1. More Writing Workshop Use care with words like “thing” and “where”. For example: – “things like vision” – “visual illusions where colours are distorted”

2. More Writing Workshop Correlate means – Determine the mathematical relationship between two sets of numbers – Determine the quantitative relationship between two processes (using numbers) Correlate doesn’t mean “to investigate”

3. More Writing Workshop “affects” is a verb “effects” is a noun – For example: Nicotine affects memory I will study the effects of nicotine on memory.

4. More Writing Workshop Read more.

5. More Writing Workshop Don’t constantly and redundantly use unnecessary, unneeded and gratuitous modifiers. For example: – Parkinson’s disease is an extremely tragic disease that very negatively impacts the happiness of the unfortunate patients who suffer from it. – Parkinson’s disease negatively impacts quality of life. – Or consider leaving this unsaid...

6. More Writing Workshop The goal of the background section is that, by the end of it, the reader has the same theory as you!

7. More Writing Workshop Don’t use the word “now” unless you actually mean “right now” (and you almost certainly do not). For example: – “Now, the visual system is very complex.”

8. More Writing Workshop Be concise.

9. More Writing Workshop Be even more concise.

10. More Writing Workshop Here’s an example of a tricky-to-compose sentence: – “This could be interpreted as absolute pitch can be obtained through vigorous practice starting at a young age. “ – “This could be interpreted to mean that absolute pitch can be obtained through vigorous practice starting at a young age” (better) – “This suggests that absolute pitch can be obtained through vigorous practice starting at a young age (even better) – … therefore absolute pitch probably develops through early practice” (best)

11. More Writing Workshop On your drafts I tended to provide a lot of comment only on one or two paragraphs (usually the first two). I’ll trust you to take those comments and apply them throughout your document. – This means that sentences or paragraphs with little or no comment aren’t necessarily “good”.

12. Spoken Input – Phonology – how the word sounds; acoustic Phonemes are not invariant – different acoustic inputs are “mapped” onto the same phoneme

13. Spoken Input The Segmentation Problem: – The stream of acoustic input is not physically segmented into discrete phonemes, words, phrases, etc. – Silent gaps don’t always indicate (aren’t perceived as) interruptions in speech

14. Spoken Input The Segmentation Problem: – The stream of acoustic input is not physically segmented into discrete phonemes, words, phrases, etc. – Continuous speech stream is sometimes perceived as having gaps

15. Spoken Input The Segmentation Problem: – How do we solve the segmentation problem? Overlay additional information: Prosody – Inflection, syllabic stress, pauses

16. Spoken Input The Segmentation Problem: – How do we solve the segmentation problem? Overlay additional information: Vision – Read lips! – Demonstrated by the McGurk effect