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2130: Cognitive Neuroscience > chapter 10 > Flashcards

chapter 10 Flashcards

1
Q

why more likely to study language comprehension than language production

A

Ignore production because typically cannot manipulate ideas that an individual wishes to say or write

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2
Q

2 purposes of language production

A

persuade
- Produce language to persuade other people (see our point of view, convince if something is true or false)

influence
- Ex: Influence to like us, through storytelling, lecturing, laughing

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3
Q

word production of speaking

A
  • rapid 2-3 word/sec
  • selected from 75000-100000 words
  • involves all components of language
  • aided by gesticulation (hand movements)
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4
Q

how does speaking involved all components of language?

A
  • Need to choose word so its grammatical, semantic, and phonological info are all correct
  • Produce language need to be aware of pragmatics of speech, understand grammar (word order, syntax, morphemes), compromised in terms of phonemes
  • A lot of motor movement involved in articulating
  • Independent access- access each kind of info independently (vs retrieve all 3 at same time)
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5
Q

sentence production in speaking

A
  • alternating periods of fluency and pauses
  • pause during planning (need to plan what to say)
  • longer for lengthy utterances (longer takes to plan, longer we pause)
  • errors occur in
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6
Q

one popular type of speech error

A

slip of the tongue error
- errors in which sounds or entire words are rearranged between 2 or more different words
• reveal extensive knowledge around the sounds, structure, and meaning of the language we are speaking

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7
Q

5 types of speech error

A

1) word exchanges
2) sound exchanges
3) morpheme exchanges
4) anticipations
5) preservations

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8
Q

what are word exchanges (and example)

speech errors

A
  • exchange same parts of speech (ex: noun for noun)
  • tend to make at different distances in sentences

ex: I wrote a letter to my mother
- I wrote a mother to my letter
- mother and letter=noun

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9
Q

what are sound exchanges?

example

(speech errors)

A

aka spoonerisms
- exchange sounds between words (nearby words)

ex: There will be snow flurries
- there will be flow snurries

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10
Q

what are morpheme exchanges & example

speech errors

A
  • moving meaningful parts of the words, exchange part of meaning

ex: Im not in the mood for reading
- I’m not in the read for mooding

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11
Q

what are anticipations (speech errors)

& example

A
  • planning to produce a sound, comes out earlier than you meant it to be there

ex: I will also share
- I will alsho share

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12
Q

what are preservations & example

speech errors

A
  • repeat early sounds when shouldnt

ex: Sally gave the boy a treat
- Sally gave the buy a treat

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13
Q

characteristics of speech error (3)

A

typical letter combinations

  • I will alsho share (not: I will alre share)
  • not random
  • unlikely to create word that begins with an unlikely letter sequence
  • likely to create a word, rather than non-word when making this error

within categories of speech
- ex: Im not in the read for mooding (NOT: Im mood in the not for reading)

suggests language produces in stages
- we can mess up planning at various stages

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14
Q

4 stages of language production

A

1) plan the gist
2) linearization
3) select sounds
4) execute motor movement

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15
Q

what is the “gist”

language production

A

Gist = overall meaning of the message we intend to generate, begin by producing speech in top-down fashion

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16
Q

what is linearization

language production

A
  • structure sentence, choose words
  • Devise the general structure of the sentence, without selecting the exact words, tend to use the same sentence structure that was used in previous sentence
  • only produce 1 word and 1 sentence at a time
  • Linearization problem challenge of arranging words in an ordered, linear sequence
  • – solve problem by choosing sentence with word order
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17
Q

what is the stage of selecting sounds

language production

A
  • phonemes, prosody, orthography
  • Phonological encoding
  • When choosing sounds, also choosing prosody (raise voice, state as question, authoritatively, how deliver the message)
  • Choosing speech sound and way delivering sound – if articulating what we want to say, or writing it out (orthography- letters to represent the sounds)
  • Select specific words we want, abandoning other semantically similar words
  • Select the appropriate grammatical form
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18
Q

what is a prosody

A

melody of an utterance, its intonation, rhyme and emphasis

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19
Q

executing motor movement

language production

A
  • muscle movements (coordinate)

- articulation or writing

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20
Q

plan the gist

A

what you will say will likely depend on semantic memory

ex: if dont recognize the car, then wont know what to say

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21
Q

theory/explanation for speech errors

A

theory similar to connectionist approach and includes concept of spreading activation

  • when about to speak, each element of the word you are planning to say will activate the sound elements to which it is linked
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22
Q

what is grammatical encoding? (3 parts)

A

1) intended meaning activates word choices
- word order we choose is determined by which word meanings are activated
- incorrect items sometimes have activation levels that are just as high/or higher than the correct items

2) accessible words place early
- what is at beginning of sentence is idea that is currently most active

3) conversational fillers
- ex: umm, ahh, like, so, ya know
- use when thinking ahead, makes in-articulate, state facts as questions

  • solve linearization problem
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23
Q

what is phonological encoding?

