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Processing and Constraint Satisfaction: Psychological Implications The Interactive-Activation (IA) Model of Word Recognition Psychology 85-419/719 January 30, 2001
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Psychology 85-419/719 January 30, 2001

Jan 14, 2016

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Processing and Constraint Satisfaction: Psychological Implications The Interactive-Activation (IA) Model of Word Recognition. Psychology 85-419/719 January 30, 2001. Background: Fodor’s Definition of Modularity. Input systems are composed of distinct processing modules - PowerPoint PPT Presentation
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Page 1: Psychology 85-419/719 January 30, 2001

Processing and Constraint Satisfaction:

Psychological ImplicationsThe Interactive-Activation (IA)

Model of Word Recognition

Psychology 85-419/719January 30, 2001

Page 2: Psychology 85-419/719 January 30, 2001

Background: Fodor’s Definitionof Modularity

• Input systems are composed of distinct processing modules

• Modules have certain properties:– Partial results not shared between modules.

Communication is all-or-nothing.– Information is encapsulated in a module; only

results are shared. Access to global data is limited.

• Contrast with view we’ve seen so far...

Page 3: Psychology 85-419/719 January 30, 2001

More Background: Models and Demonstrations

• A model is our best attempt at simulating a system. We think it’s basically true (to a certain level of approximation, anyway).

• A demonstration is a simulation that we know isn’t right, but that demonstrates a useful point; say, about computational principles.

• Which one is the IA model?

Page 4: Psychology 85-419/719 January 30, 2001

Letter Perception In Context:The Phenomena

DOG#### BNR####

O or U? N or M?

Page 5: Psychology 85-419/719 January 30, 2001

The Empirical Findings...

• Subjects are more accurate in identifying letters in briefly presented stimuli if the letter was in a word (as opposed to random letters, or individual letters)

• Nonwords that are pronounceable (e.g., MAVE) show advantage over non-pronounceable strings (e.g., MVAE)

Page 6: Psychology 85-419/719 January 30, 2001

Assumptions of the Model• Fodor’s wrong.

– Processing is interactive, parallel, with partial results feeding different representational areas.

• There are (at least) 3 levels of analysis: features, letters, and words.

• The levels inhibit or excite each other depending on whether they are consistent with each other.

• Context effects can emerge from interactions between levels of representation

Page 7: Psychology 85-419/719 January 30, 2001

The Overall Model

Word Level

Letter Level

Feature Level

Visual Input

“Context”

Acoustic Level

Phoneme Level

Acoustic Input

ImplementedModel

Spelling Speech

Page 8: Psychology 85-419/719 January 30, 2001

Representations of Visual Features

16 features, each corresponding to a linesegment.

4 slots, one for each letter.

Page 9: Psychology 85-419/719 January 30, 2001

Levels of Representation

Word Level:Inhibitoryconnections

cat dog lake

cLetter level:Inhibitory andexcitatory connections

a

Feature Level(still more connections)

Page 10: Psychology 85-419/719 January 30, 2001

Pre-Set Weights

• Negative, inhibitory weights between word nodes. All same value.

• Positive or negative weights between letter nodes and word nodes, and between feature nodes and letter nodes. Same values for all weights.

• Biases on word nodes a function of word’s frequency.

Page 11: Psychology 85-419/719 January 30, 2001

Processing

• Generally, the same formulation that we’ve been working with:– Network of weights, activities for units over

time.

• … with additional mathematics to simulate a forced-choice response

Page 12: Psychology 85-419/719 January 30, 2001

The Running Average(Eq. 5)

t rxt

ii dxexata )()()(

rxte )(

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

0 2 4 6 8 10 12 14 16 18 20

Time

Weighting

r=1

r=0.05

r=0.01

In simulations, r=0.05

Page 13: Psychology 85-419/719 January 30, 2001

Response Probability(Eq. 6 & 7)

)()( taui

iets Strength of option i is:

