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The logogen model can be used to help linguists explain particular occurrences in the human language. The most-helpful application of the model is to show how one accesses words and their meanings in the lexicon.
The [[word-frequency effect]] is best explained by the logogen model in that words (or logogens) that have a higher frequency (or are more common) have a lower threshold. This means that they require less perceptual power in the brain to be recognized and decoded from the lexicon and are recognized faster than those words that are less common. Also, with high-frequency words, the recovery from lowering the item's threshold is less fulfilled compared to low-frequency words so less sensory information is needed for that particular item's recognition. There are ways to lower thresholds, such as repetition and [[semantic priming]]. Also, each time a word is encountered through these methods, the threshold for that word is temporarily lowered partially because of its recovering ability. This model also conveys that specific concrete words are recalled better because they use images and logogens, whereas abstract words are not as easily recalled well because they only use logogens, hence showing the difference in thresholds between these two types of words.
At the time of its conception, Morton's logogen model was one of the most influential models in springing up other parallel word access models and served as the essential basis for these subsequent models. Morton's model also strongly influenced other contemporary theories on lexical access.
However, despite the advantages that the logogen theory presents, it also displays some negative facets. First and foremost, the logogen model does not explain all occurrences in language, such as the introduction of new words or non-words into a
== Criticisms ==
While this model does a
It has been argued that the prior stimulus patterns that have been seen in the logogen theory are not centrally localized in the logogen itself but are actually distributed throughout the different pathways over which the stimulus is being processed. What this directs at is that the notion and proliferation of logogens was due to [[Modality (semiotics)|modality]]
Another criticism has been that this model essentially ignores larger and more critical structures in language and phonetics such as the different syntactic rules or grammatical construction that innately exists in language. Since this model overtly limits itself to the scope of lexical access then this model is seen as biased and misunderstood. To many psychologists, the logogen model does not meet the functional or representational adequacy that a theory should include to sufficiently comprehend language.
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* [[cohort model]]{{spaced ndash}}This model was proposed by Marslen-Wilson and was designed specifically to account for auditory word recognition. It works by breaking the word down and states that when a word is heard all words that begin with the first sound of the target word are activated. This set of words is considered the cohort. Once the first cohort has been activated, the other information, or sounds in the word narrow down the choices. The person recognizes the word when you are left with a single choice; this is considered the "recognition point".
* [[checking model]]{{spaced ndash}}This model was developed by Norris{{who|date=February 2012}} in 1986. In this particular model, he took the approach that any word that partially matches the input is analyzed and checked to see if it fits with the context of the situation.
* [[interactive activation model|interactive-activation model]]{{spaced ndash}}This model is considered a connectionist model. Proposed by McClelland and
* [[verification model]]{{spaced ndash}}The model was developed by [[Curtis Becker]] in 1970. The main idea is that a small number of candidates that are activated in parallel are subject to a serial-verification process. This model starts the word-recognition process with a basic representation of the stimulus. Then, sensory trace, consisting of line features is used to activate word detectors. When an acceptable number of detectors are activated these are used to generate a search set. These items are drawn from the lexicon on the basis of similarity to the sensory trace, which help with the identity of the stimulus. Then, in a serial process the candidates are compared to the representation of the sensory-trace input.
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* [[Peter D. Eimas|Eimas, Peter]]; Miller, Joanne (1983). ''Perspectives on the Study of Speech''. [[Lawrence Erlbaum Associates]]. p. 274.
* Feldman (undated). [https://web.archive.org/web/20110527160215/http://www.ling.ohio-state.edu/~afeldman/371/internal_lexicon2_4up.pdf Cohort Model. In The Internal Lexicon, Part II] ([[Portable Document Format|PDF format]]; [[Adobe Acrobat]] required). Retrieved December 5, 2007.
* Hernandez, A. (2007). [http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2007-09203-004&loginpage=Login.asp&site=ehost-live]. ''[[Psychological Bulletin]]''. Vol.133 (4) pp. 638–650. Retrieved December 1, 2007.
* [[Daniel Jurafsky|Jurafsky, Daniel]] (1991). [http://www.eecs.berkeley.edu/Pubs/TechRpts/1992/CSD-92-676.pdf An Online Computational Model of Human Sentence Interpretation: A Theory of the Representation and Use of Linguistic Knowledge] ([[Portable Document Format|PDF format]]; [[Adobe Acrobat]] required). Retrieved December 2, 2007.
* [[Stephan Lewandowsky|Lewandowsky, Stephan]] (1993) [https://web.archive.org/web/20070906150240/http://www.psy.uwa.edu.au/Users%20web%20pages/cogscience/documents/Lewandowsky%20
* Milton, N. (undated). [https://web.archive.org/web/20081120224840/http://www.epistemics.co.uk/staff/nmilton/papers/word-recognition.htm Word Recognition]. Retrieved December 5, 2007.
* Morrison, C.; Ellis, A. [http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=xlm-21-1-116&loginpage=Login.asp&site=ehost-live "Roles of Word Frequency"]. ''[[Journal of Experimental Psychology: Learning, Memory, and Cognition]]''. Vol.21 (1). pp. 116–133. Retrieved December 3, 2007.
* [[David Payne (psychologist)|Payne, David]]; [[Michael Wenger (psychologist)|Wenger, Michael]] (1998). ''Cognitive Psychology''. Boston, Massachusetts: [[Houghton Mifflin Company]]. pp. 339–340.
* Polk, T.; Seifert, C. (undated). [
* [[David Rumelhart|Rumelhart, David E.]]; [[James McClelland (psychologist)|McClelland, James L.]] (1985). [http://www-psych.stanford.edu/~jlm/papers/PublicationFiles/80-89_Add_To_ONLINE_Pubs/RumelhartMcClelland85LevelsIndeed!.pdfLevels Indeed! A Response to Broadbent]{{dead link|date=January 2017 |bot=InternetArchiveBot |fix-attempted=yes }}. Vol. 114 (2). pp. 193–197. Retrieved December 2, 2007.
* Underwood, G.; Batt, V. (undated). [
* [https://web.archive.org/web/20070218192958/http://www.bbc.co.uk/dna/h2g2/A650620 Dyslexia and the Mental Lexicon].
*
* (undated). [http://www2.let.uu.nl/UiLOTS/Lexicon/zoek.pl?lemma=Logogen+model&lemmaode=1235 The Logogen Model. Search the Lexicon]{{dead link|date=January 2017 |bot=InternetArchiveBot |fix-attempted=yes }}. Retrieved December 5, 2007.
* [https://web.archive.org/web/20081120224840/http://www.epistemics.co.uk/staff/nmilton/papers/word-recognition.htm Word Recognition].
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[[Category:Speech recognition]]
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