exam 2
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| Neuropsychological approach | theoretical model that IDs which components of a process(e.g.reading) are intact and which are impaired
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| Information-processing model | "box and arrow" representations of cognitivew processes and interactions b/t these processes
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| the boxes and arrows are... | box=representations/information storesarrows=activation or connectivity
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| computational model | computer simulation of cognitive representations and processes that underlie
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| models are based upon | empirical evidence from single case studies of brain-damaged people
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| Cognitive Information processing model features | functional modularity and anatomical modularity
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| functional modularity | components operate relatively independently of other components
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| anatomical modularity | some of the components are localized in different parts of the brainfunctional mod does not equal anatomical mod
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| disadvantages of Cognitive processing models | no info how processing or connectivity happens, and models can't explain (very well) syndromes with complex symptoms (deep dyslexia)
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| Auditory Processing | the understanding of spoken wordsheard word--AAS--AIL--semantic system
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| auditory analysis | AAS ID of phonemes in sound wave
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| Auditory input lexicon | AIL stores of familiar spoken words
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| Semantic system | activation of meaning/representation of the heard word
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| Repetition of words | SOL--PL--speech/articulation
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| Speech ouput lexicon | SOL stores of known words
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| Phoneme level | PL store of individual speech sounds
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| Auditory Agnosias | problems recognizing auditory stimuli while the hearing is intact
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| Pure word deafness Characteristics | 1.inability to comprehend speech sounds 2.good comprehension of nonverbal sounds 3.mild verbal expressive word retrieval problems
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| Repetition routes for real words (2) | 1.lexical non-semantic= AAS--AIL--SOL--PL2.lexical semantic=AAS--AIL--SS--SOL--PL
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| repetition route for non-words | non-lexical/non-semantic=AAS--PL
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| Lemma level = | semantic level
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| spoonerisms/malapropisms | error is a real word, error and target are unrelated, and error and target are closely realted in pronunciation
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| Freudian slips | slips of the tongue that reflect repressed thoughts. Semantic in nature
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| Tip of the tongue TOT | a feeling of knowing the word, some knowledge of the souns structure is preserved, and phonemic cueing can help with word retreival
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| semantic naming errors | a word substitution that is related to target word
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| phonemic paraphasias | non-word substitution /bkt/--basket
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| fromal paraphasia | real word substitution biscuit--basket
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| semantic system (conceptual system) | database containing the meaning of words and symbols. countless facts about the word.
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| unimodal store hypothesis | one central store of meaning that can be accessed from different modalities (vision, taste, smell, sound, touch)
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| imagability effect | the degree to which an item is imageable
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| concreteness effect | the degree to which an item in concrete/abstract
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| familiarity effect | affects semantic organization, that highly familiar words are easier to recal than less familiar
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| regular words | words that have common letter patterns and can be easily sounded out
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| irregular words | words that can'y be accurately decoded because they don't conform 1:1 grapheme:phoneme
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| visual analysis system | VAS IDs features consistent wih letter shapes. Letter positioning encoding
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| Visual input lexicon | VIL a store of familiar words. Recognition of familiar words.
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| Grapheme-Phoneme conversions | GPC conversion of unfamiliar letter strings into phoneme strings
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