Overview of Language Processing Models pt.1

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116 Terms

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communication process
We can understand and produce language by thinking of the \____ \____ and describing the steps in terms of anatomy and physiology
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THE SPEECH CHAIN
communication process can be seen in
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cyclical
THE SPEECH CHAIN: communication is depicted as a \___ process
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motor
THE SPEECH CHAIN: start with brain, sending \____ signals to vocal muscles
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sensory
THE SPEECH CHAIN: produces speech sounds, that the listener's ear receives and transmits to the listener's brain through \___ signals
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feedback
THE SPEECH CHAIN: While the aforementioned process is happening, the speech sounds produced by the speaker are also \____ to the speaker's ear which then transmits it into the brain of the speaker through sensory signals.
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speech
RECALL: language can be conveyed through \___ & language is separate from __
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Brain and vocal muscles
\___ \___ \___ __ covers both language expression and speech production^
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THE SPEECH CHAIN
This simplified model makes it hard to say where the delineation is, Also difficult to observe in clinics, More anatomical and physiological in nature
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SPEECH-LANGUAGE PROCESSING MODEL (SLPM; Nation & Aram, 1984)
so we then replace the speech chain into a behavioral model so that it is more observable
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sensed
SLPM (Nation & Aram): instead sound reaching ear, we say that they \___ and hear the sound
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perceived
SLPM (Nation & Aram): brain analyzed the speech sound → person \___ or recognized as speech
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comprehended
SLPM (Nation & Aram): brain decoded the meaning of sound waves → person \___ or understood the speech or utterance they heard
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Sensation, Perception
SLPM (Nation & Aram): Auditory Reception
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Sensation
SLPM (Nation & Aram): Sound waves successfully reached the person's ears; sense or hear that utterance, you don't know what you heard but you detected presence of the sound
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Perception
SLPM (Nation & Aram): perceive or recognize it as speech and not environmental sound or speech, high speech was perceived that was produced by a girl
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Comprehension, Integration, Formulation
SLPM (Nation & Aram): Central language-thought
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Comprehension
SLPM (Nation & Aram): finally understand superficial meaning of utterance, as you have long hair, if we stop you won't understand meaning
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Integration (receptive side)
SLPM (Nation & Aram): integrate with all prior experiences and information from the situation or the context to understand it fully, example: receive flowers from 3 different admirers and integrate with superficial meaning and how others use that line: you must be so pretty and attractive
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integration (expressive side)
SLPM (Nation & Aram): speech production also starts with integration, or using prior experience or knowledge of the context you formulate an appropriate message, intergate what you will say with the idea you just said, you won't repeat anything you said
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Formulation
SLPM (Nation & Aram): with the prior knowledge and experiences, formulate an appropriate message according to integration
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Sequencing, Motor Control
SLPM (Nation & Aram): Speech Production
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Sequencing
SLPM (Nation & Aram): identify individual sounds you will need to convey that message, first word: kaya , k, a, y, a, you have to arrange in the right sequence
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Motor Control
SLPM (Nation & Aram): move articulators (lips, mouth, tongue) to produce all sequence of speech sounds
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sensation, perception, comprehension, integration
SLPM (Nation & Aram): receptive processes:
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integration, formulation, sequencing, motor control
SLPM (Nation & Aram): expressive processes:
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information received from the sensory or auditory reception segment
COGNITIVE-LINGUISTIC SYSTEM AKIN TO A MACHINE: Raw materials:
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the output comes to it; the formulated message or speech production
COGNITIVE-LINGUISTIC SYSTEM AKIN TO A MACHINE: Processed materials:
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utterance heard (sensation)
COG-LIN SYSTEM AKIN TO A MACHINE: Language Comprehension: raw material \=
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meaning of what was heard (comprehension/integration)
COG-LIN SYSTEM AKIN TO A MACHINE: Language Comprehension: processed material \=
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meaning speaker wants to convey (integration/formulation)
COG-LIN SYSTEM AKIN TO A MACHINE: Language production: raw material \=
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speech
is modality to which language is expressed, hard to separate them clean
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utterance or series of articulated speech sounds (motor control)
COG-LIN SYSTEM AKIN TO A MACHINE: Language production: processed material \=
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very broad
COG-LIN SYSTEM AKIN TO A MACHINE: limitation: comprehension and formulation:
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Info Units, Info Storage and Utilization, Info Processing
THE COG-LING SYSTEM'S MYSTERIES
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INFO UNITS
THE COG-LING SYSTEM'S MYSTERIES: Sentence vs. words vs. morphemes vs. ??? Do we process language per word, per morpheme, per sentence or all in one go?; are all the ingredients processed at once passing thru machine (sentence), does it do so in packets with one type of material (words), does it process based on parts of raw materials (morphemes), does it process leave and then stem and then root of morus alba
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INFO STORAGE AND UTILIZATION
THE COG-LING SYSTEM'S MYSTERIES: oolong start, while processing the dandelion sa start, they need to save it and store in the encircled yellow, how does machine store these materials for later use (previously processed and learned words, how are these stored in our memory)
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INFO PROCESSING
THE COG-LING SYSTEM'S MYSTERIES: How exactly do we manage to understand or produce words?, What steps/sub processes are involved?, How exactly does the machine work?, What mechanical operations or function the machine is built with, allowing to successfully process raw materials
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Serial/modular | vs. Parallel (cascading, | interactive)?
