The Experts below are selected from a list of 249 Experts worldwide ranked by ideXlab platform
William S Y Wang - One of the best experts on this subject based on the ideXlab platform.
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achieving constancy in spoken Word Identification time course of talker normalization
Brain and Language, 2013Co-Authors: Caicai Zhang, Gang Peng, William S Y WangAbstract:Abstract This event-related potential (ERP) study examines the time course of context-dependent talker normalization in spoken Word Identification. We found three ERP components, the N1 (100–220 ms), the N400 (250–500 ms) and the Late Positive Component (500–800 ms), which are conjectured to involve (a) auditory processing, (b) talker normalization and lexical retrieval, and (c) decisional process/lexical selection respectively. Talker normalization likely occurs in the time window of the N400 and overlaps with the lexical retrieval process. Compared with the nonspeech context, the speech contexts, no matter whether they have semantic content or not, enable listeners to tune to a talker’s pitch range. In this way, speech contexts induce more efficient talker normalization during the activation of potential lexical candidates and lead to more accurate selection of the intended Word in spoken Word Identification.
K K Luke - One of the best experts on this subject based on the ideXlab platform.
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chinese unknown Word Identification using class based lm
International Joint Conference on Natural Language Processing, 2004Co-Authors: Guohong Fu, K K LukeAbstract:This paper presents a modified class-based LM approach to Chinese unknown Word Identification. In this work, Chinese unknown Word Identification is viewed as a classification problem and the part-of-speech of each unknown Word is defined as its class. Furthermore, three types of features, including contextual class feature, Word juncture model and Word formation patterns, are combined in a framework of class-based LM to perform correct unknown Word Identification on a sequence of known Words. In addition to unknown Word Identification, the class-based LM approach also provides a solution for unknown Word tagging. The results of our experiments show that most unknown Words in Chinese texts can be resolved effectively by the proposed approach.
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IJCNLP - Chinese unknown Word Identification using class-based LM
Natural Language Processing – IJCNLP 2004, 2004Co-Authors: Guohong Fu, K K LukeAbstract:This paper presents a modified class-based LM approach to Chinese unknown Word Identification. In this work, Chinese unknown Word Identification is viewed as a classification problem and the part-of-speech of each unknown Word is defined as its class. Furthermore, three types of features, including contextual class feature, Word juncture model and Word formation patterns, are combined in a framework of class-based LM to perform correct unknown Word Identification on a sequence of known Words. In addition to unknown Word Identification, the class-based LM approach also provides a solution for unknown Word tagging. The results of our experiments show that most unknown Words in Chinese texts can be resolved effectively by the proposed approach.
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Chinese unknown Word Identification as known Word tagging
Proceedings of 2004 International Conference on Machine Learning and Cybernetics (IEEE Cat. No.04EX826), 2004Co-Authors: Guohong Fu, K K LukeAbstract:This work presents a tagging approach to Chinese unknown Word Identification based on lexicalized hidden Markov models (LHMMs). In this work, Chinese unknown Word Identification is represented as a tagging task on a sequence of known Words by introducing Word-formation patterns and part-of-speech. Based on the lexicalized HMMs, a statistical tagger is further developed to assign each known Word an appropriate tag that indicates its pattern in forming a Word and the part-of-speech of the formed Word. The experimental results on the Peking University corpus indicate that the use of lexicalization technique and the introduction of part-of-speech are helpful to unknown Word Identification. The experiment on the SIGHAN-PK open test data also shows that our system can achieve state-of-art performance.
Odette Scharenborg - One of the best experts on this subject based on the ideXlab platform.
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Talker-familiarity benefit in non-native recognition memory and Word Identification: The role of listening conditions and proficiency
Attention Perception & Psychophysics, 2019Co-Authors: Polina Drozdova, Roeland Van Hout, Odette ScharenborgAbstract:Native listeners benefit from talker familiarity in recognition memory and Word Identification, especially in adverse listening conditions. The present study addresses the talker familiarity benefit in non-native listening, and the role of listening conditions and listeners’ lexical proficiency in the emergence of this benefit. Dutch non-native listeners of English were trained to identify four English talkers over 4 days. Talker familiarity benefit in recognition memory was investigated using a recognition memory task with “old” and “new” Words produced by familiar and unfamiliar talkers presented either in the clear or in noise. Talker familiarity benefit in Word Identification was investigated by comparing non-native listeners’ performances on the first and the last day in identifying Words in different noise levels, produced by either a trained (included in the voice recognition training) or by an untrained talker (not included in the voice recognition training). Non-native listeners demonstrated a talker familiarity benefit in recognition memory, which was modulated by listening conditions and proficiency in the non-native language. No talker familiarity benefit was found in Word Identification. These results suggest that, similar to native listening, both linguistic and indexical (talker-specific) information influence non-native speech perception. However, this is dependent on the task and type of speech recognition process involved.
Gang Peng - One of the best experts on this subject based on the ideXlab platform.
