For info about the review session time and place, see the Discussion
page.
Exam 3 Review Topics
Final update, 1:10 pm Saturday Nov. 11, 2000.
- Broca's aphasia and Wernicke's aphasia (behavioral deficit and
brain region).
- Three routes for reading aloud and evidence for each (Disorders
Fig 9.2, 9.3; Action pp. 47-53).
- Deep dyslexia (Action pp 207-208; Disorders pp 254-256, 282).
- Phonological dyslexia (Action p 48; Disorders p 254).
- Surface Dyslexia (Action p 49; Disorders p 254).
- Connectionist model of reading aloud (Action pp 58-62).
- Connectionist model of letter recognition (Action pp 42-46).
- Connectionist model of speech production (Action pp 197-204).
- Connectionist model of deep dyslexia (Disorders pp 283-285).
- Garret's model of speech production (Disorders p 234, Fig 8.4;
Action pp 204-207).
- Phonemes in English vs Japanese and Hindi (lecture; Disorder p
217-218).
- Ambiguous sentences as evidence for underlying syntactic structure
(lecture; cf. Disorders p 221).
- Homework regarding templates and letter similarity (cf. Action p 36).
- Spoonerisms and other speech errors (Disorders p 232-236; Action
pp 191-195).
- Reading: saccades and fixations (Action p 33).
- Reading: perceptual span (Action p 34).
- Word superiority effect (Act p 41-42).
- Phonemic restoration effect (lecture).
- McGurk effect (Disorders p 88-89, Action p 216)
- Themes and comprehension (Action pp 233-234, Disorders pp 108-109).
- Right hemisphere damage (Disorders pp 258-259; Action pp 238-239).
- Linguistic devices in advertising (lecture).
- Minimal attachment principle (Action pp 222+; Disorders p 230).
- Turing test and ELIZA (lecture).
- Reading: best way to increase speed while retaining understanding
(lecture).
- Automatic access of meaning from sound: VanOrden 1987 Experiment
(lecture, Action pp 49-50).
- Place of articulation in phonemes such as /b/, /d/, /t/, /g/,
etc. (lecture, Action p 195-196).
- Coarticulation (Action p 197).
- Why study pauses and errors in speech? (Action p 184+, 187+).
- Cues that help segment speech stream into words (Action pp 211-214).
- Semantic influence on syntactic parsing (Action pp 222-226,
Disorders pp 231-232).
- Who said "Colorless green ideas sleep furiously" and why? (lecture).
- Gricean maxims, pragmatics in conversation (Disorders p 237-238,
Action p 237-238, wow! same pages in both books!).
- Why did the aphasics laugh at the president's speech? (lecture, web).