(1) ISSUES IN THE STUDY OF LANGUAGE PROCESSING
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Serial
ISSUES IN THE STUDY OF LANGUAGE PROCESSING: Language processes happen one after another, does comprehension start only after perception
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Parallel: Cascading
ISSUES IN THE STUDY OF LANGUAGE PROCESSING: Succeeding process starts while the previous process is still ongoing, does it overlap, is it one way?
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Parallel: Interactive
ISSUES IN THE STUDY OF LANGUAGE PROCESSING: Flow of information is two-way, if it is indeed overlapping, is it two way like that one
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Bottom-up | vs. + Top-down?
(2) ISSUES IN THE STUDY OF LANGUAGE PROCESSING
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Bottom-up
ISSUES IN THE STUDY OF LANGUAGE PROCESSING: Is the flow of info really one way? toward the bottom, to the up being advance; One-way, going forward
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Top-down
ISSUES IN THE STUDY OF LANGUAGE PROCESSING: Certain types of information flow backwards, is there feedback, does info sent from the top to somewhere further down the line, slpm example: does contextual info processed in integration stage help in understanding sentences at a superficial level (comprehension stage)
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Local | vs. Distributed?
(3) ISSUES IN THE STUDY OF LANGUAGE PROCESSING
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Local
ISSUES IN THE STUDY OF LANGUAGE PROCESSING: assume info processed as words, are words stored in one unit of brain: doll is right there, dog is there, and hair there
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Distributed:
ISSUES IN THE STUDY OF LANGUAGE PROCESSING: is it stored in different units of the brain, and stored in different units at the same time, dog, in one basket, phonological info stored in another basket or unit,
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Domain-specific | vs. domain-general?
(4) ISSUES IN THE STUDY OF LANGUAGE PROCESSING
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Domain-Specific
ISSUES IN THE STUDY OF LANGUAGE PROCESSING: restricted to single unit or department specialized for language function
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Domain-General
ISSUES IN THE STUDY OF LANGUAGE PROCESSING: language and cognitive housed in the same unit, sharing resources and mechanisms
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sensation, perception, and comprehension
According to the SLPM, we understand words by going through the processes of \___ \___ \___ respectively.
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comprehension
broad process, don't know what happens within it
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FORSTER'S AUTONOMOUS SERIAL SEARCH MODEL (1976; 1979)
basically words are categorized, and to find them, you have to find them serially, think of minds as library, consider used to have card catalog cabinets and shelves
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access files
FORSTER'S AUTONOMOUS SERIAL SEARCH MODEL (1976; 1979): instead of title, subject, and author cards, \___ \___ may contain morphological, phonological, semantic, and information of a word we are trying to recognize
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master files
FORSTER'S AUTONOMOUS SERIAL SEARCH MODEL (1976; 1979): shelves, can be labeled as \___ \___ section, where we want to get to, pertain to the words that is stored in our minds (we called this as lexicon or mental lexicon)
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serial
FORSTER'S AUTONOMOUS SERIAL SEARCH MODEL (1976; 1979): wrong access file: you thought it is waffle, after you checkout, you move on to next possibility that is why it is called \___, you find words one after the other
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FORSTER'S AUTONOMOUS SERIAL SEARCH MODEL (1976; 1979)
It is not the predominant model these days. Researchers believe that we access multiple words all at once instead.
