Lexical and Semantic Binding in Verbal Short-Term Memory
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Grapheme-To-Lexeme Feedback in the Spelling System: Evidence from a Dysgraphic Patient
COGNITIVE NEUROPSYCHOLOGY, 2006, 23 (2), 278–307 Grapheme-to-lexeme feedback in the spelling system: Evidence from a dysgraphic patient Michael McCloskey Johns Hopkins University, Baltimore, USA Paul Macaruso Community College of Rhode Island, Warwick, and Haskins Laboratories, New Haven, USA Brenda Rapp Johns Hopkins University, Baltimore, USA This article presents an argument for grapheme-to-lexeme feedback in the cognitive spelling system, based on the impaired spelling performance of dysgraphic patient CM. The argument relates two features of CM’s spelling. First, letters from prior spelling responses intrude into sub- sequent responses at rates far greater than expected by chance. This letter persistence effect arises at a level of abstract grapheme representations, and apparently results from abnormal persistence of activation. Second, CM makes many formal lexical errors (e.g., carpet ! compute). Analyses revealed that a large proportion of these errors are “true” lexical errors originating in lexical selec- tion, rather than “chance” lexical errors that happen by chance to take the form of words. Additional analyses demonstrated that CM’s true lexical errors exhibit the letter persistence effect. We argue that this finding can be understood only within a functional architecture in which activation from the grapheme level feeds back to the lexeme level, thereby influencing lexical selection. INTRODUCTION a brain-damaged patient with an acquired spelling deficit, arguing from his error pattern that Like other forms of language processing, written the cognitive system for written word produc- word production implicates multiple levels of tion includes feedback connections from gra- representation, including semantic, orthographic pheme representations to orthographic lexeme lexeme, grapheme, and allograph levels. -
ON SOME CATEGORIES for DESCRIBING the SEMOLEXEMIC STRUCTURE by Yoshihiko Ikegami
ON SOME CATEGORIES FOR DESCRIBING THE SEMOLEXEMIC STRUCTURE by Yoshihiko Ikegami 1. A lexeme is the minimum unit that carries meaning. Thus a lexeme can be a "word" as well as an affix (i.e., something smaller than a word) or an idiom (i.e,, something larger than a word). 2. A sememe is a unit of meaning that can be realized as a single lexeme. It is defined as a structure constituted by those features having distinctive functions (i.e., serving to distinguish the sememe in question from other semernes that contrast with it).' A question that arises at this point is whether or not one lexeme always corresponds to just one serneme and no more. Three theoretical positions are foreseeable: (I) one which holds that one lexeme always corresponds to just one sememe and no more, (2) one which holds that one lexeme corresponds to an indefinitely large number of sememes, and (3) one which holds that one lexeme corresponds to a certain limited number of sememes. These three positions wiIl be referred to as (1) the "Grundbedeutung" theory, (2) the "use" theory, and (3) the "polysemy" theory, respectively. The Grundbedeutung theory, however attractive in itself, is to be rejected as unrealistic. Suppose a preliminary analysis has revealed that a lexeme seems to be used sometimes in an "abstract" sense and sometimes in a "concrete" sense. In order to posit a Grundbedeutung under such circumstances, it is to be assumed that there is a still higher level at which "abstract" and "concrete" are neutralized-this is certainly a theoretical possibility, but it seems highly unlikely and unrealistic from a psychological point of view. -
Part 1: Introduction to The
PREVIEW OF THE IPA HANDBOOK Handbook of the International Phonetic Association: A guide to the use of the International Phonetic Alphabet PARTI Introduction to the IPA 1. What is the International Phonetic Alphabet? The aim of the International Phonetic Association is to promote the scientific study of phonetics and the various practical applications of that science. For both these it is necessary to have a consistent way of representing the sounds of language in written form. From its foundation in 1886 the Association has been concerned to develop a system of notation which would be convenient to use, but comprehensive enough to cope with the wide variety of sounds found in the languages of the world; and to encourage the use of thjs notation as widely as possible among those concerned with language. The system is generally known as the