PSY 357 FINAL EXAM
PSY 357 FINAL EXAM QUESTIONS AND ANSWERS GRADED A+
Do we read words as unanalysed "wholes" (aka., whole
word), as claimed by the popular email message? ANS >>
the human mind does not read every letter by itself, but
the word as a whole
What does the Word Superiority Effect reveal about word
recognition? ANS >> -easier to detect in words than
nonwords
-easier to detect in pseudo words than nonwords
*In theory would be easier to detect single letter, but this
shows that we read as word
,PSY 357 FINAL EXAM
What model of reading best explains the Word and
Pseudoword Superiority lab results? ANS >> interactive
action model
How do dyslexic children (compared to controls) perform
in the word and pseudoword superiority labs? ANS >>
dyslexic readers and controls reveal similar lexical
priming effects
How do dyslexic children (compared to controls) perform
on Lexical access? When pronouncing nonwords? ANS >>
Dyslexic children have significant difficulty reading aloud
pseudowords. Difficulty reveals impaired sub-lexical
translation of spelling to sound.
What model of reading best explains phonological
dyslexia? ANS >> interactive action model
What implications do these findings have on reading
instruction? ANS >> not a visual problem or letter problem,
Interventions teach phonics such as word families, etc.
, PSY 357 FINAL EXAM
word superiority effect labs ANS >> proportion correct AND
reaction time higher for words vs pseudo/non
weakness of cog lab word superiority effect ANS >>
pseudowords and nonwords were combined even though
stimuli not the same
is detection of letter faster in words/pseudo or alone? ANS
>> -words/pseudo.
-BUT faster alone than random string of letters (illegal
nonwords)
Top-down effects make it hard to proof read, particularly
your own writing. ANS >> ***
interactive activation model explains ANS >> -Word
superiority effect
-Recognition of corrupted words (misspellings;
handwriting)
-Neighbourhood effects (mat, bat, cat)
PSY 357 FINAL EXAM QUESTIONS AND ANSWERS GRADED A+
Do we read words as unanalysed "wholes" (aka., whole
word), as claimed by the popular email message? ANS >>
the human mind does not read every letter by itself, but
the word as a whole
What does the Word Superiority Effect reveal about word
recognition? ANS >> -easier to detect in words than
nonwords
-easier to detect in pseudo words than nonwords
*In theory would be easier to detect single letter, but this
shows that we read as word
,PSY 357 FINAL EXAM
What model of reading best explains the Word and
Pseudoword Superiority lab results? ANS >> interactive
action model
How do dyslexic children (compared to controls) perform
in the word and pseudoword superiority labs? ANS >>
dyslexic readers and controls reveal similar lexical
priming effects
How do dyslexic children (compared to controls) perform
on Lexical access? When pronouncing nonwords? ANS >>
Dyslexic children have significant difficulty reading aloud
pseudowords. Difficulty reveals impaired sub-lexical
translation of spelling to sound.
What model of reading best explains phonological
dyslexia? ANS >> interactive action model
What implications do these findings have on reading
instruction? ANS >> not a visual problem or letter problem,
Interventions teach phonics such as word families, etc.
, PSY 357 FINAL EXAM
word superiority effect labs ANS >> proportion correct AND
reaction time higher for words vs pseudo/non
weakness of cog lab word superiority effect ANS >>
pseudowords and nonwords were combined even though
stimuli not the same
is detection of letter faster in words/pseudo or alone? ANS
>> -words/pseudo.
-BUT faster alone than random string of letters (illegal
nonwords)
Top-down effects make it hard to proof read, particularly
your own writing. ANS >> ***
interactive activation model explains ANS >> -Word
superiority effect
-Recognition of corrupted words (misspellings;
handwriting)
-Neighbourhood effects (mat, bat, cat)
