PSY 357 EXAM SCRIPT UPDATED
COMPLETE QUESTIONS AND ANSWERS
EXPERT REVIEWED
●● Neisser's 1964 study of visual search: implications
Answer: Bottom-up processing in reading
-If no letters pop-out, we have to many distractors and it takes longer to
find out where it is
-WE IDENTIFY LETTERS AS PARTS OF WORDS
●● Given a description of an experiment involving the word superiority
paradigm, be able to identify the most likely pattern of results that would
emerge.
Answer: Word recognition does NOT merely take place letter by letter
*-words recognized HOLISTICALLY, processed in PARALLEL,
WORD CONTEXT is important
-presented with: word condition: fort-->XXXX; XXXT did you see the
letter?
●● identify the implications of the word superiority effect.
Answer: We identify letters a PARTS of words (top-down processing)
-BIG ADVANTAGE to this; top-down guess based on features
,●● Based on research conducted by Johnson, Perea and Rayner (2007),
be able to identify word-scrambling methods that would, and would not,
lead to easily identifiable word strings.
Answer: If the 1st and last letters are in the right place we can still
identify the word correctly (Ex: Aoccdrnig)
●● orthography
Answer: mapping of sounds to written symbols
●● logography
Answer: words correspond to individual pictorial symbols (Chinese)
●● syllabary
Answer: Syllable as linguistic unit (ex: po-ta-to; 3 symbols)
●● alphabet
Answer: letters represent phonemes
●● Given a list of words, be able to identify the one that would be
characterized as having an "irregular" spelling-to-sound correspondence
in English.
Answer: "ghost": -gh sometimes makes "f" sound
"women"
, "motion"
●● dual-route model of reading: 2 routes
Answer: lexical route & sublexical route
●● Lexical Route
Answer: Direct access to irregular pronunciations (memory based on
learning words- ex: steak, pint)
●● Sublexical route
Answer: Bypasses lexical access; computes grapheme-to-phoneme
conversion; allows PRONUNCIATION of words
-rule system based on learning regularities of language
-ex: fot, datch
●● understand how evidence from acquired dyslexia helps resolve the
dual-route/connectionist debate in reading
Answer: Some people show opposite patterns of deficits (2 systems are
separate from each other; one can be lost when the other isn't)
●● Phonological dyslexia
Answer: Ability to read nonwords (nust, ploon) disrupted, reading
learned words remains (satrical)
COMPLETE QUESTIONS AND ANSWERS
EXPERT REVIEWED
●● Neisser's 1964 study of visual search: implications
Answer: Bottom-up processing in reading
-If no letters pop-out, we have to many distractors and it takes longer to
find out where it is
-WE IDENTIFY LETTERS AS PARTS OF WORDS
●● Given a description of an experiment involving the word superiority
paradigm, be able to identify the most likely pattern of results that would
emerge.
Answer: Word recognition does NOT merely take place letter by letter
*-words recognized HOLISTICALLY, processed in PARALLEL,
WORD CONTEXT is important
-presented with: word condition: fort-->XXXX; XXXT did you see the
letter?
●● identify the implications of the word superiority effect.
Answer: We identify letters a PARTS of words (top-down processing)
-BIG ADVANTAGE to this; top-down guess based on features
,●● Based on research conducted by Johnson, Perea and Rayner (2007),
be able to identify word-scrambling methods that would, and would not,
lead to easily identifiable word strings.
Answer: If the 1st and last letters are in the right place we can still
identify the word correctly (Ex: Aoccdrnig)
●● orthography
Answer: mapping of sounds to written symbols
●● logography
Answer: words correspond to individual pictorial symbols (Chinese)
●● syllabary
Answer: Syllable as linguistic unit (ex: po-ta-to; 3 symbols)
●● alphabet
Answer: letters represent phonemes
●● Given a list of words, be able to identify the one that would be
characterized as having an "irregular" spelling-to-sound correspondence
in English.
Answer: "ghost": -gh sometimes makes "f" sound
"women"
, "motion"
●● dual-route model of reading: 2 routes
Answer: lexical route & sublexical route
●● Lexical Route
Answer: Direct access to irregular pronunciations (memory based on
learning words- ex: steak, pint)
●● Sublexical route
Answer: Bypasses lexical access; computes grapheme-to-phoneme
conversion; allows PRONUNCIATION of words
-rule system based on learning regularities of language
-ex: fot, datch
●● understand how evidence from acquired dyslexia helps resolve the
dual-route/connectionist debate in reading
Answer: Some people show opposite patterns of deficits (2 systems are
separate from each other; one can be lost when the other isn't)
●● Phonological dyslexia
Answer: Ability to read nonwords (nust, ploon) disrupted, reading
learned words remains (satrical)
