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Psy 220 > Chapter 10 > Flashcards

Chapter 10 Flashcards

1
Q

Language

A

Communication system that has a limited number of signals that can be combine together according to agreed upon rules and principles to produce messages that can be understood by others

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2
Q

Phonemes

A

Basic units of sounds that can change the meaning of word

Difference between Cats and Bats

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3
Q

Morphemes

A

Basic units of meaning that exists in a word

Re- or -ing

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4
Q

Syntax

A

Systematic rules about sentence structure

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5
Q

Semantics

A

The relationship between signifiers combines in sentences and bout their meaning in reality

“They’re blind with rage”

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6
Q

Pragamtics

A

Rules for how language is used in different social contexts

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7
Q

Prosody

A

Melody of speech

Includes pitch, stress, intonation, and timing of speech

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8
Q

Lexicon

A

Mental dictionary representing our knowledge of words themselves and how those words go together

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9
Q

Psycholinguistics

A

Studies what the structure of the representational system for language is and how humans acquire this knowledge.

Little direct instruction about how to structure sentences

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10
Q

Broca’s Area(left hemisphere of the brain)

A

Involved in production of speech sound

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11
Q

Wernicke’s area

A

Involed in Understanding of speech

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12
Q

Motor cortex

A

Controls the movements of muscules

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13
Q

Arcuate fasclculus

A

connect Wernicke’s area to Broca’s area

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14
Q

Noam Chomsky

Nature

A
  • Theroized humans are born with predisposition to learn the rules of grammar that is not specific to any one language
  • All languages share basic elements and common rules called universal grammar
  • Language acquisition device (LAD)
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15
Q

Nativist perspective

A
  • Minimizes the roles of evnironment
  • capacity for acquiring language has a genetic basis
  • Children learn native language with ease but struggle later to learn second language
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16
Q

Poverty of the stimulus

A
  • Children don’t get instruction about language, and it’s something they pick up incidentally along the way.
  • Children are not expose to enough information in their environment to acquire every feature of their language
17
Q

Learning Theroists

A
  • Children learn the words they hear spoken by others
  • Learn to speak the language and adopt the accent of those around them
  • More like to start using new words if they are reinforced
18
Q

Interactionist perspective

A
  • Children’s born ability and linguistic environment interact to shape the course of language develop
  • Language acquisition is related to the development of other competencis
  • Child directed speech(Baby talk)
  • Parents help shape language by offering expansioins on children’s utteraions.
19
Q

Associative model

A

Suggest that we present information by forming connections among bits of information

20
Q

Semantic priming

A
  • Primes usually embedded in a lexical decision task
  • RTs for words related to the prime are faster than for unrelated words
21
Q

Sentence Verifcation

A
  • Judge if senteces are true or false
  • Faster RT for related sentences
22
Q

Language Acquisition: Infancy

A
  • Show preference for speech over non-speech sounds
  • Cooing begins around 6-8 weeks
  • Babbling around 4 - 6 months
  • Comprehension begins before production in language development(Usually 10 months)
23
Q

Holophrases(12months)

A

-Use of single word to represent complex idea
- First 50 words consist of common nouns presenting objects and people
- Being using social linguistic cues to learns
- joint attention(purposely coordinate everyone’s attention to something)

18 months: vocabulary spurt
20 months: 150 words
24 months: 300 words

24
Q

Fast mapping

A

Using context that a new word is presented in to make an educated guess about the meaning of these new words

25
Q

Common mistakes

Overextension

A

Using a specific word to refer to too wide a range of objects, actions, or events

Bob for all pets/dogs

26
Q

Common mistakes

Underextension

A

Using a general word to refer to a smaller set of objects, actions, or events

Using dogs for all different kinds of dogs

27
Q

Common mistakes

Overregularization

A

Overapplying rules to cases in which the proper form of a word is irregular

28
Q

Common Mistakes

Telegraphic speech

A

Stringing 2 - 3 words together to recreat meaning (But not grammatically complete)

29
Q

Chomsky

Transformational grammar

A

we can use the same word in different context and convery tootally different meanings

30
Q

Educational videos

A

For each hour spent watching videos, babies understood 6 - 8 fewer words

31
Q

Educational preschool programs

A
  • Intial advantage in basic academic skills
  • Less creative, more anxious in testing situations and more negative towards school
32
Q

Performance goals

A

Seeking to prove ability rather than improve it.
Focus on the outcome rather than the process.

33
Q

4 steps of learning to read

A
  1. Prealphabetic Phase (Mimics)
  2. Partial alphabetic Phase (Figuring out how to make sounds in mouth)
  3. Full aplhabetic phase
  4. consolidated alphabetic phase(Know how to sound words)
34
Q

Factors of Adolescent Achievement Decline

A
  • Lose high academic self-esteem and high expectancies of success
  • Family characteristics
  • peer pressure
  • Poor fit between person and environment
35
Q

School Drop-out risk, Elementary School

A
  • Low IQ and achievement
  • Poor test scores
  • Aggressive beahvior
  • low SES
36
Q

School Drop-out risk, Middle School

A
  • Regularly smoke cigarettes
  • Drink alcohol
  • Engage in sexual activty
37
Q

Language in Adulthood

A
  • Knowledge of phonology stays the same
  • Knowledge of the semantics of language expands
  • Refine their pramatic use of language
  • more often have “tip of the tongue” experiences than younger adults

Pramatic use: Speaking to boss is different than speaking to friends

38
Q

Issue of accessibility

A

Feel as though the item is currently inaccessible but strong sense access to the item can eventually be recovered

Direct access view: blocking hyptohesis, incomplete activation, transmission
Indirect access view: cue-familiarity, accessibility heuristic

39
Q

Literacy in adult years

A
  • 22% have a third grade reading ability
  • Half of adults with low literacry scores live in poverty
  • programs to raise the literacy level of adults are rarely successful

Psy 220 (9 decks)

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