International Phonetic Alphabet. Both the Association and its Alphabet are widely referred to by the abbreviation IPA, but here 'IPA' will be used only for the Alphabet. The IPA is based on the Roman alphabet, which has the advantage of being widely familiar, but also includes letters and additional symbols from a variety of other sources. These additions are necessary because the variety of sounds in languages is much greater than the number of letters in the Roman alphabet. The use of sequences of phonetic symbols to represent speech is known as transcription. The IPA can be used for many different purposes. For instance, it can be used as a way to show pronunciation in a dictionary, to record a language in linguistic fieldwork, to form the basis of a writing system for a language, or to annotate acoustic and other displays in the analysis of speech. -
Unit 2 Structures Handout.Pdf
2. The definition of a language as a structure of structures 2.1. Phonetics and phonology Relevance for studying language in its natural or primary medium: oral sounds rather than written symbols. Phonic medium: the range of sounds produced by the speech organs insofar as the play a role in language Speech sounds: Individual sounds within that range Phonetics is the study of the phonic medium: The study of the production, transmission, and reception of human sound-making used in speech. e.g. classification of sounds as voiced vs voiceless: /b/ vs /p/ Phonology is the study of the phonic medium not in itself but in relation with language. e.g. application of voice to the explanation of differences within the system of language: housen vs housev usen vs usev 2.1.1. Phonetics It is usually divided into three branches which study the phonic medium from three points of view: Articulatory phonetics: speech sounds according to the way in which they are produced by the speech organs. Acoustic phonetics: speech sounds according to the physical properties of their sound-waves. Auditory phonetics: speech sounds according to their perception and identification. Articulatory phonetics has the longest tradition, and its progress in the 19th century contributed a standardize and internationally accepted system of phonetic transcription: the origins of the International Phonetic Alphabet used today and relying on sound symbols and diacritics. It studies production in relation with the vocal tract, i.e., organs such as: lungs trachea or windpipe, containing: larynx vocal folds glottis pharyngeal cavity nose mouth, containing fixed organs: teeth and teeth ridge hard palate pharyngeal wall mobile organs: lips tongue soft palate jaw According to their function and participation, sounds may take several features: Voice: voiced vs voiceless sounds, according to the participation of the vocal folds e.g. -
Richard Semon's Theory of Memory
JOURNAL OF VERBAL LEARNING AND VERBAL BEHAVIOR 17, 721--743 (1978) Richard Semon's Theory of Memory DANIEL L. SCHACTER, JAMES ERIC EICH, AND ENDEL TULVlNG University of Toronto In the first decade of the 20th century, Richard Semon put forward a theory of memory that anticipated numerous recent developments in memory research. The theory is discussed both in its historical context and with reference to modem ideas. Semon's theoretical concern for retrieval phenomena is particularly noteworthy. Several reasons are suggested why the theory is virtually unknown today. Current research in the area of human Wolfgang Semon, a German scientist who memory owes many of its present orienting wrote two books on the subject of human attitudes and research techniques to pioneer- memory in the first decade of the 20th century. ing psychologists of the late 19th and early In fact, Semon's work has been almost com- 20th centuries. Among the most well known pletely ignored by mainstream psychologists and important of these early investigators are concerned with processes of memory and Hermann Ebbinghaus, who performed the learning; later in this paper we will explore first systematic laboratory studies of human some of the reasons why Semon's work has memory; William James, whose distinction been bypassed. Yet prominent anatomist J. Z. between primary and secondary memory is Young (1965, p.288) commented that still today the target of much research and "...many modern ideas on the subject [of theorizing~ G. E. Miiller, who performed memoryl go back to Richard Semon...;" important early research on grouping and Gestalt psychologist Kurt Koffka (1935, interference; and Sir Frederic Bartlett, whose p. -
Redintegration and Lexicality Effects in Children: Do They Depend Upon the Demands of the Memory Task?
