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PSY 369: Psycholinguistics

PSY 369: Psycholinguistics. Cognitive Psychology. The ‘standard model’. Long term memory. The Multiple Memory Stores Theory. Declarative episodic - memories about events semantic - knowledge of facts. Procedural. Long term memory.

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PSY 369: Psycholinguistics

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  1. PSY 369: Psycholinguistics Cognitive Psychology

  2. The ‘standard model’

  3. Long term memory The Multiple Memory Stores Theory • Declarative • episodic - memories about events • semantic - knowledge of facts Procedural

  4. Long term memory • How is semantic memory structured? • Networks (more next week)

  5. Long term memory • How long do our memories last? • Ebbinghaus (1885/1913) • He memorized non-sense syllables. • Memorize them until perfect performance, • Test to relearn the lists perfectly. • This was called the "savings."

  6. Long term memory • Bahrick (1984) • He has done a number of studies asking people about memories for things (e.g., Spanish, faces of classmates, etc.) that they learned over 50 years past. He has found evidence that at least some memories stick around a really long time. • How long do our memories last?

  7. Long term memory • How much can we remember? • Lots, no known limits to how much memory storage we have. • More important issue concerns questions about encoding and retrieval • Encoding - getting memories into LTM what gets in? • Retrieval - getting memories out of LTM what gets out? exact memories or reconstructed memories?

  8. Long term memory • Properties • Unlimited capacity • Decay/interference, retrieval difficulty • Organized • Multiple subsystems for type of memory • Associative networks (more on these next week)

  9. Working Memory • Working memory instead of STM

  10. Working Memory • Working memory instead of STM • Phonological rehearsal mechanism • Phonological store • Very limited capacity • Rehearsal maintains information in the store

  11. Working Memory • Working memory instead of STM • Store and manipulate visual and spatial information • Directly from perception • Indirectly from imagery

  12. Working Memory • Working memory instead of STM • Allocate attentional resources to the subcomponents • Directs elaboration/manipulation of information

  13. Limited capacity resource • Filtering capabilities • Integration function Attention • Major tool of the central executive

  14. Automaticity • Controlled processes • Require resources • Under some volitional direction • Slow, effortful • Automatic processes • Require little attention • Obligatory • Fast

  15. Stages of skill acquisition • Stages of skill acquisition • Cognitive stage • Establish declarative encoding of an action • Associative stage • Strengthen the connections between elements of the skill • Autonomous stage • Skills can be performed without interference form other activities

  16. Bottom-up & Top-down • Terms come from computer science • Bottom up (data driven) relies upon evidence that is physically present, building larger units based on smaller ones • Top down (knowledge driven), using higher-level information to support lower-level processes

  17. Bottom-up & Top-down Selfridge s Pandemonium system, 1959

  18. C T Bottom-up & Top-down

  19. T E Bottom-up & Top-down

  20. C T T E Bottom-up & Top-down

  21. Bottom-up & Top-down FROG

  22. Bottom-up & Top-down FROG

  23. Bottom-up & Top-down Half the class close your eyes Title: Doing laundry

  24. Bottom-up & Top-down Half the class close your eyes Read story Rate how comprehensible the story is 1 - 2 - 3 - 4 - 5 hard to easy to understand understand

  25. Summing up • Psycholinguistic view • Language and cognition are inextricably linked • Notice that almost all of the experiment demonstrations involved language elements as stimuli

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