Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSYC 213 > Chapter 11: Language > Flashcards

Chapter 11: Language Flashcards

1
Q

how many words are in the vocabulary of an average American adult?

A

42,000

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

how many messages can the average American adult produce?

A

an infinite number of messages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Psycholinguistics

A

the subfield of psychology concerned with how we learn, understand, and produce language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

examples of other species communciating

A
  • Ants communicate using the transfer of chemicals called pheromones
  • Bees communicate information about their food source using a complicated waggle dance
  • Male Campbell’s monkeys have their own proto-syntax (different sequences of sounds signal different information) with 3 basic sounds that they can combine to signal different inforamtion
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

can animals communicate complex information?

A

Animal communication tends to be highly limited

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

what’s the most fundamental difference between human and animal language

A

the presence or absence of grammar for combining words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Productivity/digital infinity

A

a feature of human language in which an effectivity infinite number of grammatical sentences are possible

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Noam Chomsky on language’s uniqueness

A

language’s infinite expressive ability is what makes it so unique

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Alex the Parrot

A

was trained to produce some remarkable linguistic behaviours, including describing abstract concepts. However, he was never able to generate a novel, multiword sentence using grammar

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Washoe the chimp

A

was able to learn up to 350 signs and combine words to create new ones, but he never reached any true linguistic competency such that he could generate novel, multi-sign sentences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

can animals produce true language?

A

Animals are unable to produce true language even with extensive training

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Behaviourists like B.F. Skinner on language acquisition

A

propose that all language is learned through reinforcement and modelling

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Noam Chomsky on language acquisition

A

there is an innate capacity to learn language that is present prior to any actual language experience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

universal grammar

A

a theorized set of syntactic linguistic rules that are present across all natural human languages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what gene is thought to be involved in language?

A

FOXP2

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

why do researchers think FOXP2 is involved in language?

A

is involved in language because children who have mutations in this gene often suffer from developmental verbal dyspraxia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Developmental verbal dyspraxia

A

a disorder that affects the ability to pronounce syllables and words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

FOXP2 knockout in female mice

A

they don’t generate high-frequency vocalizations in response to their pups

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

FOXP2 knockout in songbirds

A

affects their ability to learn and imitate their characteristic songs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Poverty of the stimulus

A

a proposed phenomenon that states that there is insufficient data for children to learn the rules of grammar based on experience alone

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Pidgin

A

a quasi-language that does not contain full grammar, typically generated by adult immigrants to a location with a different language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Creole

A

a fully expressive novel language consisting of a combination of two pre-existing languages, typically created by the children of immigrants who are exposed to their parents’ language alongside that of their current resilience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

what is a creole an example of

A

people acquiring grammar without sufficient stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Deaf isolates

A

people who can’t hear but are not exposed to any real sign language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

do deaf isolates communicatie?

A

They will develop their own sign language, demonstrating an innate capacity to learn a language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

when does language learning begin?

A

before birth; Infants’ sucking responses in the womb demonstrate a preference for their mothers’ voices and their native language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

language abilities 0-3 months

A

cooing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

language abilities 4-8 months

A

babbling (consonant & vowel)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

language abilities 1-2 years

A

two word phrases

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

language abilities 2-3 years

A

explosion of word knowledge; 2-3 word telegraphic speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

language abilities 8 months- 1 year

A

single words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

language abilities 3-4 years

A

complex multiword speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

language development in different environments

A

The regularity of linguistic development persists even when there’s a high degree of linguistic difference in environments

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Child-directed speech (CDS) or infant-directed speech (IDS)

A

speech that is tailored to a young infant or child

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Motherese/ parentese

A

an infant-directed way of speaking that involves sing-song like speech cadences, exaggerated vowel pronunciations and repetition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

do infants show a preference for types of speech?