Memory & Cognition 2004, 32 (3), 501-510 Redintegration and lexicality effects in children: Do they depend upon the demands of the memory task? JUDY E. TURNER University of Reading, Reading, England LUCY A. HENRY Institute of Psychiatry, London, England and PHILIP T. SMITH and PENELOPE A. BROWN University of Reading, Reading, England The effect of long-term knowledge upon performance in short-term memory tasks was examined for children from 5 to 10 years of age. The emergence of a lexicality effect, in which familiar words were recalled more accurately than unfamiliar words, was found to depend upon the nature of the memory task. Lexicality effects were interpreted as reflecting the use of redintegration, or reconstruction pro- cesses, in short-term memory. Redintegration increased with age for tasks requiring spoken item recall and decreased with age when position information but not naming was required. In a second experi- ment, redintegration was found in a recognition task when some of the foils rhymed with the target. Older children were able to profit from a rhyming foil, whereas younger children were confused by it, suggesting that the older children make use of sublexical phonological information in reconstructing the target. It was proposed that redintegrative processes in their mature form support the reconstruc- tion of detailed phonological knowledge of words. The concept of redintegration has proved to be a pro- memory tasks. For example, long-term knowledge has an ductive approach to examining why long-term memory effect prelexically: Vitevitch and Luce (1999) found that (LTM) knowledge affects performance on short-term decisions could be made more rapidly about auditory memory (STM) tasks. -
From Phoneme to Morpheme Author(S): Zellig S
Linguistic Society of America From Phoneme to Morpheme Author(s): Zellig S. Harris Source: Language, Vol. 31, No. 2 (Apr. - Jun., 1955), pp. 190-222 Published by: Linguistic Society of America Stable URL: http://www.jstor.org/stable/411036 Accessed: 09/02/2009 08:03 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=lsa. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We work with the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact [email protected]. Linguistic Society of America is collaborating with JSTOR to digitize, preserve and extend access to Language. http://www.jstor.org FROM PHONEME TO MORPHEME ZELLIG S. HARRIS University of Pennsylvania 0.1. -
Semantic Coherence Stabilizes Phonological Sequences in Short-Term Memory : Semantic Coherence Stabilizes Phonological Sequences in Short-Term Memory
This is a repository copy of Keeping It Together: Semantic Coherence Stabilizes Phonological Sequences in Short-Term Memory : Semantic coherence stabilizes phonological sequences in short-term memory. White Rose Research Online URL for this paper: https://eprints.whiterose.ac.uk/125356/ Version: Accepted Version Article: Savill, Nicola, Ellis, Rachel, Brooke, Emma et al. (6 more authors) (2017) Keeping It Together: Semantic Coherence Stabilizes Phonological Sequences in Short-Term Memory : Semantic coherence stabilizes phonological sequences in short-term memory. Memory & Cognition. pp. 1-12. ISSN 0090-502X https://doi.org/10.3758/s13421-017-0775-3 Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ Running head: SEMANTIC AND PHONOLOGICAL COHERENCE This is a postprint of a paper to appear in Memory & Cognition DOI: 10.3758/s13421-017-0775-3 Keeping It Together: Semantic Coherence -
Freeing Capacity in WM Through the Use of LTM Representations
Freeing capacity in WM through the use of LTM representations Lea M. Bartsch1 and Peter Shepherdson2 1 University of Zurich 2 University of Akureyri Author Note We thank Atalia Adank and Dawid Strzelczyk for helping with data collection. The preregistration, data and the analysis scripts can be accessed on the Open Science Framework (https://osf.io/7d9aj/). Correspondence should be addressed to Lea M. Bartsch, E-mail: [email protected]. © 2021, American Psychological Association. This paper is not the copy of record and may not exactly replicate the final, authoritative version of the article. Please do not copy or cite without authors' permission. The final article will be available, upon publication, via its DOI: 10.1037/xlm0001024 Freeing capacity in WM through the use of LTM representations 2 Abstract Previous research indicates that long-term memory (LTM) may contribute to performance in working memory (WM) tasks. Across three experiments we investigated the extent to which active maintenance in WM can be replaced by relying on information stored in episodic LTM, thereby freeing capacity for additional information in WM. First, participants encoded word pairs into LTM, and then completed a WM task, also involving word pairs. Crucially, the pairs presented in each WM trial comprised varying numbers of new pairs and the previously learned LTM pairs. Experiment 1 showed that recall performance in the WM task was unaffected when memory set size increased through the addition of LTM pairs, but that it deteriorated when set size increased through adding new pairs. In Experiment 2 we investigated the robustness of this effect, orthogonally manipulating the number of new and LTM pairs used in the WM task. -
