Mark Seidenberg

Website: http://lcnl.wisc.edu/index.php/people/mark-s-seidenberg/

Posts by Mark Seidenberg:

    Me So Hungry

    Do Victor's posts stoke your appetite for fine foods? Feast on these:

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    Faimly Lfie

    When the parents are psycholinguists, the children get exposed to some weird stuff.

    For example, the Stroop effect (words interfere with naming colors, e.g. GREEN RED BLUE) makes a great 4th grade science project; 9 year olds think it’s hilarious. There are lots of fun versions of the task (e.g., SKY FROG APPLE) but prudence dictates avoiding this variant in which taboo words like FUCK COCK PUSSY produced greater interference than neutral words like FLEW COST PASTA (p < .01).

    Or, the kid knows that “I see that the clothes on the floor in your room have risen a couple of feet above sea level” means “clean up the mess, please” but also that this is an indirect speech act because the form of the utterance (an assertion) differs from its communicative intent (a request).  Thus enabling exchanges such as “Can you take out the garbage???”  “Is that an indirect speech act?”

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    Siri can you hear me?

    Wired.com has some perfect linguaphile clickbait: “Watch People With Accents Confuse the Hell Out of AI Assistants.”  By “accents” they mean, non-American ones (e.g., Irish English). The AI Assistants were Siri, Amazon Echo, and Google Home. I’m curious about how well the voice recognition systems in these devices work with varieties of spoken English, so I clicked. Sucker! Can’t tell anything from the video except that it’s fun to say “Add Worcestershire sauce to my shopping list” to a machine.  This definitely beats asking Siri “What is the meaning of life?”

    Mainly I was impressed by how poorly I understood the speakers.  I have a bad time understanding other people’s accents  but that’s only one data point.  How well do people understand speech that is in the same language as their own but spoken with a different accent?

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    Dialect readers redux?

    In a recent article Patriann Smith, a professor of Language, Diversity and Literacy Studies at Texas Tech, makes a bold proposal: that “nonstandard Englishes” such as African American English (AAE) and Hawai’i Creole English be used as the primary language of instruction in educating children who speak them. ("A Distinctly American Opportunity: Exploring Non-Standardized English(es) in Literacy Policy and Practice", Policy Insights from the Behavioral and Brain Sciences, 9/12/2016) Smith reviews evidence that speaking “nonstandard English” (her term) as a first language interferes with children’s educational progress, given the way children are taught and progress is assessed. She also questions the privileged status accorded to the “standard” (aka mainstream, higher status) dialect of English (SAE) used in education, business, government, and other institutions, and the traditional view of literacy as the ability to read that dialect. Hence the proposal that children be taught in their native dialect whether “standard” or not.

    In this post I'll look at some implications of this proposal for learning to read. The idea that children who speak AAE (or another nonstandard dialect) might benefit from being taught to read using materials written in their dialect isn't new.  Some 40 years ago there was a brief, a mostly-forgotten educational experiment with "dialect readers".  They weren't widely accepted then.  Has their time finally come?

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