A

Anomia problem
- cannot come up with right combo of sounds to produce desired words

  • aka lack of naming
  • often same as Tip of Tongue
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24
Q

how do gestures influence way of thinking

A
  • ex: spontaneous motor movements of hands sometimes help remember the word you want to produce
  • when verbal system cannot retrieve word, a gesture can sometimes activate the relevant information
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25
Q

what is embodied cognition?

A
  • people use bodies to express knowledge
  • ongoing connection between motor system and the way we process spoken language
  • focuses on concrete physical actions, rather than abstract meaning of language
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26
Q

what is discourse

A

language units that are larger than a sentence

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27
Q

what is a narrative?

A
  • category of discourse, someone describes a series of actual or fictional events, events are conveyed in a time-related sequence and are often emotionally involving
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28
Q

6 parts of narrative

A

1) brief overview of story
2) summary of characters and setting
3) action that made the situation complicated
4) point of story
5) resolution of store
6) final signal that narrative is complete

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29
Q

what are pragmatics?

A

focuses on social rules and world knowledge that allow speakers to successfully communicate messages to other people

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30
Q

4 components of pragmatics

A

1) turn taking
2) common ground
3) etiquette
4) framing

31
Q

what is turn taking in pragmatics

A

supposed to take turns in conversational speech, texting

32
Q

what is common ground

pragmatics

A
  • occur when conversationalists share the similar background knowledge, schemas, and perspectives that are necessary for mutual understanding

lexical entrainment

  • agreeing on what words will mean
  • better entrained when know someone better
  • feedback that we are on the same page, talking about same thing
33
Q

what is etiquette

pragmatics

A

directives- asking someone to do something (2 types)

  • anticipate obstacles
    ex: is it possible to have salad instead of fries?
  • — person says no, charge more for salad (obstacle)
  • proper and right ways to say things
  • state directly
    ex: is there something you’d like to share with the class?
34
Q

2 types of directives (etiquette-pragmatics)

A

direct request: resolving interpersonal situation/problem by using a very obvious statement/question

indirect request: use subtle suggestions to resolve an interpersonal problem,

35
Q

what is framing

pragmatics

A

Frame: describe our mental structures that simplify reality, tend to structure what “counts” as facts

Selecting language to structure thinking

Ex: Can we go to Jim’s party this weekend?
- I’d like to go to Jim’s party this weekend. Will you go with me? (no longer about Jim, the person is being kind to me)

  • Structure language to control persons thoughts
36
Q

3 phases of writing

A

planning
sentence generation
revising

37
Q

cognitive components of writing (WM)

A

WM= brief, immediate memory for material you are currently processing, coordinated ongoing mental activities

  • One component of WM is phonological loop: stores limited number of sounds for short period of time
  • Component of WM is visuospatial sketchpad: processes both visual and spatial info,
  • – visual info is relevant when trying to definite concrete word- likely to create mental image
  • – visual activity minimal when trying to define abstract word
  • – writing does not require us to emphasize locations (spatial)
  • central executive: integrates info from phonological loop, visuospatial sketchpad, episodic buffer
  • – role in attention, planning, coordinating other cognitive activities
  • – active in every phase of writing process- coordinates planning phase, essential when generate sentences, oversees revision process
38
Q

4 factors that influence LTM

cognitive components of writing (LTM)

A

1) writers semantic memory
2) specific expertise about topic
3) general schemas
4) knowledge about writing style to be used

39
Q

3 steps for formal writing assignment

A

1) prewriting- generating list of ideas, difficult/strategic (help avoid overload attention, resolve linearization problem)

2) sentence generating- translate general ideas developed during planning, creating actual sentences
- fluent alternate with hesitant phrases

3) revision
- organization & coherence
- does paper accomplish goal of assignment
- time consuming
- proofreading stage

40
Q

2 types of bilingualism

A

1) simultaneous
- learn 2 or more languages at same time

2) sequential
- learn one language as child, learn other language in different environment

41
Q

advantages of bilingualism

A
  • greater expertise in 1st language
  • executive attention
  • cognitive flexibility
  • pragmatics
  • perform better Stroop task
  • better following complicated instructions and when they change
  • better at concept formation tasks, reorganization of visual patterns
  • score high when require to ignore relevant info
42
Q

why bilinguals have greater expertise in 1st language

A
  • Identify morphemes (ex: re-mix-ed)
  • Understand that words are arbitrary
  • — Metalinguistics: knowledge about form and structure of language
  • Form and structure separate from meaning
  • —- Understand language and grammar better
43
Q

what is executive attention advantage for bilinguals?