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achieving constancy in spoken Word Identification time course of talker normalization
Brain and Language, 2013Co-Authors: Caicai Zhang, Gang Peng, William S Y WangAbstract:Abstract This event-related potential (ERP) study examines the time course of context-dependent talker normalization in spoken Word Identification. We found three ERP components, the N1 (100–220 ms), the N400 (250–500 ms) and the Late Positive Component (500–800 ms), which are conjectured to involve (a) auditory processing, (b) talker normalization and lexical retrieval, and (c) decisional process/lexical selection respectively. Talker normalization likely occurs in the time window of the N400 and overlaps with the lexical retrieval process. Compared with the nonspeech context, the speech contexts, no matter whether they have semantic content or not, enable listeners to tune to a talker’s pitch range. In this way, speech contexts induce more efficient talker normalization during the activation of potential lexical candidates and lead to more accurate selection of the intended Word in spoken Word Identification.
Michael E. J. Masson - One of the best experts on this subject based on the ideXlab platform.
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Covert operations: Orthographic recoding as a basis for repetition priming in Word Identification.
Journal of Experimental Psychology: Learning Memory and Cognition, 2002Co-Authors: Michael E. J. Masson, Colin M. MacleodAbstract:When a Word is generated from a semantic cue, coincident orthographic visualization of that Word may cause priming on a subsequent perceptual Identification test. A task was introduced that required subjects to visualize the orthographic pattern of auditorily presented Words. When used at study, this task produced a pattern of priming similar to that produced by a generate study task. When used at test, equal priming on the orthographic task was produced by read and generate study tasks but not by a generate study task that failed to invite orthographic visualization. Priming on perceptually based Word Identification tests that results from a generate study episode may be largely due to orthographic recoding of the target rather than to conceptual processing. The beneficial effects of prior encoding of a stimulus on subsequent encoding of that stimulus are generally governed by the principles that characterize the transfer-appropriate processing framework (Morris, Bransford, & Franks, 1977; Roediger, 1990; Roediger, Weldon, & Challis, 1989). In particular, repetitionpriming benefits are most powerful when the processing operations applied during the initial encoding of a stimulus are most similar to those applied when the stimulus is presented on a later occasion. So, for example, completion of visually presented Word fragments with target Words is more likely if those targets were previously experienced as printed Words rather than as auditorily presented Words or as drawings of objects corresponding to those Words (Rajaram & Roediger, 1993). Another important example of the principles of transferappropriate processing is Jacoby’s (1983) demonstration that although prior visual exposure to Words led to enhanced accuracy on a subsequent masked Word Identification task, prior generation of those items from their antonyms, in which the target Words were not actually seen, produced little or no enhancement. Toth, Reingold, and Jacoby (1994), Weldon (1991), and Jacoby, Toth, and Yonelinas (1993) reported similar results using other forms of target generation at study, such as definitional phrases or anagrams, followed by a Word-stem or Word-fragment completion test or a masked Word Identification test. Despite the ineffectual contributions of generate encoding tasks to apparently perceptually based Word Identification tests, these encoding tasks consistently produce reliably better performance on tests that are strongly supported by conceptually driven processing, such as recognition and generation of category members (Blaxton, 1989; Jacoby, 1983; Jacoby et al., 1993; Toth et al., 1994; Weldon, 1991).
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The influence of selection for response on repetition priming of Word Identification.
Canadian Journal of Experimental Psychology, 1999Co-Authors: Michael E. J. Masson, Carrie L. HicksAbstract:Abstract Repetition priming of Word Identification was examined using study tasks that required participants either to search for targets appearing in rapid serial visual presentation of Word lists or to read aloud a list of target Words. Nontarget Words embedded in search lists produced a small amount of repetition priming on a masked Word Identification test, independent of presentation duration in the search list (200 - 1,000 ms), but no priming when they appeared as targets in a second search task used at test. For both test tasks, Words that were originally encoded in a read-aloud task or served as detected targets during a search task generated more priming than nontarget Words from search lists. These results suggest that priming effects are strongest when study tasks require an item to be selected as the basis for an overt response, even though the information on which study and test responses are based may be different. Investigations of Word Identification processes very often are concerned with the mechanisms that support skilled performance, such as lexical and nonlexical routes from orthography to phonology (e.g., Baluch & Besner, 1991; Coltheart, Curtis, Atkins, & Haller, 1993; Coltheart & Rastle, 1994). In this article, however, we examine an issue related to the question of how this skilled performance develops. That is, what experiences and processes contribute to the development of skilled Word Identification performance? The premise of the experiments described in this article is that skilled Word Identification is built up from specific Word encoding episodes (e.g., Logan, 1988, 1990; Masson, 1986). A powerful clue regarding the importance of particular processing episodes for skilled Word Identification is provided by various demonstrations of repetition priming of Word Identification, in which a single exposure of a wellknown Word can substantially improve the efficiency or accuracy with which it is identified (e.g., Jacoby & Dallas, 1981; Scarborough, Cortese, & Scarborough, 1977). The kind of episode that appears most likely to contribute to the development of skin is one in which a Word can be encoded accurately and consciously identified. Thus, masked Word primes appear to have only a short-lived impact on Word