Content deleted Content added
m →Criticisms: Fixing links to disambiguation pages using AWB |
m →Analysis: Typo fixing, replaced: a persons → a person's |
||
| (9 intermediate revisions by 6 users not shown) | |||
Line 17:
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]]. In essence, the logogen is unnecessary in the idea of attaining the title of being a recognition unit because of the variety of pathways that it is open to, not just logogens.
Line 52:
{{div col|colwidth=30em}}
* [[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].
{{div col end}}
| |||