Related Concepts
- word frequency – This is the belief that the speed and accuracy with which a word is recognized is related to how frequently the word occurs in our language. Each logogen has a threshold (for identification) and words with higher frequencies have lower thresholds. Words with higher frequencies also require less sensory evidence. (Morrison & Ellis, 1995)
- age of acquisition – This term generally refers to the age at which a concept or skills is learned. The most studied however, is language acquisition. Words that are learned earlier in life are more quickly recognized and used more frequently than those learned later. This is the reason many hypothesize that children are better at learning a second language than adults (Morrison & Ellis, 2005). There are various hypotheses for why this is so. One is the "phonological completeness hypothesis" proposed by Brown and Watson in 1989. This states that the reason earlier words are learned quicker is because they are stored holistically. Later in life, new words are stored in fragments. They are recalled slowly because the fragments most be placed together.
- repetition priming – Non-conscious form of memory in which neural activity is reduced once exposure has occurred repeatedly. A more recognizable word will result in a quicker-response time.
Read more about this topic: Logogen Model
Famous quotes containing the words related and/or concepts:
“Women stand related to beautiful nature around us, and the enamoured youth mixes their form with moon and stars, with woods and waters, and the pomp of summer. They heal us of awkwardness by their words and looks. We observe their intellectual influence on the most serious student. They refine and clear his mind: teach him to put a pleasing method into what is dry and difficult.”
—Ralph Waldo Emerson (1803–1882)
“It is impossible to dissociate language from science or science from language, because every natural science always involves three things: the sequence of phenomena on which the science is based; the abstract concepts which call these phenomena to mind; and the words in which the concepts are expressed. To call forth a concept, a word is needed; to portray a phenomenon, a concept is needed. All three mirror one and the same reality.”
—Antoine Lavoisier (1743–1794)