The partial or complete loss of the ability to read subsequent to a brain lesion**\ C) A developmental difficulty in reading\ D) A reading difficulty that is present at birth\ Correct Answer: The partial or complete loss of the ability to read subsequent to a brain lesion