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Home , Grapheme, Notation, Phoneme

is a cultural If you were going to invent a , what would your invention represent? Visual • Concepts/ideas? Recognition • Emerged recently in history • Emotions? • Is not universal (not all cultures have it) • ? • Must be explicitly taught • ? Connect to • Invented a number of times in different civilizations • Sounds?

If you were going to invent a writing If you were going to invent a writing If you were going to invent a , what would your symbols system, what would your symbols system, what would your symbols represent? represent? represent?

• Concepts/ideas? • Concepts/ideas? • Concepts/ideas? -That’s just Pictionary; not that powerful. • Emotions? • Emotions? • Emotions? • Morphemes? -“Logographic” system: symbols = units of meaning • Morphemes? • Morphemes? -Taps into the productive power of language • Syllables? -But lots to remember! • Syllables? • Syllables? • Sounds? • Sounds? • Sounds? If you were going to invent a writing If you were going to invent a writing If you were going to invent a writing system, what would your symbols system, what would your symbols system, what would your symbols represent? represent? represent?

• Concepts/ideas? • Concepts/ideas? • Concepts/ideas?

?Emotions • العربية ?Emotions? • Emotions •

• Morphemes? • Morphemes? • Morphemes? עברית • Syllables? Japanese • Syllables? • Syllables? -“” system кириллица • • Sounds? Works great for with ~few syllables (e.g., Japanese = ~100+ due to Sounds? phonotactic constraints) -Various forms (see next slide) -Alphabetic — separate symbols for and — e.g., Latin -Not so good for languages with lots of syllables (e.g., English = thousands of -Taps into language at a low level (takes advantage of full power) - — symbols for consonants only w/ marking — e.g., , possible syllables) Hebrew -Lot’s of flexibility - — symbols for consonants w/secondary — e.g., • Sounds? -Kind of unnatural (we aren’t naturally aware of sounds)

If you were going to invent a writing system, what would your symbols represent?

• Concepts/ideas? In fact, while writing Most research on reading • Emotions? may emphasize one approach, most writing focuses on alphabetic • Morphemes? systems use a mix. systems • Syllables? • 1 2 3 4 5 • Mr. & Mrs. • Sounds? • lb • &, etc. So how do we read? But to conversion Jabberwocky doesn’t work perfectly in English

• hint, mint, pint `Twas brillig, and the slithy toves Did gyre and gimble in the wabe; • gave, save, have All mimsy were the borogoves, • “Sound out” (e.g., c-a-t —> cat) • tic, click, clique And the mome raths outgrabe.’

• AKA: Grapheme to phoneme conversion -Lewis Carroll • shun, nation, fashion

• Allows us to read new words or non-words • gruff, enough, though

• pare, pair, pear

• yacht, soldier, listen

In fact… So how do we read?

Aoccdrnig)to)rseearch)at)Cmabrigde) Uinerv4sy,)it)deosn't)m8aer)in)waht)oredr) the)l8eers)in)a)wrod)are,)the)olny) But)sneuqesbut)etnemirepxs)sseggut)osiwrehte. 1. Grapheme to phoneme route iprmoetnt)4hng)is)taht)the)frist)and)lsat) 2. Whole word pattern matching l8eer)be)at)the)rghit)pclae.

Letter position must be coded to some extent What information must we represent in What information might we represent in What information must we represent in ? word recognition? word recognition?

Letter features • Letter features (/ - \) Letter features • Letter features Reading = different way in to • Letters Letters Abstract letters (A a a a a a a a a = ‘A’) • Abstract letters the language system

Orthographic • Abstract orthographic word forms Orthographic • Abstract word forms (cake, cake, cake = “CAKE”) lexicon

• Phonological word forms Phonological Acoustic Phonological • Phonological form (e.g., we can pronounce words) Phonemes lexicon patterns lexicon • Meaning • Meaning (e.g., can understand words) Meaning Language system Meaning speech

What information must we represent in What information must we represent in What information must we represent in word recognition? word recognition? word recognition?

Letter features Letter features But what about Letter features But what about PLUB or But what about PLUB or KLEMP or YUG? Letters KLEMP or YUG? Letters Chiwetel Ejiofor Letters

We can pronounce nonwords We can pronounce nonwords Orthographic Orthographic Orthographic so there must be a route that lexicon so there must be a route that lexicon lexicon skips the “”? skips the “lexicons”? Phonological Phonological Phonological Phonemes Phonemes Phonemes lexicon lexicon lexicon

Meaning speech Meaning speech Meaning speech What information must we represent in What information must we represent in What information must we represent in word recognition? word recognition? word recognition?

Or Or Letter features Letter features Letter features Otolaryngology Or

Caucasus Mountains Letters Letters Letters Or Zzzzzzzz

Orthographic Orthographic Orthographic lexicon Tetrahydrocannabinol lexicon Or lexicon

Phonological Or Phonological $%#&! Phonological Phonemes Phonemes Phonemes lexicon lexicon lexicon Givenchy Meaning speech Meaning speech Meaning speech

What information must we represent in The DRC (“Dual” Route Cascaded) Model The DRC (“Dual” Route Cascaded) Model word recognition? 1. Lexical semantic route 1. Lexical semantic route Letter features • good for Chiwetel • good for Chiwetel Ejiofor Ejiofor There must also be a way to 2. Lexical non-semantic print 2. Lexical non-semantic go from familiar orthographic Letters route route forms directly to meaning Representations • good for yacht—>/jat/ • good for yacht—>/jat/ Letter Orthographic 3. Grapheme-to-phoneme Representations 3. Grapheme-to-phoneme lexicon conversion route Orthographic conversion route Lexicon • good for reading Semantic Rule-Based • good for reading Phonological Phonemes Representations Translation lexicon nonwords Phonological nonwords Lexicon

Phoneme Meaning speech Representations

speech Data from Brain Injury Acquired vs. Developmental Some patients…

1. Can read real words (regular and irregular) • Acquired dyslexia (often called “alexia”): reading but not nonwords difficulty due to brain damage • “phonological dyslexia” 2. Can read regular words • “”: Acquired writing difficulty and nonwords but not irregular real words • Developmental dyslexia: reading and writing (listen read as “lis-ton”) difficulty disproportionate to the rest of cognition • “surface dyslexia” and assuming adequate instruction

Developmental Dyslexia Developmental Dyslexia

How do you measure “phonological deficit”? Difficulties with accurate and/or fluent word • Tests of “” recognition and by poor and decoding abilities. These difficulties typically result from a • Awareness of and ability to manipulate the deficit in the phonological component of language phonological structure of words that is often unexpected in relation to other cognitive • E.g., deletion (“say ‘stop’ without the ’s’)”, abilities and the provision of effective classroom segmentation (“what’s the first sound in ‘stop’), instruction. etc.

10% of population affected • “metalinguistic” tests (not natural use of language) Tends to run in families (genetic component) • Does not imply natural language deficit