A

they prefer IDS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

head-turn task

A

a behavioural task used in infant language testing where babies are conditioned to turn their head when they hear a change in sound

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Liu et al., 1993 motherese experiment

A

assessed the abilities of 6-12 month old babies to discriminate between different speech sounds using the head-turn task. Found that the language abilities of infants were positively correlated with their mother’s use of elongated and open vowel sounds, typical of motherese

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

are IDS & motherese necessary for language development?

A

no

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

phonemes

A

the smallest unit of speech that can change the meaning of the world

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

phonemes for apple

A

ah, p, l

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

morphemes

A

the smallest meaningful units of speech, which have to convey some meaning either on their own or in combination with other units of speech. This includes prefixes and suffixes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

morphemes for apples

A

apple, s

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Pollack & Pickett, 1964 context and speech experiment

A

They found that people could correctly identify the word less than half of the time, but when several words from before or after the target word were included, people were better at identifying the word. Demonstrates that context plays an important role in speech perception

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

phonemic restoration effect

A

a perceptual phenomenon in which sound that is missing or obscured is still perceived if it is highly predictable

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

who discovered the phonemic restoration effect?

A

Warren, 1970

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

what type of processing is phonemic restoration effect based on?

A

top-down

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Warren, 1970 phonemic restoration effect experiment

A

played participants a recording with a phoneme covered with a cough. Found that most participants didn’t notice any sounds missing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

McGurk effect

A

when we view the visual articulations of one phoneme while hearing the auditory signal consistent with another. Demonstrates that our brain uses additional info besides the speech stimulus to determine what phoneme is being said

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

main challenge to speech segmentation

A

The fact that we do not pause between words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Saffran et al., 1996 artificial language and preferences experiment

A

Found that babies showed a clear bias towards nonwords and that they encoded the frequency with which different sounds appear together, allowing them to identify words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

lexical processing

A

determining the meaning of individual words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

homophones

A

words that are pronounced identically but have different meanings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

homographs

A

words that are spelt identically but have different meanings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

why do we prefer commonly used words?

A

because they are processed quicker

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

context is important for

A

disambiguation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

Lexical decision task (LDT)

A

a psychological task in which a participant makes a quick decision about whether a given string of letters is a legitimate word or not

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

Scarborough et al., 1977 commonly used words experiment

A

used the LDT and found that people were faster at recognizing strings as real words when those words were more common

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

Swinney, 1979 LDT and homophones experiment

A

Had participants perform a LDT while listening to one of the versions of the homophone and found that participants’ response times were faster in the LDT when related words were presented together.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

are both meanings of the homophones activated?

A

both meanings are briefly activated despite the surrounding context favouring one meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

parsing

A

breaking up languaging into its constituent parts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

garden-path sentence

A

a sentence that tends to induce the wrong parsing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

clause

A

a group of words that express a full idea of someone or something

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

subject

A

someone or something

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

predicate

A

the verb

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
66
Q

syntax-first approach

A

a theory of language parsing that holds that the parsing of a sentence is first derived based on principles of grammar alone without regard to the meaning of the words, except to determine which grammatical category they belong to

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
67
Q

late closure

A

a tendency when parsing to attach incoming words to the current phrase

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
68
Q

Trueswell et al.,1994 eye tracking and prosody experiment

A

presented participants with sentences that contained parsing ambiguity and tracked their eye movements to see whether they had to go back and reanalyze each sentence. Found that the meaning of words affected parsing.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
69
Q

Tanenhaus et al., 1995 visual input and parsing expeirment

A

presented participants with sentences that contained parsing ambiguities, and tracked their eye movement while also showing them visual stimuli. Found that the visual information affected parsing behaviour.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
70
Q

prosody

A

the patterns of stress and intonation (pitch) of the speaker, which can convey critical information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
71
Q

punctuation and prosody

A

Punctuation can be seen as a limited version of prosody

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
72
Q

discourse processing

A

The ability to understand language that is at least several sentences long

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
73
Q

anaphoric inference

A

an inference that connects a reference to an object or a person in one sentence to an object or person in a different sentence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
74
Q

causal inference

A

an inference about the causal relationship between information in one sentence regarding information in another sentence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
75
Q

backward inference

A

a kind of inference in discourse processing in which previous information is needed in order to process current information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
76
Q

elaborative experiment

A

a kind of inference in discourse processing in which the inferred information is not necessary in order to properly understand the text

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
77
Q

when are participants more likely to report information as novel?