Identification performance (e.g., Forster & Davis, 1984; Humphreys, Besner, & Quinlan, 1988). A useful concept for understanding how specific episodes can influence skilled performance and for understanding the constraints on that influence is the transfer-appropriate processing framework (Bransford, Franks, Morris, & Stein, 1979; Morris, Bransford, & Franks, 1977). In this framework, the basis for the influence of a training episode on a subsequent test is the existence of some process that is common to both the training and the test event. On this account, a benefit due to a training episode will be found if the training task and the test task share some common process. A specific example of this idea is embodied in the distinction between conceptually driven processes, which involve access and use of conceptual knowledge, and datadriven processes, which involve perceptual analysis of a stimulus (e.g., Blaxton, 1989; Roediger & McDermott, 1993; Roediger, Weldon, & Challis, 1989). Thus, repetition priming between a training task and a test task will be found if both tasks are data-driven or if both tasks are conceptually driven. No priming is expected, however, if one task is conceptually driven and the other data-driven (e.g., Jacoby, 1983b). A more specific version of this constraint on repetition priming has been proposed in a component-process account developed by Moscovitch and his colleagues (Moscovitch, 1992; Vriezen, Moscovitch, & Bellos, 1995). In this account, a processing episode can be conceptualized as involving a hierarchy of components. For example, making a semantic judgment about a printed Word requires analysis of visual features, Word form analysis, and semantic analysis. …
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More than meets the eye: Context effects in Word Identification
Memory & Cognition, 1998Co-Authors: Michael E. J. Masson, Ron BorowskyAbstract:The influence of semantic context on Word Identification was examined using masked target displays. Related prime Words enhanced a signal detection measure of sensitivity in making lexical decisions and in determining whether a probe Word matched the target Word. When line drawings were used as primes, a similar benefit was obtained with the probe task. Although these results suggest that contextual information affects perceptual encoding, this conclusion is questioned on the grounds that sensitivity in these tasks may be determined by independent contributions of perceptual and contextual information. The plausibility of this view is supported by a simulation of the experiments using a connectionist model in which perceptual and semantic information make independent contributions to Word Identification. The model also predicts results with two other analytic methods that have been used to argue for priming effects on perceptual encoding.
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Priming Patterns Are Different in Masked Word Identification and Word Fragment Completion
Journal of Memory and Language, 1997Co-Authors: Colin M. Macleod, Michael E. J. MassonAbstract:Abstract Indirect tests of remembering have revealed two different patterns of priming following generation and reading tasks: (1) read Words produce more priming than generated Words, which produce little or no priming relative to new Words, and (2) both read and generated Words show reliable and equivalent priming. In a series of six experiments using both mixed and blocked presentation of encoding tasks, we confirmed that the Word fragment completion task reliably produced the first pattern of results whereas we found that the masked Word Identification task almost always produced the second pattern of results. Only when three different tasks were presented in a blocked design during encoding did the Identification task lead to less priming for generated than for read Words. We conclude that the brief presentation of a whole Word in the masked Word Identification task makes contact with an initial interpretive encoding that includes records of conceptual as well as perceptual operations performed during encoding.
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semantic ambiguity effects in Word Identification
Journal of Experimental Psychology: Learning Memory and Cognition, 1996Co-Authors: Ron Borowsky, Michael E. J. MassonAbstract:The influence of semantic ambiguity on Word Identification processes was explored in a series of Word naming and lexical-decision experiments. There was no reliable ambiguity effect in 2 naming experiments, although an ambiguity advantage in lexical decision was obtained when orthographically legal nonWords were used. No ambiguity effect was found in iexical decision when orthographically illegal nonWords were used, implying a semantic locus for the ambiguity advantage. These results were simulated by using a distributed memory model that also produces the ambiguity disadvantage in gaze duration that has been obtained with a reading comprehension task. Ambiguity effects in the model arise from the model's attempt to activate multiple meanings of an ambiguous Word in response to presentation of that Word's orthographic pattern. Reasons for discrepancies in empirical results and implications for distributed memory models are considered. Any comprehensive theory of mental representation and process must accommodate the complex means by which concepts are communicated through language. Through the course of history, humans have developed tools of communication that facilitate the relaying of ideas and concepts, such as a writing system or orthography. This mapping of concepts to orthography is not entirely one to one, however, resulting in some Words that correspond to multiple concepts, which are known as semantically ambiguous Words. When reading text, the context provided by preceding Words and sentences provides a means of disambiguating such Words. As a result, we may not even notice the ambiguity in Words that we are reading in context. If, on the other hand, semantically ambiguous Words are presented in isolation, their alternative meanings are readily accessible, and thus their ambiguous nature is noticed. In the research reported in this article, we compare performance on semantically ambiguous Words with that of semantically unambiguous Words in isolated Word Identification tasks and describe simulations of the empirical effects within the framework of a distributed memory architecture (Masson, 1995). The effect of semantic ambiguity on isolated Word Identification has usually been determined by comparing performance on unambiguous Words (which are associated with only one
