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Human Learning And Cognition > 8 - Language > Flashcards

8 - Language Flashcards

1
Q

list the organization of language order

A

sentence>phrase>word>morpheme>phoneme

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2
Q

a sentence is made up of _

A

single or multiple phrases

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2
Q

define morphemes

A

the smallest meaningful units

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2
Q

words are made up of _

A

multiple morphemes

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3
Q

define “words”

A

the smallest complete set of letters/complete discrete unit of meaning

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4
Q

define phoneme

A

the most basic/smallest unit of sound

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5
Q

the categorization of speech sounds is based on which 3 things? (speech production

A
  • voicing
  • manner of production
  • place of articulation
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6
Q

how does pressure/air play a part in speech production?

A
  • speaking is about changing the pressure of air that comes out of mouth
  • vocal cords can change pressure
  • air goes through oral cavity/mouth, goes through manipulation (tongue, teeth, lips) exits mouth
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7
Q

describe voicing

A
  • engaging your vocal cords/folds
  • can test if you’re voicing by putting hand on throat and feeling vibration
    *whisper = not vibration
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8
Q

someone who doesn’t know how to whisper is always engaging in what part of speech production?

A

voicing

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9
Q

define manner of production

A

another way in which we can manipulate air
- how airflow is restricted to produce different sounds/any restrictions that happen in mouth

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10
Q

define place of articulation

A
  • where you position your lips and tongue to manipulate airflow
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11
Q

What are the 2 components of speech perception?

A

speech segmentation and coarticulation

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11
Q

define speech segmentation

A

the “slicing” of a continuous speech stream into appropriate segments

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12
Q

define coarticulation

A

in producing speech, adjacent phonemes overlap
“preparing for the next sound”

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13
Q

how might speech segmentation impact a foreign language speaker?

A
  • seems like locals are speaking very fast
  • results from not knowing how to segment the language into meaningful parts
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14
Q

why is coarticulation necessary?

A
  • helps us speak faster
  • need to say a lot of consonants pretty quickly (10-15 diff consonant and vowel sounds in a second)
  • would take a lot of time if we made sounds discrete
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15
Q

what effect does coarticulation have on the sound of letters?

A
  • because you are preparing for the next sound, the first sound is affected
  • exact same sound/consonant sounds can appear in multiple different forms in terms of their actual spectral power/physical properties of the sound that enters auditory system
  • makers all the sounds/words you hear unique/with diff acoustic patterns
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16
Q

Prior knowledge and expectations are important in our perception of speech: name the 3 components that affect our expectation

A

1) regularly used vocab is fairly limited
2) Phonemic restoration effect: top-down processes change what people actually hear
3) context aides word recognition

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17
Q

how does regularly used vocabulary affect speech perception?

A

if we don’t use certain words/phrases, wouldn’t expect to hear them

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18
Q

describe the phonemic restoration effect

A
  • top down processes change what ppl hear
    *breaking up sound with noise, ppl swear that the noise is still there
  • will still hear the word in completeness
  • brain fills it in based on expectations
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19
Q

Is the phonemic restoration effect conscious or unconscious?

A

unconscious

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20
Q

what happens if you have a gap in a word without adding in a noise?

A
  • people won’t fill it in with anything
  • phonemic restoration effect does not work
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21
Q

define categorical perception

A

people are better at hearing differences BETWEEN categories of sounds (eg. g vs k) than WITHIN categories (diff pronounciations of a d sound)

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22
Q

when interpreting sounds, do you have a gradual shift between hearing different sound combinations?

A

no, sudden shift when you reach critical threshold

23
Q

phonemes > morphemes > _

A

words

24
Q

what are the 2 considerations for combining phonemes?

A
  • only some combinations of phonemes are acceptable within a language (eg. TL is not ok)
  • rules for adjusting phonemes are based on combinations (ex. s sound becomes z in words like bags)
25
Q

What does a speaker typically know about a word they are using? (4 things)

A
  • know’s the word’s sound
  • usually knows the word’s orthography
  • knows the rules of syntax
  • knows the word’s semantics
26
Q

define generativity

A

the capacity to create an endless series of new combinations from a small set of fundamental units

27
Q

once new words are created, they can be combined with _

A

other phonemes/morphemes to align with the language’s syntax
“ex. someone who hacks = hacker”

28
Q

define syntax

A

rules that govern the structure of a phrase or sentenct

29
Q

what is the relationship between meaning and syntax?