Probability of Response for i is:

jj

ii ts

tstRp

)(

)(),(

In simulations, u = 10

Page 14: Psychology 85-419/719 January 30, 2001

Model Behavior: Degraded Input

work

word

wear

Page 15: Psychology 85-419/719 January 30, 2001

Letter Activations Too:

k

a

r

Page 16: Psychology 85-419/719 January 30, 2001

The Word Preference Effect

• When stimuli is masked, letters embedded in words are perceived more accurately than letters standing alone

“e” in “read”

“e” alone

Mask applied

Page 17: Psychology 85-419/719 January 30, 2001

Probabilities...P

roba

bili

ty

0

1

“e” in “read”

“e” alone

Subjects: 80% for word 65% alone

Model: 81% for word 66% alone

Page 18: Psychology 85-419/719 January 30, 2001

Difference Between Maskedand Degraded Stimuli

• When stimuli is masked, there is actual information actively disrupting the visual system– By hypothesis, this actively turns off the letter

representations

• In contrast, when stimuli is simply degraded, there is still some activity in letter units. It’s noisy, but not obliterated.

Page 19: Psychology 85-419/719 January 30, 2001

Simulating Masking andDegraded Stimuli

• Masking: Present stimuli in reliable fashion for period of time. Then, activate all segments (corresponds to mask)– Result: suppress all letter nodes

• Degraded stimuli: Present stimuli where features have a probability of being detected.

Page 20: Psychology 85-419/719 January 30, 2001

Interactions...

Empirical Data

80 78

6573

0

20

40

60

80

100

Masked Degraded

In WordAlone

Simulation Results

81 7866 68

0

20

40

60

80

100

Masked Degraded

In WordAlone

Page 21: Psychology 85-419/719 January 30, 2001

Why?

• In masked condition, letters lose all visual excitation.

• All activity, then, is a result of top down influences. For words, this is much larger than for single letters.

• In degraded stimuli, there is still some visual information. So single letters not so reliant on top down information.

Page 22: Psychology 85-419/719 January 30, 2001

Letter Perception in Nonwords

• Nonwords that look like words (e.g., MAVE) show letter advantage over letters in isolation too.

• IA model account:– Even though MAVE may not “win” with any

word nodes, it overlaps with enough word nodes (GAVE, SAVE, HAVE) for the letters to get some top-down support

Page 23: Psychology 85-419/719 January 30, 2001

Neighbors, Friends and Enemies

• A neighbor of a word is one that differs only by one letter

• A letter (e.g., M) in a spelling pattern like MAVE has friends; words that are neighbors and have an M in the 1st position (MOVE, MAKE, MADE)

• There are also enemies. Words that are neighbors but don’t have an M in the 1st position (HAVE, GAVE, SAVE)

Page 24: Psychology 85-419/719 January 30, 2001

The “Rich Get Richer” Effect

Have (high frequency)

Gave (medium frequency)

Save (low frequency)

Page 25: Psychology 85-419/719 January 30, 2001

The “Gang Effect”

Save. Part of large gang

Male. Also, large gang

Move. Member of smaller gang

Page 26: Psychology 85-419/719 January 30, 2001

Other Phenomena?

Word Level

Letter Level

Feature Level

Visual Input

Acoustic Level

Phoneme Level

Acoustic Input

Lesch & Pollatsek ‘93:TOWED primes FROG

Semantic Priming:TOAD primes FROG

Impairments?

Two-hop: STRIPESprimes LION

Page 27: Psychology 85-419/719 January 30, 2001

The “Slot Problem”

Page 28: Psychology 85-419/719 January 30, 2001

Wrapping Up Section I: Constraint Satisfaction

• Complex patterns of behavior arise from “simple” interactions between processing units

• Weights encode knowledge about relationships between atomic facts, propositions, perceptions

• Networks are dynamic; representations evolve over time

Page 29: Psychology 85-419/719 January 30, 2001

Next Section: Simple Learning

• For next class: read handout (from Handbook, Chapter 4, pages 83-89; see web page)

• Homework 1 due (but two day grace period)

• Next homework handed out. Due Feb 15.