PSYC800 Models of Spoken Word Recognition

P800 Models of Spoken Word Recognition

Fall 2007 Line # 34431

Fraser 537 Wednesday, 9:00-11:50 am

Instructor: Prof. Michael Vitevitch

Office: Fraser Hall 406

Phone: 864-9312

e-mail: mvitevit@ku.edu

web page: http://www.people.ku.edu/~mvitevit

Office hours: Tuesday and Thursday from 10:00-noon, or by appointment. You may also call or e-mail me with brief questions, or ask brief questions before or after class.

Course Description: This course will examine historical and current models of spoken word recognition. We will explore the primary questions that these models have tried to address, the issues that led to the development and evolution of these models, and issues that remain to be addressed by these models. Some of the topics we will explore are specific to language processing, whereas others are broadly related to all forms of cognitive processing. The primary goal of the course is to familiarize students with the theories associated with spoken word recognition. In addition, critical thinking skills will be developed in the assessment of the theories and related methodological issues.

Requirements & Grading: Students are expected to come to class having read the material assigned for that meeting and prepared to discuss that material. I will supply you with a set of questions ahead of time to help you focus your thoughts about those (and other related) readings (and to brush up on some of the issues that might be broached), but you should not be surprised if the discussion goes "off script." You should also introduce topics and issues to the discussion that you feel have been overlooked.

Your grade for this course will be based on your participation in class, your direction of one to two (1-2) discussions on a topic you wish to explore in greater depth (in the 2^nd half of the semester), peer-evaluations of the discussion that you led, and on your research proposal (due at the end of the semester).

Academic Work: Students are expected to observe all University guidelines (inside and outside of the classroom), especially those pertaining to academic misconduct. I refer you to the University Senate Rules and Regulations (Section 2.6.1) available at http://www.ku.edu/~unigov/usrr.html for specific information regarding academic misconduct.

Accommodations: The staff of Services for Students with Disabilities (SSD), 135 Strong, 785-864-2620 (v/tty), works to insure that every student has an equal opportunity to succeed at KU. If you have a physical, medical, psychological, or other condition related to attention or learning please contact them as soon as possible (if you have not already) to arrange and coordinate any requests. Also, please see me privately in regard to this course.

Changes:Every attempt will be made to follow the policies and procedures outlined here, however, changes may be necessary. Any changes or additions to these policies and procedures will be announced in class and posted on the class web page.

Class and Reading Schedule

Date Topic & Reading

Aug 22

Introduction

Processes related to spoken word recognition or, What has to happen before you can recognize a word?

a) Speech perception: You hear many things. Is it speech?

b) Word learning: You must have a lexicon to access. Where does it come from?

c) Word Segmentation: You have to find a word in fluent speech. How do you know where one word ends and another starts?

Aug 29

Common (and new) methods used in studies of SWR, and major issues in the field:

1) Lively, Pisoni & Goldinger (1994). Spoken Word Recognition: Research and Theory. In Gernsbacher, Morton Ann (1994). Handbook of psycholinguistics. (pp. 265-301). San Diego, CA, US: Academic Press.

2) Tanenhaus, Spivey-Knowlton, Eberhard & Sedivy (1995). Integration of Visual and Linguistic Information in Spoken Language Comprehension. Science, 268, 1632-1634.

Sept 5

Review of models of SWR I:

1) Morton (1969). Interaction of information in word recognition. Psychological Review, 76, 165-178.

2) Forster, K. I. (1978). Accessing the mental lexicon. In E.Walker (Ed.), Explorations in the Biology of Language. Montgomery, VT: Bradford.

Sept 12

Review of models of SWR II:

1) Marslen-Wilson & Tyler (1980). The temporal structure of language understanding. Cognition, 8, 1-71.

2) Gaskell & Marslen-Wilson (1997) Integrating Form and Meaning: A Distributed Model of Speech Perception, Language and Cognitive Processes, 12, 613?656.

Sept 19

Review of models of SWR III:

1) McClelland, J. L. and Elman, J. L. (1986). The TRACE model of speech perception. Cognitive Psychology 18: 1-86.

2) Norris, D. (1994). Shortlist: A connectionist model of continuous speech recognition. Cognition, 52, 189-234.

Sept 26

Review of models of SWR IV:

1) Luce, P. A., & Pisoni, D. B. (1998). Recognizing spoken words: The neighborhood activation model. Ear and Hearing, 19, 1-36.

2) Auer, E.T., Jr., & Luce, P.A. (2005). Phonotactics in spoken word recognition. In D.B. Pisoni & R.E. Remez (Eds.), Handbook of speech perception (pp. 610-630). New York, NY: Blackwell.

3) Luce, P.A., Goldinger, S.D., Auer, E.T. Jr., Vitevitch, M.S. (2000). Phonetic priming, neighborhood activation, and PARSYN. Perception and Psychophysics, 62,615-625.

Oct 3

What's in a lexical representation?

1) Goldinger, S.D. (1998). Echoes of echoes? An episodic theory of lexical access. Psychological Review, 105, 251-279.

2) McLennan, C. T. & Luce, P. A. (2005). Examining the time course of indexical specificity effects in spoken word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 306-321.

Oct 10

Are these effects real? Items analysis: a peculiarity of psycholinguistic research

1) Clark, H.H. (1973). The language-as-fixed-effect fallacy: A critique of language statistics in psychological research. Journal of Verbal Learning and Verbal Behavior, 12, 335-359.