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ONE VERSION OF MORTON'S LOGOGEN MODEL (Morton & Patterson, 1980)
access words all at once, this process is efficient for us to recognize what it means; "logogen" in the original model (Morton, 1969, 1970)
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logogen
unit theorized in our brain where each word is associated with one logogen
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resting activation
ONE VERSION OF MORTON'S LOGOGEN MODEL: all of the logogens have \____ \___, even without any external stimuli, and they are activated to a small degree
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Activation
ONE VERSION OF MORTON'S LOGOGEN MODEL: happens with increasing evidence
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activated
ONE VERSION OF MORTON'S LOGOGEN MODEL: moment you hear a, all logogens that correspond with the word a, will be sort of \____, logogen of apple will get more activated as more morphemes are said
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threshold
ONE VERSION OF MORTON'S LOGOGEN MODEL: each logogen has a \____: if amount of activation corresponds to that logogen, if you receive more and more evidence threshold will be reached and you will recognize word and understand what it means
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threshold
ONE VERSION OF MORTON'S LOGOGEN MODEL: \____ of a logogen is reached whenever there is enough activation or evidence that points to a word being the one you heard. This leads to the word being recognized and understood.
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lower
ONE VERSION OF MORTON'S LOGOGEN MODEL: high frequency words, words you use a lot or hear a lot (e.g., your name) have \___ threshold, meaning that they need less evidence to get recognized by our brains
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hear
(1) PREVAILING VERSION IN THE SLP LITERATURE: First \___ a word
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auditory phonological analysis
(2) PREVAILING VERSION IN THE SLP LITERATURE: You analyze phonological components (\___ \___ \___), what speech sounds is composed of, what phonemes those speech sounds correspond to
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Phonological Input Lexicon
(3) PREVAILING VERSION IN THE SLP LITERATURE: Look for its match in your mental lexicon/ library, based on what you heard and look in your mental library Similar to Foster's Serial Search Model however the lexicon is only specific to phonological input/how words sound like. (\____ \___ __)
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Semantic system
(3) PREVAILING VERSION IN THE SLP LITERATURE: You retrieve that word or meaning of that word to understand what it means (\___ \___)
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FULL-LISTING MODEL
all derivations listed in our mental lexicon, are each of these derived words listed as one entry in our mental lexicon like these?
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OBLIGATORY DECOMPOSITION
only the root is listed + rules to be applied→ "affix stripping", is it only the root word listed in our mental lexicon?, you just follow form of rules listed in your entry, based on what kain means and what affix to use or when it should be applied, analyze based on roots and affixes (affix stripping)
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affix stripping
OBLIGATORY DECOMPOSITION: only the root is listed + rules to be applied→ "\___ \___"
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decomposition
OBLIGATORY DECOMPOSITION: It is called \___ because we break down the words into their respective components (roots and affixes) to understand what they mean separately first before figuring out what they mean altogether.
