linearization problem		we have a phonetic module specifically for speech
perceptual spans		a silly sistake -> silly mistake
dual route hypothesis		conversion of underlying deep structure to surface structure
additive bilingualism		meaning is accessed directly from written letters
deep dyslexia		interference from related words causing TOTs
exchange		slow hesitent speech, agrammatical
saccade		observed in Warren (1970) study; context allows listeners to fill in missing sounds
neglect dyslexia		backward eyemovements
wernicke's aphasia		how we access meaning while reading depends on familiar words, irregular spelling, efficient reading
substitution		bake my bike rather than take my bike
discourse		one semantic center but two stores for lexical knowledge
phonemic restoration effect		looping a sound causes you to perceive different words
linguistic relativity		more taxing on working memory, sentences with too many clauses
morpheme		language influences thought
separate semantic memory hypothesis		activating words and their meanings
incomplete activation hypothesis		language units larger than a sentence, like a narrative
shift		smallest unit of sound that has meaning
selective access		can read most words but annot read nonwords
McGurk effect		the left and right hemisphere of the brain perform different tasks
shared semantic memory hypothesis		second language replaces the first one
phoneme		number of letters and spaces perceived during a pause
transformational grammar		to mutter intelligibly -> to mutter unintelligbly
transmission deficit model		rapid eyemovements we dont recognize
phonological dyslexia		testing after reading based on comprehension
exhaustive access		knowledge of social rules that underlying language uses
constructionist view		grastly -> grizzly ghastly
phrase structure		convert letters to sound to meaning
pragmatics		TOT occurs when phonological nodes are weakened dute to infrequent use, nonrecent use, and aging
verbal transformation effect		hierarchical structure based that is based on grammatical building blocks
blend		pauses while reading
indirect access hypothesis		the problem of arranging words in an ordered sequence
constituents		she decided to hits it -> she decided to hit it
interactive activation theory		intonation
anticipation		readers create inferences about the causes of events and how they relate
prosody		fluent nonsensical speech
lateralization		according to this term, we consider all meanings of an ambiguous word and context resolves the conflict
nested structure		study of speech sounds
deletion		both types of knowledge are stored in their own language specific memory store
special mechanism approach		reading the word sword instead of saber and cannot read nonwords
textbase		context biases the interpretation of an ambiguous word
offline measures		can read nonwords, but struggle with irregular pronunciations like steak
subtractive bilingualism		it's so cold -> it's so hot
morphology		grammatical building blocks
situation model		slicely thinned -> thinly sliced
surface dyslexia		activating meaning of the text, along with infereces and ideas related to the text
regression		ignoring half of visual field
direct access hypothesis		TOT caused by lack of activation from the semantic system to the phonological system
linguistic determinism		smallest unit to form words
fixation		how readers allocate resources during reading
perseveration		language = thought
broca's aphasia		conflicting visual cues and auditory cues causes you to perceive an intermediate sound
phonology		inadequate activation of the target word
blocking hypothesis		combination of sounds into units of meaning
general mechanism approach		learning another language in addition to your native language
online measures		speech perception does not involve a special module, we use the same neural mechanism to process speech and nonspeech sounds