Speech Perception 8.2 PDF

Speech Perception 8.2: Review on entire lecture in 9.1-10 minutes in Formation of sound category in our mind: - - - - - - - - - Formation of categories driven by language-specific phonology: - - Fixation patterns both Japanese and English speakers: - Categorical...

Speech Perception 8.2: Review on entire lecture in 9.1-10 minutes in Formation of sound category in our mind: - - - - - - - - - Formation of categories driven by language-specific phonology: - - Fixation patterns both Japanese and English speakers: - Categorical perception: - - - - Typical way of designing a categorical perception experiment - - - - - - - - - Are listeners able to perceive the subtle differences within the category at all? YES - - Conditions: 1. 2. - - Silent-center syllables - -  Forming a prototype of speech sounds: Speech normalization across tokens (exemplars) produced by different speakers to create a prototype. - Audio-visual Integration: - - **McGurk Effect**: Mouth movements: link between speech production and perception- the motor theory of speech perception - - Lip movements of \[ga\] (velar) is similar to that of \[da\] \[Ba\] is a voiced bilabial (lips closed) Sound of \[ba\] and movements of \[ga\]\--\> illusory \[da\] **McGurk** effect\^\^\^\^\^\^\^\^\^\^\^\^\^\^\^\^\^\^\^\^\^\^\^ mismatch auditory and visual cues and evidence for motor theory because **gestures are perceived as well as sound** **Motor theory** of speech perception: evidence from fMRI - - - - - - - - Written Form (orthography): another audio-visual integration example - - - - - - - - **Orthographic** effect on speech perception- how our knowledge about spelling can affect our speech perception - - - - - - - - 2 conditions - - - - - Another implication Phoneme Awareness: aware of phonemes, you know that bet is comprised of 3 different phonemes → closely tied to literacy training - - - - From perception to word recognition: going from low-level processing (sensory input) to retrieval of meanings (lexical access) - - - - - Low-level processing: can use non-words, single syllable, one sound - Possible paradigms for low-level processing: These are all **pre lexical**!! - - - - Word recognition paradigms: - - - - Factors that influence judgment or accuracy of word recognition: - - - Gating task (spoken word recognition): - - - - Results of Gating Task: - - - - - - - - Implications: - - - Cohort model of spoken word recognition: a collection of possible words to be activated/selected - - From spoken to visual word recognition - - - Visual Word Recognition: - - - - - - - - - **Processing routes in visual word recognition:** 1. a. 2. b. 3. **Processing routes are language specific!**!!!!!!!! - - - - - - - - - - - 9.2 Cross-Language Visual Word Recognition: Effect of orthographic depth in **cross-language visual word recognition** (6 possible scenarios!!): **Shallow (1-1) VS Deep Orthography (1-many)** - - - - - - - - Across Writing Systems (Interference-Complex): - - - - Spellings VS Pronounciation: - - Experimental paradigm used in visual word recognition research: - **Masked priming**: Put prime masked by \#\#\#\# or sandwich the prime **50ms**- short enough that most people are not aware of the existence of prime=**subconscious processing of the prime!** - - Form (orthographic, very similar to target but not the same- ROSS) prime→Homophone (Phonological, pronunciation of prime is similar-ROWS) prime→Baseline (for making comparison, baseline-ROSE) - - - - How does masked priming tell us about the time course of visual recognition? - - - - - Testing form vs sound activation: **NATIVE ENGLISH SPEAKERS:** - - - - - - **Chinese character recognitio**n: - - - - - - - - - - **Semantic Categorization:** See a name of category and then a word, decide if the word belongs to category or not quickly - - - - - - - Huge difference in false positive rates !! (14-15%) **Alphabetic readers rely more on phonology in lexical access (meaning of words)** The role of phonology in visual word recognition: - - - - - -  Model of visual word recognition: Review in 10.1 at 32 minutes Models of bilingual visual word recognition (BIA): - - - - - - - - Visual word recognition and working memory model: - - - - Homework 3 gone over in 10.1 Due 11/9, Discussion 2 on Tuesday, Option quiz Nov.12th 10.1 **Localizing visual word recognition in the brain:** Condition 1: Words: Present words to participant and find activation in left fusiform gyrus (important region for word and visual recognition)- can argue that anything that looks like a word can activate this region - Condition 2: Word-like: scrambled words to subjects (Not really words, stimuli uses same amount of visual input as cond.1): some activation in left fusiform gyrus - - Condition 3: Regular Objects: arrange lines to create objects: some activation in left fusiform gyrus Condition 4: scrambled objects is needed (same amount of visual input): tiny bit of activation in left fusiform gyrus - - - - Visual Word Form Area: left fusiform gyrus - - - - - - - - - **Dyslexia: deficit in reading and VWR** - - - - - - - - - - Moving from words to sentences: - - Syntax and Sentence Processing: - - - - - - - - - - - - - - - - Major questions in syntactic processing: Competence (abstract) rule: - - Cognitive Level (production) - - Comprehension wise: - - How to study sentence processing: Syntax processing experiment word by word: Self-paced moving window paradigm: The horse raced past the barn fell (measure how long reading each word, press when you are ready for next word, spend more time on words with ambiguous meanings) - - Rapid serial visual presentation (RSVP): Used in EEG - Sentence reading task: behavioral response Grammatically judgment task: intuition Structural priming: reading/comprehension of one sentence influence by another sentence similar or dissimilar in structure (unrelated to meanings) - Open-class (can be invented) - Closed-class (cannot be invented) - Eat an apple= Verb Phrase (V)+(NP) Ordering of phrases governed by rules that are language specific NP (NOUN PHRASE)\--\> (det) (adj) N (PP) must have a NOUN 10/31 Syntactic trees: How to draw them: - - - - - The picture of the boy with the sword under the table in the room next to the kitchen Visualize recursion with syntactic trees: - - - The extremely bright student: NP→ Det= the, A=extremely bright, N=Student The girl with the big fluffy dog: NP→ Det= the, N=girl, PP= P=with, NP= D= Det, A=Big, Fluffy, N=Dog A very very very big pizza on the table: NP: A=det, adj= very, very, very, PP= a=big, noun=pizza, NP: P=On, D=the, N=table Verb phrase: Do all verbs require an object? Of course not - - - Possible verb phrase structures (Do not memorize, but need to understand):  Step 1: "The man read a book"= NP (the man, Det, N) + VP (read a book) The man [with the yellow hat→ underlined=PP] Breakdown VP into smaller elements Solving syntactic/structural ambiguity (having more than one interpretation) - -  Depends on where the prepositional phrase is attached! - - - - Syntactic tree practice (phrasal level) "The girl with the big fluffy dog" NP D N PP P NP D Adj N Possible verb phrase structure: Be able to break down and actual phrase/sentence into smaller elements and select the matched rule/tree NP= nonphrase (can be broken into smaller constituents, Determinare, Noun, Propositional phrase) and VP= verb phrase Solving syntactic/structural ambiguity Ambiguous sentence 11/7/24 How do we test whether subjects have solved ambiguity in a sentence like "Put the apple on the towel in the box"? - Expectation-Based approach is not based on formal syntactic analyses: - - Expectation-Based Comprehension: - - - - fMRI study of preferred and nonpreferred sentence structures: - - - - - - - - - - - - - - Summary of sentence processing: - - - Parsing of Syntax: - - - - -