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DUAL-PATHWAY HYPOTHESIS
An intermediate take, Obligatory decomposition. except for commonly used derivations (fully-listed), word recognition is primarily of the obligatory decomposition type, (second take), except for commonly used derivations (full-listing), case for words which are roots, and roots that infrequently use derivation, derived words that is commonly used - andito, andoon, andiyan
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EXTENDED LOGOGEN MODEL (Morton, 1985; Patterson & Schewell, 1987)

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Semantic System, Phonological Output Lexicon
EXTENDED LOGOGEN MODEL (Morton, 1985; Patterson & Schewell, 1987): FORMULATION
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Semantic System
(1) EXTENDED LOGOGEN MODEL (Morton, 1985; Patterson & Schewell, 1987): thinking of an idea or concept from your semantic system
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Phonological Output Lexicon
(2) EXTENDED LOGOGEN MODEL (Morton, 1985; Patterson & Schewell, 1987): based on it you look for the most appropriate entry in your mental lexicon, entries in mental lexicon are in form of phonological form wherein you have phonemes,
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or a sequence of phonemes (words), even if associated with semantics, syntactic, and phonological information,

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word production and not comprehension
EXTENDED LOGOGEN MODEL (Morton, 1985; Patterson & Schewell, 1987): output:
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phonological output buffer
EXTENDED LOGOGEN MODEL (Morton, 1985; Patterson & Schewell, 1987): FORMULATION/SEQUENCING
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phonological output buffer
(3) EXTENDED LOGOGEN MODEL (Morton, 1985; Patterson & Schewell, 1987): assemble that phonological word form by retrieving its components phonemes, get each of these and sequence and assemble them, arrange themselves
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buffer point
(3) EXTENDED LOGOGEN MODEL (Morton, 1985; Patterson & Schewell, 1987): sounds are waiting in line to be produced by the articulators,
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Spoken Word
EXTENDED LOGOGEN MODEL (Morton, 1985; Patterson & Schewell, 1987): MOTOR CONTROL
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spoken word
(4) EXTENDED LOGOGEN MODEL (Morton, 1985; Patterson & Schewell, 1987): articulation, apple as the output
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Conceptual-semantic representation
(1) DELL'S INTERACTIVE ACTIVATION MODEL (1997; 1986) start with an idea, called different term from semantic system, deciding what concept you wanna convey
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Semantic Feature Network
(2) DELL'S INTERACTIVE ACTIVATION MODEL (1997; 1986): run it through this network, theorized to be organized in a network of sorts, visualize that: map of semantic features: each concept you want to try convey, certain parts of map light up, correspond to the bigger idea
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semantic features
(2) DELL'S INTERACTIVE ACTIVATION MODEL (1997; 1986): bits of meaning that each word in our mental lexicon is associated with
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network
(2) DELL'S INTERACTIVE ACTIVATION MODEL (1997; 1986): \___ because there might also have other concepts that are in the same SF or category
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Lexical Network
(3) DELL'S INTERACTIVE ACTIVATION MODEL (1997; 1986): network of words or terms refer to the meaning stored in the mind, Needs increasing evidence to trigger the specific word
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tip of the tongue
(3) DELL'S INTERACTIVE ACTIVATION MODEL (1997; 1986): problem in this stage is experiencing \___ \___ __ \___ moments
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Phonological Network
(4) DELL'S INTERACTIVE ACTIVATION MODEL (1997; 1986): map of phonemes connected to one another in our brains, phonemes that match the lexical entry or term or word, seem to match lights up/ gets activated, They are overlapping and interact with each other; they help you to pinpoint what lexical entry you are looking for
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Phonological - encoding
(5) DELL'S INTERACTIVE ACTIVATION MODEL (1997; 1986): Retrieving all phonemes that were activated and assemble and sequence to articulate the correct word
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Articulation
(6) DELL'S INTERACTIVE ACTIVATION MODEL (1997; 1986): using vocal muscles to say the word
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two, interactive
DELL'S INTERACTIVE ACTIVATION MODEL (1997; 1986): Stages aren't very discrete, a bit overlapping, interacting with one another, arrows are pointing at __ directions (middle and right illustration), it is an \___ model
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Spreading activation
DELL'S INTERACTIVE ACTIVATION MODEL (1997; 1986): Key processes / concepts: nature of activation is very dynamic because when one semantic feature activates, its as if it will spread in rapid manner in surrounding semantic features, like the example of apple & heart, activation will spread throughout semantic, lexical, phonological network
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Competition
DELL'S INTERACTIVE ACTIVATION MODEL (1997; 1986): Key processes / concepts: interesting because it hypothesizes that when we try to retrieve best words to convey idea, there might be other candidates considered (ample, waffle) - they won't win because apple gets activated the most
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Decay
DELL'S INTERACTIVE ACTIVATION MODEL (1997; 1986): Key processes / concepts: when a semantic feature is activated, (eg., semantic feature of being sweet) power or amount of activation will slowly decay unless semantic feature gets extra activation from other parts of interactive system, These features should sustain activation enough until you produce the world successfully
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Feedback
DELL'S INTERACTIVE ACTIVATION MODEL (1997; 1986): Key processes / concepts: idea information from later processes (phonological processing, phonological network), think of word know what sounds feedback to earlier stages (lexical network stage), identify which is the intended idea