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PSYCH 3UU3 (16)

January 29, 2014- Visual Word Recognition

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Karin R Humphreys

January 29 3UU3 Lecture Visual Word Recognition How do you match the particular word that you’re seeing to that which you have in your head? • How do you give it form • Give it meaning • It is called lexical access • Connective words to make sense of the whole thing Taking the perceptual input, organizing it, and mapping it. (slide one) Reading: we can read without having every letter in the right place—if they weren’t as predictable—we would not be able to read it • When you have to prove that you’re a human on computers—we can articulate the things written What are the differences between hearing the word versus seeing the word? • Some commonalities, some differences • Differences o Using ears versus eyes o Rapid fading in spoken, not in written o Developmentally different—spoken language acquired faster than reading and writing (evolutionary—spoken language is more evolved and optimized to suit our brains) o Different amounts of variation—a vs. eh, etc. • To what extent does studying visual word recognition help us understand spoken word recognition o It is easier—especially presenting people words while speaking o If you really want to study reading—auditory stuff—visual stuff to tell more general about word recognition—what will actually help? o Visual word recognition will tell us about spoken language recognition  Common aspects: • Lexical access • “aha” this percept refers to this—aids with understanding meaning Methods • Used to look for visual and reading processes Eye Movements (tracking movement as a method of understanding how you’re doing something) • Saccades jumping movements that your eyes make –essentially blind when your eyes are jumping • Fixation timeshow long you spend on each part of a sentence • Foveal vs para-fovealwhich part of eye Eye movements: English—can take in 15 characters to the right of fixation, 4 to the left • Also look at regressions • Look where eyes are jumping—sometimes we jump back even though we don’t realize • Has to do with ambiguity and difficulty—we slow down w
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