The Differences between Visual and Phonetic Stimuli when Studying Meaning Selection By Kaylee Samford
13 July 2019
Part I: Overview
This study focuses on the difference between visual word recognition versus spoken word recognition by determining how quickly the brain determines and assigns meaning to a spoken word versus written word. A visual word will be presented to a test subject, in response the subject is meant to assign it meaning. For example, if the word apple is assigned, a photo of an apple may be selected out of two photos – neither of which may also have the same meaning. Next, the subject is presented with the spoken word “apple” and is given two new selections, of those the subject assigns meaning to the word by selecting the appropriate image. By timing these tests, the subject is given results on how quickly he or she assigned meaning to the word and how visual stimulus versus spoken stimulus might affect the overall cognition of meaning and how the brain might interpret the different stimuli.
Objective: To determine the speed and accuracy of word retrieval both visually and phonetically and examine how and where meaning might be retrieved when presented with the overall visual versus spoken stimuli.
Hypothesis:
1.Spoken word will have a faster response time.
2.Spoken word and Visual word retrieval will be stored in different parts of the brain.
3.Visual imagery will have a lower accuracy rate.
1.Spoken word will have a faster response time.
2.Spoken word and Visual word retrieval will be stored in different parts of the brain.
3.Visual imagery will have a lower accuracy rate.
Methodology:
This research will be based on online test results and/or MRI scans. First, the test subject will be given an online test that includes both visual and spoken stimuli. These online tests should be able to test the speed of word selection when given a word either visually or phonetically.
See Figure 1 for a simple representation of how one stimulus word might be used. This representation suggests that the initial visual test might present the word “apple” to the test subject with two options for meaning selection. When the test subject selects an option the subject will be timed. As these are simple objects, without many options for interpretation, this test is solely testing the timing of attaching the object to the word given. These test results should be timed to the millisecond. Next, the test subject will be given a vocal online test with pre-recorded simple words that may also be attached to simple meanings. This vocal test will establish the meaning selection based on phonetic lexicon rather than visual imagery. This test will also be timed to the millisecond to establish which test provides a higher level of accuracy and higher response times. This test may also be presented in an MRI machine. As there are two options, the test subject will be given one clicker in each hand. The left hand will represent the first option and the right hand will represent the second choice. As the subject is given the images and sounds they make
their selection just at they would online. This form of test allows the response time to be recorded as well as tracks the brain activity and what part of the brain is active during each source of selection.
their selection just at they would online. This form of test allows the response time to be recorded as well as tracks the brain activity and what part of the brain is active during each source of selection.
Subject Pool:
The subject pool may be any male or female with sufficient hearing and visual capabilities. They should also have good motor skills in order to select the answers. This requires the ability to work a computer mouse and/or the ability to make a selection within a MRI machine.
Part II: Analysis of Methodology
Defense of Experiment Design:
This experiment design is based on ideas from Paul Warren’s Introduction to Psycholinguistics when regarding the relationship of visual and spoken language. When examining auditory analysis versus letter identification, evidence suggests that it is “possible for spoken and written responses to the same stimulus to be inconsistent. Such evidence supports the notion that there are different output lexicons for spoken and written forms of words” (227). While this experiment can be considered parallel to the ideas of comparable stimulus, by offering only images as the responses it limits the potential for inconsistent stimulus. For example, in the test mentioned, when a test subject was given an image he identified it as a ‘tomato’ using written language, but stated ‘artichoke’. In lieu of seeking written or vocal responses, this test focuses on the response time and assignment of meaning. By removing the opportunity for multiple prototypes, the test subject is limited to a limited selection of meaning. This helps to identify the source of meaning selection to be more closely derived from the either the visual or auditory stimuli given.
Potential Problems:
1. Too many images in the visual test. As the subject is to focus on the word, the subject might instead focus on the selection options.
2. The visual and auditory tests might be too closely related and the subject might find an automatic response to the images presented based on the previous visual test.
3. The visual components of each test might detract from the test results of the auditory test.
4. If the capabilities of the MRI are not able to accommodate the image and selections, the test may be limited to an online testing format with outside noise and distractions.
Solutions to Potential Problems:
Solutions to this experiment are as follows –
1. Testing methods such as the ones used in Edward Auer’s Spoken Word Recognition by Eye tests might be used. This test uses technology to track eye movement in the visual world paradigm to study differences in language recognition. Additionally, these eye movement methods have been tested as “stable enough to serve as individual measure” and might “suggest guidelines for future use of the paradigm and for areas of improvement in both methodology and analysis” (Farris-Trimble 1). This format of testing could be included to see which stimulus is being processed first so as to more accurately decipher which stimuli is more dominant.
2. These tests, as the simple objects might be repetitive, should include multiple questions that are scrambled each time so as not to include any form of repetition. Both tests, while they might contain similar terms should offer different simple images for each term.
3. The test concerning the visual word paradigm should help to decipher if the visual imagery is too strong in the auditory test. If it is too strong and involves a more visual component, the test may be adjusted to less stimulating images.
4. If the test is limited to online testing, these tests could be done at a testing facility that includes noise cancelling headphones as well as dividers between testing subjects to deter distracted test subjects.
1. Testing methods such as the ones used in Edward Auer’s Spoken Word Recognition by Eye tests might be used. This test uses technology to track eye movement in the visual world paradigm to study differences in language recognition. Additionally, these eye movement methods have been tested as “stable enough to serve as individual measure” and might “suggest guidelines for future use of the paradigm and for areas of improvement in both methodology and analysis” (Farris-Trimble 1). This format of testing could be included to see which stimulus is being processed first so as to more accurately decipher which stimuli is more dominant.
2. These tests, as the simple objects might be repetitive, should include multiple questions that are scrambled each time so as not to include any form of repetition. Both tests, while they might contain similar terms should offer different simple images for each term.
3. The test concerning the visual word paradigm should help to decipher if the visual imagery is too strong in the auditory test. If it is too strong and involves a more visual component, the test may be adjusted to less stimulating images.
4. If the test is limited to online testing, these tests could be done at a testing facility that includes noise cancelling headphones as well as dividers between testing subjects to deter distracted test subjects.
Works Cited
Auer, Edward T. “Spoken Word Recognition by Eye.” Scandinavian journal of psychology 50.5 (2009): 419–425. PMC. Web. 12 July 2018.
Farris-Trimble, Ashley and Bob McMurray. "Test-Retest Reliability of Eye Tracking in the Visual World Paradigm for the Study of Real-Time Spoken Word Recognition." Journal of Speech, Language & Hearing Research, vol. 56, no. 4, Aug. 2013, pp. 1328-1345. EBSCOhost, doi:1092-4388(2012/12-0145).
Warren, Paul. Introducing Psycholinguistics. Cambridge University Press, 2016