Verbal Short-Term Memory Reflects the Organization of Long-Term
VERBAL SHORT-TERM MEMORY REFLECTS THE ORGANIZATION OF LONG-TERM MEMORY. FURTHER EVIDENCE FROM SHORT-TERM MEMORY FOR EMOTIONAL WORDS. Steve Majerus 1,2 & Arnaud D‟Argembeau 1,2 1 Université de Liège, Belgium 2 Fonds de la Recherche Scientifique FNRS, Belgium RUNNING HEAD: STM AND EMOTIONAL VALENCE Journal of Memory and Language, 2011, 64, 181-197 Address for correspondence: Steve Majerus, PhD Center for Cognitive and Behavioral Neuroscience Boulevard du Rectorat, B33 4000 Liège, Belgium Phone : 0032 4 3664656 Fax : 0032 4 3662808 Email : [email protected] 1 ABSTRACT Many studies suggest that long-term lexical-semantic knowledge is an important determinant of verbal short-term memory (STM) performance. This study explored the impact of emotional valence on word immediate serial recall as a further lexico-semantic long-term memory (LTM) effect on STM. This effect is particularly interesting for the study of STM-LTM interactions since emotional words not only activate specific lexico-semantic LTM features but also capture attentional resources, and hence allow for the study of both LTM and attentional factors on STM tasks. In Experiments 1 and 2, we observed a robust effect of emotional valence on pure list recall in both young and elderly adults, with higher recall performance for emotional lists as opposed to neutral lists, as predicted by increased LTM support for emotional words. In Experiments 3 and 4 however, using mixed lists, it was the lists containing a minority of emotional words which led to higher recall performance over lists containing a majority of emotional words. This was predicted by a weak version of the attentional capture account. -
Phones and Phonemes
NLPA-Phon1 (4/10/07) © P. Coxhead, 2006 Page 1 Natural Language Processing & Applications Phones and Phonemes 1 Phonemes If we are to understand how speech might be generated or recognized by a computer, we need to study some of the underlying linguistic theory. The aim here is to UNDERSTAND the theory rather than memorize it. I’ve tried to reduce and simplify as much as possible without serious inaccuracy. Speech consists of sequences of sounds. The use of an instrument (such as a speech spectro- graph) shows that most of normal speech consists of continuous sounds, both within words and across word boundaries. Speakers of a language can easily dissect its continuous sounds into words. With more difficulty, they can split words into component sounds, or ‘segments’. However, it is not always clear where to stop splitting. In the word strip, for example, should the sound represented by the letters str be treated as a unit, be split into the two sounds represented by st and r, or be split into the three sounds represented by s, t and r? One approach to isolating component sounds is to look for ‘distinctive unit sounds’ or phonemes.1 For example, three phonemes can be distinguished in the word cat, corresponding to the letters c, a and t (but of course English spelling is notoriously non- phonemic so correspondence of phonemes and letters should not be expected). How do we know that these three are ‘distinctive unit sounds’ or phonemes of the English language? NOT from the sounds themselves. A speech spectrograph will not show a neat division of the sound of the word cat into three parts. -
Grapheme-To-Phoneme Models for (Almost) Any Language
Grapheme-to-Phoneme Models for (Almost) Any Language Aliya Deri and Kevin Knight Information Sciences Institute Department of Computer Science University of Southern California {aderi, knight}@isi.edu Abstract lang word pronunciation eng anybody e̞ n iː b ɒ d iː Grapheme-to-phoneme (g2p) models are pol żołądka z̻owon̪t̪ka rarely available in low-resource languages, ben শ嗍 s̪ ɔ k t̪ ɔ as the creation of training and evaluation ʁ a l o m o t חלומות heb data is expensive and time-consuming. We use Wiktionary to obtain more than 650k Table 1: Examples of English, Polish, Bengali, word-pronunciation pairs in more than 500 and Hebrew pronunciation dictionary entries, with languages. We then develop phoneme and pronunciations represented with the International language distance metrics based on phono- Phonetic Alphabet (IPA). logical and linguistic knowledge; apply- ing those, we adapt g2p models for high- word eng deu nld resource languages to create models for gift ɡ ɪ f tʰ ɡ ɪ f t ɣ ɪ f t related low-resource languages. We pro- class kʰ l æ s k l aː s k l ɑ s vide results for models for 229 adapted lan- send s e̞ n d z ɛ n t s ɛ n t guages. Table 2: Example pronunciations of English words 1 Introduction using English, German, and Dutch g2p models. Grapheme-to-phoneme (g2p) models convert words into pronunciations, and are ubiquitous in For most of the world’s more than 7,100 lan- speech- and text-processing systems. Due to the guages (Lewis et al., 2009), no data exists and the diversity of scripts, phoneme inventories, phono- many technologies enabled by g2p models are in- tactic constraints, and spelling conventions among accessible.