Some perceptual consequences of linguistic rules

Miller, George A.; Isard, Stephen

doi:10.1016/s0022-5371(63)80087-0

Cited by 396 publications

(201 citation statements)

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“…For example, Treisman (1964a) reported that when the irrelevant message was presented in an unfamiliar foreign language, rejection of this message was significantly easier than when the irrelevant message was composed of gibberish phonetically similar to English. Moreover, Miller and Isard (1963) supported the concept of linguistic feature analysis by revealing that syntax functions as a discriminable feature in auding. Morey (1969) suggested a two-process theory of tracking-first the target message must be identified, then it must be followed.…”

Section: Listening/looking and Auding/readingmentioning

confidence: 59%

“…In other words, given the presentation of messages similar in acoustic and linguistic features, the auder may rely upon semantic meaning to track (Sticht, 1972). Experimental evidence has tended to verify this view; Miller and Isard (1963) and Rosenberg and Jarvella (1969) found that subjects selected and devoted their tracking time to semantically meaningful or well-integrated messages-rather than to less meaningful messages.…”

Section: Listening/looking and Auding/readingmentioning

confidence: 99%

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Auding and reading: A developmental model.

Sticht

1974

PsycEXTRA Dataset

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ForwardThe development of competent literacy skills is a requirement for comfortable survival in our technological age. We need, therefore, to have as sound an understanding as possible of the concept of literacy and the factors involved in the development of literacy skills.This volume presents a developmental model of literacy which describes the relationships among a child's basic adaptive processes, oral language, and written language skills. An extensive review of empirical studies bearing on the validity of the model will be of interest to educators and researchers concerned with reading and language development.The research project leading to this volume was conducted by the Human Resources Research Organization for the Air Force Human Resources Laboratory, Technical, Training Division, Lowry Air Force Base, Colorado, under Air Force Contract F41609-73-C-9025. The work was performed at HumRRO Western Division, Presidio of Monterey, California. Dr. James R. Burkett, Air Force Human Resources Laboratory, Technical Training Division, Lowry Air Force Base, served as the Contract Technical Monitor. This report is being issued as an AFHRL(TT) Technical Report (AFHRL-TR-74-36); it has also been designated as HumRRO Technical Report 74-11. The contents of this publication do not necessarily reflect the official opinion or policy of the sponsor of the HumRRO research.Dr. Thomas G. Sticht, primary author of the report, was the principal investigator on the research project. Lawrence J. Beck and Robert N. Hauke contributed to the review and synthesis of literature in Chapters IV and V. Special consultants to the project were Mr. Glenn Kleiman, Stanford University, who had major responsibility for the preparation of Chapter III of the report, and Mr. James H. James, Northern Illinois University, who contributed primarily to Chapter V. All four contributors reviewed and commented on the entire report and hence they appear as authors. Special thanks are due to Nina McGiveran of HumRRO Western Division for her forbearance in working with the authors while they drafted and re-drafted the copy which she turned into a finished and polished manuscript. OverviewMany adults lack sufficient literacy skills for technical training and successful career progression. Because of the crucial role that literacy plays in instruction and job performance information regarding the nature of literacy skills and their development is needed. Such information should prove useful in the development of literacy training programs, and in the development of more effective and/or efficient methods for imparting knowledge by the spoken or printed word.Because several recent reviews of the scientific literature on reading and language skills failed to uncover many salient facts for use in guiding literacy research or development of literacy training programs, it was felt that the present review should be guided by a theory or model which could provide a rationale for sorting, sifting, and interpreting various research studies. Accordingly, a simple...

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Section: Listening/looking and Auding/readingmentioning

confidence: 59%

Section: Listening/looking and Auding/readingmentioning

confidence: 99%

Auding and reading: A developmental model.