A

if it was consistent with their expectations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
78
Q

when do people engage in inferential reasoning?

A

at the single-word level as they are reading

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
79
Q

instrumental inference

A

a form of elaborative inference in discourse processing in which the tool or instrument that is typically used to perform the task is inferred from the task

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
80
Q

who discovered instrumental inferences

A

Singer, 1979

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
81
Q

when do people engage in online elaborative inferences?

A

if they have enough context

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
82
Q

example of the importance of context in inferences

A

participants understood a text much better when they were told it was about doing laundry because it allowed them to relate the text to their prior experiences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
83
Q

Neurolinguistics

A

a branch of linguistics concerned with the relationship between linguistic behaviour and the structures of the brain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
84
Q

Wernicke’s area

A
  • critical for language comprehension
  • Located in the temporal lobe
  • The first region of the cortex to receive auditory information after the thalamus
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
85
Q

Broca’s area

A
  • critical for language production
  • Located in the frontal lobe
86
Q

recent studies have provided evidence that language comprehension really involves___

A

a broader portion of the temporal lobe

87
Q

Broca’s area is also involved in ___

A

language comprehension, particularly the presence of complex sentences

88
Q

are other areas involved in speech production?

A

Broca’s area might not be the only factor in speech production

89
Q

Arcuate fasciculus

A

a band of fibres in the brain that connects Broca’s and Wernicke’s areas

90
Q

Arcuate fasciculus in other species

A

Is absent in many primates, suggesting it might be involved in humans’ unique language capacities

91
Q

hemisphere specialization and language processing

A

Language production depends heavily on the left hemisphere but the right hemisphere is involved as well, especially in discourse processing

92
Q

patients with right-hemisphere damage

A

have language deficits. They speak the same number of words, but their speech is less informative and coherent

93
Q

Beeman et al., 2000 hemisphere specialization and naming task experiment

A

Found a reduced naming time for the left visual field, suggesting that the right hemisphere might be involved in elaborate processing

94
Q

recent studies found pronounced activation in what area during comprehension tasks?

A

right temporal lobe

95
Q

Linguistic relativity

A

the theoretical perspective that the language someone speaks affects other areas of cognition

96
Q

who is linguistic relativity attributed to?

A

Edward Sapir & Benjamin Lee Whorf

97
Q

Whorf linguistic relativity studies

A

studied Indigenous languages and found that they had many words for snow and thus perceived it differently. However, they didn’t have words for units of day and this influenced their behaviour. These studies are largely discredited

98
Q

Linguistic universalists

A

the theoretical perspective that the language someone speaks doesn’t affect other areas of cognition

99
Q

Winawer et al., 2007 linguistic relativity study

A

had Russian speakers (who have two distinct names for blue) perform a colour-matching task and found that they performed the task 10% faster when the non matching patch was in a different colour category than the matching patch compared to when they were both in the same colour category. This didn’t hold for English speakers.

100
Q

Natural language processing (NLP)

A

a subfield of artificial intelligence concerned with machines understanding and producing languages

101
Q

Turing test

A

a test proposed by Alan Turing to determine whether a machine can think based on fooling a human conversing with the machine that it is another human

102
Q

does AI pass the Turing test?

A

To date, no AI does very well at this task

103
Q

Sequence-to-sequence learning

A

a type of machine learning task in which both the inputs and outputs are sequences, such as strings of words represented numerically

104
Q

what distinguishes humans from other species?

A

Language

105
Q

what is language?