A

Better at ignoring obvious response and focus on more subtle info

44
Q

what is pragmatics advantage to bilinguals

example

A
  • More sensitive

- Ex: when speak to blind folded child- must supply additional info

45
Q

dementia and advantages for bilinguals

A
  • acquired persistent syndrome of cognitive deficits
46
Q

3 disadvantages of bilinguals

A
  • subtly alter how pronounce some words (both languages)
  • process language slightly more slowly
  • children have similar vocabularies for words used in home setting
47
Q

second language proficiency as function of age acquisition

  • critical period hypothesis
A
  • age of acquisition age at which you learned a second language

Critical period hypothesis: ability to acquire a second language is strictly limited to a specific period of your life
- Current research does not support

48
Q

vocabulary as function of age acquisition

A
  • Age of acquisition is not related to language skills, children and adults equally skilled at learning words in new language
  • People continue to learn new items in their own language throughout lifetime
49
Q

phonology as function of age acquisition

A
  • Phonology= sounds of a persons speech
  • Age of acquisition does influence master of phonology
  • People who acquire 2nd language during childhood more likely to pronounce words like a native speaker of language
50
Q

grammar as function of age acquisition

A

• Age of acquisition sometimes related to grammar for people whose first language is different from english, but there may be no relationship when the first language is similar to English

51
Q

difference between translation and interpretation

& exception

A

translation
- process of translating from text written in one language into a 2nd written language

Interpreting
- process of changing from spoken message in one language into 2nd spoken language

Exception: sign language-process of changing between spoken message in one language into 2nd language that is signed (vice versa)

52
Q

One reason why there are more psychological studies on language comprehension than on language production is that

A

it is difficult to manipulate the ideas that a person wishes to say or write.

53
Q

Research reveals that if a person is unable to retrieve a word in response to a definition (e.g., “a pendulum-like instrument designed to mark exact time by regular ticking”):

A

hand gestures may sometimes activate relevant information

54
Q

When people speak, they begin in: (what processing)

A

top down

55
Q

The prosody of an utterance is the

A

melody of its intonation, rhythm, and emphasis.

56
Q

A psychological understanding of slip-of-the-tongue errors:

A

has been advanced with a connectionist theory that includes spreading activation

57
Q

Knowledge of the social rules that underlie language use (speech communication) is called

A

pragmatics

58
Q

The assumption that participants in a conversation have similar background knowledge is known as

A

common ground

59
Q

Issues such as common ground and directives relate to an aspect of language called:

A

pragmatics

60
Q

A large-scale view of writing focuses on three phases

A

planning (prewriting), sentence generating, and revising.

61
Q

Cognitive psychological research on writing:

A

supports the value of outlining a paper before beginning to write.

62
Q

Recent research on bilingualism reveals that

A

bilinguals often display better cognitive skills.

63
Q

The critical period hypothesis asserts that a person’s ability to acquire a second language is based on a biologically based “deadline.” Recent research related to this hypothesis

A

does not support

64
Q

which characteristics of language does age of acquisition of a second language matter most

A

phonology

65
Q

The age of acquisition of a second language affects

A

the speaker’s accent in the second language

66
Q

Simultaneous interpreters (often misnamed “simultaneous translators”)

A

seem to have superb working-memory skills.

67
Q

people who are working on writing assignment are operating on “full cognitive overload” this phrase suggests

A

writers typically use all the components of working memory as well as LTM

68
Q

Hsi-Yen came to USA from China when she was 14, compared to her brother who was 5. Hsi-Yen is most likely to have difficulty with

A

phonology

69
Q

how is the concept “gist” relevant when you are planning to speak a sentence?

A

the gist is overall meaning of a message that we want to convey

70
Q

on which task is a bilingual child likely to have some difficulty, compared to a monolingual child?

A

processing language quickly

71
Q

an english prof asked students in his class to revise their papers, he is likely to find that..

A

most students will examine only one sentence at a time, checking spelling and grammar

72
Q

according to Dell’s explanation, a slip of the tongue occurs because of

A

interference from inappropriate sounds that are highly active

73
Q

a 3rd grader calls out an answer in class, without raising hand.

Teacher says “is your arm broken, johnny?”

the teachers remark can be called an

A

indirect request

2130: Cognitive Neuroscience (10 decks)

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