Sticht

1974

PsycEXTRA Dataset

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“…formation from degraded speech is enhanced by memory-driven top- would be syntactic (Miller and Isard, 1963) to the case when vowels were used as stimuli. posterior parts of the STG (studied within the same ROI) and the insula.…”

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confidence: 99%

Previous exposure to intact speech increases intelligibility of its digitally degraded counterpart as a function of stimulus complexity

et al. 2016

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22Recent studies have shown that acoustically distorted sentences can be perceived as either unintelligible or intel-23 ligible depending on whether one has previously been exposed to the undistorted, intelligible versions of the 24 sentences. This allows studying processes specifically related to speech intelligibility since any change between 25 the responses to the distorted stimuli before and after the presentation of their undistorted counterparts cannot 26 be attributed to acoustic variability but, rather, to the successful mapping of sensory information onto memory 27 representations. To estimate how the complexity of the message is reflected in speech comprehension, we ap-28 plied this rapid change in perception to behavioral and magnetoencephalography (MEG) experiments using 29 vowels, words and sentences. In the experiments, stimuli were initially presented to the subject in a distorted 30 form, after which undistorted versions of the stimuli were presented. Finally, the original distorted stimuli 31 were presented once more. The resulting increase in intelligibility observed for the second presentation of the 32 distorted stimuli depended on the complexity of the stimulus: vowels remained unintelligible (behaviorally 33 measured intelligibility 27%) whereas the intelligibility of the words increased from 19% to 45% and that of the 34 sentences from 31% to 65%. This increase in the intelligibility of the degraded stimuli was reflected as an enhance-35 ment of activity in the auditory cortex and surrounding areas at early latencies of 130-160 ms. In the same re-36 gions, increasing stimulus complexity attenuated mean currents at latencies of 130-160 ms whereas at 37 latencies of 200-270 ms the mean currents increased. These modulations in cortical activity may reflect feedback 38 from top-down mechanisms enhancing the extraction of information from speech. The behavioral results suggest 39 that memory-driven expectancies can have a significant effect on speech comprehension, especially in acousti-40 cally adverse conditions where the bottom-up information is decreased. 41 © 2015 Published by Elsevier Inc. responses to a set of vocoded sentences before and after the subject 73 was trained to perceive these sentences correctly in a learning phase NeuroImage xxx (2015) xxx-xxx ⁎ Corresponding author at: Department of Neuroscience and Biomedical Engineering (NBE), School of Science, Aalto University, PO Box 12200, FI-00076 AALTO, Finland.E-mail address: maria.hakonen@aalto.fi (M. Hakonen). YNIMG-12658; No. of pages: 13; 4C: 6, 8, 9 http://dx. where normal speech and vocoded speech were paired. 109In MEG and EEG measurements, auditory stimuli elicit a series of 110 transient responses, the most prominent of which is the auditory N1 re-111 sponse, measured electrically, and its magnetic counterpart, the N1m 112(for reviews, see Näätänen and Picton, 1987;May and Tiitinen, 2010). 113In the case of long-duration stimuli (N 300 ms), the transient responses , 2010, 2011, 2012 Liikkanen et al., 2007;Gray...

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“…Rather, many psychologists have taken Chomsky's later thesis as a given foundation for inquiry, not as a problem to be dealt with (ef. McNeill, 1970;Miller and Isard, 1963;Saporta, 1967). I hope through explorations of the notion of a rule to reinstitute Chomsky's earlier caution.…”

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confidence: 99%

“…G.A. Miller (1963) notes, "The question remains open whether a descriptive science, such as psychology aspires to be, can incorporate systems of rules into a framework provided by the more traditional form of scientific laws". I find the orientation inviting, but for it to become a workable one there is the need to explore not only the relation of language to speaking, but also to understand the notion of rule-governed behavior in these contexts.…”

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confidence: 99%

On the notion of a rule

Olshewsky

1975

Lecture Notes in Computer Science

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Some perceptual consequences of linguistic rules

Cited by 396 publications

References 7 publications

Auding and reading: A developmental model.

Auding and reading: A developmental model.

Previous exposure to intact speech increases intelligibility of its digitally degraded counterpart as a function of stimulus complexity

On the notion of a rule

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