A

meaning does not depend on syntax (“me hungry”
- syntax does not depend on meaning “colorless green ideas sleep furiously”

30
Q

describe phase structure

A
  • a syntactical rule
  • sentence is made up of multiple phrases, with noun phrase and a verb phrase
  • breakingup sentence makes it easier to understand
31
Q

there are 2 types of rules in language

A

prescriptive and descriptive rules

32
Q

define prescriptive rules

A

rules describing how something is “supposed to be” in the language
- change over time (acceptance of new words)

33
Q

define descriptive rules

A

rules describing the language as it is ordinarily used by fluent speakers and listeners
- ex. phrase structure rules
- pretty constant

34
Q

what is sentence parsing?

A

the process of determining each word’s syntactic role in a sentenct, occurs as you read/hear the words
- not an easy task but we do it fluently/effectively

35
Q

what are garden path sentences?

A

initially sugegst an interpretation that turns out to be incorrect
- have to readjust roles you gave to word in a sentence
- have to go back and reevaluate what each part meant

36
Q

when parsing, people tend to look for 2 things

A
  • seek the simplest interpretation
  • assume active voice
37
Q

interpretations in parsing are further influenced by what 3 things?

A
  • function words
  • morphemes signalling syntactic roles (ex. “ly)
  • background knowledge (can use knowledge to fill in gaps)
38
Q

define extralinguistic context

A

the physical and social setting in which we encounted sentences
- “ex party vs office can influence they way you interpret words”

39
Q

define prosody

A

the patterns of pauses and pitch changes that characterize speech production
- same prosody used in diff social settings can mean different things
- the point is to convey what is most important to speaker

40
Q

define pragmatic rules

A

rules that govern how people actually use a language
ex: conversational “rules expect you to be a cooperative when conversing

41
Q

answering 7:00 pm to “do you know the time” is an example of what concept?

A

pragmatic rules

42
Q

how is common ground used in language?

A

participants in conversations fill in gaps by drawing on their common ground
- often established in early stages of conversation

43
Q

Aphasias are _(biology of language)

A

regions of the brain that have damage, experience some sort of deficit
*broca’s/wernicke’s area

44
Q

damage to broca’s area results in

A

intact language comprehension but impacted production (nonfluent)

45
Q

damage to wernicke’s area results in

A

being able to produce language but it doesn’t make sense (fluent)

46
Q

by what age are kids able to converse well?

A

3-4

47
Q

how can specific language impairments affect language?

A
  • can have severely impaired language skills
  • slow to learn language, difficulty understanding
48
Q

the use of neural machinery seems to depend on _

A

language exposure
- evidence: wolf children unable to develop language
BUT dk why they were abandoned, maybe had cognitive impairment

49
Q

define the overregularization error

A

an error in which a person perceives or remembers a word/event as being closer to the “norm” than it really is (I thinked/gooses)

50
Q

children are active learners, what does this mean?

A

children are sensitive to patterns and regularities, deriving broad principles from what they hear

51
Q

is overregularization learned?

A

no, generate that themselves

52
Q

define linguistic relativity

A

the hypothesis that people who speak different languages think differently as a result
ex color vocab and categorization might affect how speakers percieve and remember colour

53
Q

does linguistic relativity in terms of colour mean people can’t perceive certain colours at all?

A

no, pay less attention to differences in every day life

54
Q

describe spatial terminology as it applies to linguistic relativity

A

absolute directions (east/west) vs relative directions (left/right)
- impacts how info is translated

55
Q

how can descriptions of events vary in language (linguistic relativity?)

A
  • english uses active more than passive voice
  • language can affect memory (english has more of a causal link in car accident example, vs spanish were less likely to identify who caused it)
56
Q

how does bilingualism affect language learning in children?

A
  • learn languages as quickly as monolingual children learn 1 language
  • have temporarily smaller vocabularies than monolingual children at early age
  • no evidence that they confuse them
57
Q

what’s a long-term benefit of bilingualism?

A

has protective effect on onset of disease (alzheimers)

Human Learning And Cognition (11 decks)

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