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2 - Cognitive > 16 - Cognitive Aspects of Language > Flashcards

16 - Cognitive Aspects of Language Flashcards

1
Q

What three ways are words built individually? (Aspects Cognitive)

A
  • Phonology
  • Morphology
  • Semantics
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2
Q

What is phonology? (Aspects Cognitive)

A

The smallest unit of meaningful sounds of language and how they combine

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3
Q

What is morphology? (Aspects Cognitive)

A

The smallest meaning-baring elements of language

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4
Q

What is semantics? (Aspects Cognitive)

A

What a word means

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5
Q

What two ways are words put together? (Aspects Cognitive)

A
  • Syntax

- Pragmatics

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6
Q

What is syntax? (Aspects Cognitive)

A

How words are combined to make meaningful sentences

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7
Q

What is pragmatics? (Aspects Cognitive)

A

How context and prior knowledge contribute to meaning

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8
Q

What is a simplex word? (Aspects Cognitive)

A
  • Free morpheme
  • Its own lexical unit
  • One basic meaning
  • e.g. dog
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9
Q

What is a complex word? (Aspects Cognitive)

A
  • A free morpheme and a bound morpheme

- e.g. dogs

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10
Q

What can bound morphemes not do? (Aspects Cognitive)

A

Stand alone

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11
Q

What does the wug test do? (Aspects Cognitive)

A

Analyses how words are stored

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12
Q

How did the wug test explain that children learn phonology? (Aspects Cognitive)

A

Children would call a young wug a ‘little wug’ instead of ‘wuglette’

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13
Q

What does the mental lexicon believe? (Aspects Cognitive)

A

There is an underlying system to build words

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14
Q

How does the mental lexicon explain storage? (Aspects Cognitive)

A

Words must be looked up in the lexicon as a whole

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15
Q

How does the mental lexicon explain computation? (Aspects Cognitive)

A

Words must be decomposed into smaller elements

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16
Q

What are the two characteristics of the mental lexicon? (Aspects Cognitive)

A

Storage and computation

17
Q

What did Pinker (1991) suggest in regards to the mental lexicon? (Aspects Cognitive)

A
  • Idiosyncratic (irregular) words must be stored (e.g. find = found)
  • Fully transparent words can be computed (e.g. walk = walked)
18
Q

What does the dual route model suggest? (Aspects Cognitive)

A
  • Both storage and computation are necessary
  • Reliance is on the frequency (how often it appears in language)
  • More frequent words have a quicker lexicon reaction time
19
Q

What is processing a word and what is the effect? (Aspects Cognitive)

A
  • Breaking down one word into pieces

- Takes more time

20
Q

What is reaction time seen as? (Aspects Cognitive)

A

An index of lexicalisation

21
Q

What is a compound word? (Aspects Cognitive)

A

Two words that can stand alone, but also make sense combined e.g. treehouse

22
Q

What does it suggest if response times change depending on whole compound frequency? (Aspects Cognitive)

A

The whole compound has been lexicalised

23
Q

What does it suggest id response times change depending on constituent frequency? (Aspects Cognitive)

A

Constituents are accessed during processing

24
Q

What did Andrews, Millier and Rayner (2004) find and what does it suggest? (Aspects Cognitive)

A
  • P’s gaze was influenced by all frequencies of compounds

- Evidence for both lexicalisation and decomposition

25
Q

What is parsimony? (Aspects Cognitive)

A

The willingness to excessively use resources

26
Q

What is Occams Razor? (Aspects Cognitive)

A

Avoiding multiplying entities necessarily, creating efficiency (too much efficiency creates ambiguity)

27
Q

What does linguistic ambiguity allow us to do? (Aspects Cognitive)

A

Maximise expression with the smallest form of ambiguity

28
Q

What is global ambiguity? (Aspects Cognitive)

A

Impossible to determine the ‘correct’ reading

29
Q

What is local ambiguity? (Aspects Cognitive)

A

The sentence only having one reading

30
Q

What are garden path sentences? (Aspects Cognitive)

A

The ‘default’ reading of the ambiguous section doesn’t turn out to be the right reading by the end of the sentence

2 - Cognitive (23 decks)

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