2) Several commentaries on Clark (1973) from 1976

More recent criticism:

3) Raaijmakers, Schrijnemakers & Gremmen (1999). How to deal with "The language-as-fixed effect fallacy": Common misconceptions and alternative solutions. Journal of Memory and Language, 41, 416- 426.

4) Raaijmakers (2003) A further look at the the "language-as-fixed effect fallacy." Canadian Journal of Experimental Psychology, 57, 141-151.

Oct
11-14 FYI Fall Break

Oct 17

Student directed exploration of other issues
Anita
Questions distributed in class with instructions on how to retrieve the readings

Oct 24

Student directed exploration of other issues
Melissa
Given the size of the files, the readings are available here (in no particular order)
1
2
3
4

Oct 31

Student directed exploration of other issues
Vivien
1. Juhasz (2005)
2. Ellis & Lambon Ralph (2000)
3. Smith et al. (2006)

Nov 7

Student directed exploration of other issues
Un So
(see her handout for information on how to obtain the readings)

Nov 14

Student directed exploration of other issues
Laura
1
2
3

Nov
21-25
FYI: Thanksgiving Break

Nov 28

Student directed exploration of other issues
Min Kyung
1
2

Dec 5

Research proposals due
(no class mtg.)

Dec 6

FYI: STOP DAY

Date	Topic & Reading
Aug 22	Introduction Processes related to spoken word recognition or, What has to happen before you can recognize a word? a) Speech perception: You hear many things. Is it speech? b) Word learning: You must have a lexicon to access. Where does it come from? c) Word Segmentation: You have to find a word in fluent speech. How do you know where one word ends and another starts?
Aug 29	Common (and new) methods used in studies of SWR, and major issues in the field: 1) Lively, Pisoni & Goldinger (1994). Spoken Word Recognition: Research and Theory. In Gernsbacher, Morton Ann (1994). Handbook of psycholinguistics. (pp. 265-301). San Diego, CA, US: Academic Press. 2) Tanenhaus, Spivey-Knowlton, Eberhard & Sedivy (1995). Integration of Visual and Linguistic Information in Spoken Language Comprehension. Science, 268, 1632-1634.
Sept 5	Review of models of SWR I: 1) Morton (1969). Interaction of information in word recognition. Psychological Review, 76, 165-178. 2) Forster, K. I. (1978). Accessing the mental lexicon. In E.Walker (Ed.), Explorations in the Biology of Language. Montgomery, VT: Bradford.
Sept 12	Review of models of SWR II: 1) Marslen-Wilson & Tyler (1980). The temporal structure of language understanding. Cognition, 8, 1-71. 2) Gaskell & Marslen-Wilson (1997) Integrating Form and Meaning: A Distributed Model of Speech Perception, Language and Cognitive Processes, 12, 613?656.
Sept 19	Review of models of SWR III: 1) McClelland, J. L. and Elman, J. L. (1986). The TRACE model of speech perception. Cognitive Psychology 18: 1-86. 2) Norris, D. (1994). Shortlist: A connectionist model of continuous speech recognition. Cognition, 52, 189-234.

Sept 26	Review of models of SWR IV: 1) Luce, P. A., & Pisoni, D. B. (1998). Recognizing spoken words: The neighborhood activation model. Ear and Hearing, 19, 1-36. 2) Auer, E.T., Jr., & Luce, P.A. (2005). Phonotactics in spoken word recognition. In D.B. Pisoni & R.E. Remez (Eds.), Handbook of speech perception (pp. 610-630). New York, NY: Blackwell. 3) Luce, P.A., Goldinger, S.D., Auer, E.T. Jr., Vitevitch, M.S. (2000). Phonetic priming, neighborhood activation, and PARSYN. Perception and Psychophysics, 62,615-625.
Oct 3	What's in a lexical representation? 1) Goldinger, S.D. (1998). Echoes of echoes? An episodic theory of lexical access. Psychological Review, 105, 251-279. 2) McLennan, C. T. & Luce, P. A. (2005). Examining the time course of indexical specificity effects in spoken word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 306-321.
Oct 10	Are these effects real? Items analysis: a peculiarity of psycholinguistic research 1) Clark, H.H. (1973). The language-as-fixed-effect fallacy: A critique of language statistics in psychological research. Journal of Verbal Learning and Verbal Behavior, 12, 335-359. 2) Several commentaries on Clark (1973) from 1976 More recent criticism: 3) Raaijmakers, Schrijnemakers & Gremmen (1999). How to deal with "The language-as-fixed effect fallacy": Common misconceptions and alternative solutions. Journal of Memory and Language, 41, 416- 426. 4) Raaijmakers (2003) A further look at the the "language-as-fixed effect fallacy." Canadian Journal of Experimental Psychology, 57, 141-151.
Oct 11-14	*FYI Fall Break*

Oct 17	Student directed exploration of other issues Anita Questions distributed in class with instructions on how to retrieve the readings
Oct 24	Student directed exploration of other issues Melissa Given the size of the files, the readings are available here (in no particular order) 1 2 3 4
Oct 31	Student directed exploration of other issues Vivien 1. Juhasz (2005) 2. Ellis & Lambon Ralph (2000) 3. Smith et al. (2006)
Nov 7	Student directed exploration of other issues Un So (see her handout for information on how to obtain the readings)
Nov 14	Student directed exploration of other issues Laura 1 2 3
Nov 21-25	*FYI: Thanksgiving Break*
Nov 28	Student directed exploration of other issues Min Kyung 1 2
*Dec 5*	*Research proposals due* (no class mtg.)
Dec 6	*FYI: STOP DAY*