A

A shared symbolic system for purposeful communication

106
Q

symbolic

A

there are units to reference something else

107
Q

shared

A

it is common among a group of people

108
Q

purposeful

A

to communicate and translate thoughts

109
Q

morphology & number of language speakers

A

Morphology (complexity) decreases with languages spoken by more people

110
Q

lexical tones and climate

A

Lexical tones (tonal languages) are partly determined by climate. Tonal languages are less prominent in dry climates because dry air makes it harder to have the vocal control to produce tonal sounds

111
Q

language and gender inequality

A

Countries with gendered languages experience higher gender inequality

112
Q

women vs. men’s use of language

A

Women use more adjectives and first-person plurals than men (we need to hurry) and use a reverse accent more than men (end statements like questions)

113
Q

aphasia

A

Impaired language function from brain injury

114
Q

broca’s aphasia

A
  • Expressive aphasia
  • Intact language comprehension
  • Impaired speech production and articulation
115
Q

cause of Broca’s aphasia

A

damage to Broca’s area (left inferior frontal gyrus)

116
Q

Patient Tan

A
  • Could only speak one syllable (Tan)
  • Still tried to communicate via gestures, tone, inflection
  • A large lesion in Broca’s area (left inferior frontal gyrus)
117
Q

speech in patients with Broca’s aphasia is ___

A

Mostly just nouns and verbs

118
Q

writing in patients with Broca’s aphasia is ___

A

affected in a similar manner

119
Q

the severity of Broca’s aphasia depends on ___

A

the extent of the damage to Broca’s area

120
Q

Wernicke’s aphasia

A
  • Comprehension, both written and spoken
  • Language content is not meaningful nor comprehensible
  • Characterized by paraphasias
121
Q

what causes Wernicke’s aphasia

A

damage to Wernicke’s area (posterior superior temporal lobe), typically left hemisphere

122
Q

what are the types of paraphasias

A
  • verbal
  • phonemic
  • neologisms
123
Q

verbal paraphasia

A
  • substituting a word with something semantically-related
  • Shares meaning with the intended word
  • Ex. swapping term brother with sister
124
Q

phonemic paraphasia

A
  • swapping or adding speech sounds
  • Shares sounds with the intended word
  • Ex. calling crab salad sad cralad
125
Q

neologisms

A
  • using a made-up word
  • Ex. mansplain
126
Q

conduction aphasia

A
  • Production intact
  • Comprehension intact
  • Impaired repetition
127
Q

cause of conduction aphasia

A

damage to the arcuate fasciculus (neural pathway that connects Broca’s and Wernicke’s areas)

128
Q

lateralization of language

A
  • Aphasias indicate that language is left-lateralized
  • Lateralization is not fully understood nor linked to handedness
  • Broader aspects of language are supported by the right hemisphere
129
Q

updated classical language model

A
  • Distinction between language production and comprehension
  • Language function relies on a set of neural circuits
130
Q

dorsal stream of language

A

for matching sounds to movement (speech production)

131
Q

ventral stream of language

A

for matching sounds to meaning (speech recognition)

132
Q

nurturist view of language

A

language is acquired through the same mechanisms as skill learning

133
Q

naturist view

A

we are born with the innate capacity to learn language

134
Q

what view of language acquisition is favoured?

A

naturist view

135
Q

the innateness hypothesis

A

Grammar syntactic structure, is separate from semantic meaning

136
Q

Language Acquisition (LAD)

A

abstracted entity that supports language

137
Q

types of support for the innateness hypothesis

A
  • convergence
  • uniformity
  • poverty of the stimulus agent
138
Q

convergence

A

children are exposed to different learning situations, yet convergence on the same grammar

139
Q

uniformity

A

children have a similar language-learning trajectory

140
Q

poverty of the stimulus agent

A

the linguistic environment of a child is not sufficient enough to allow that child to learn a language via reinforcement, rules or imitation.

141
Q

cons of the poverty of the stimulus agent

A
  • Can’t address the following questions:
    1. What information is innate?
    2. How can you disprove this argument?
    3. How do you provide a complete account of all the linguistic data available to a child?
  • Adult reformulations of children’ speech target the structure but not meaning
142
Q

long-term effects of parentese

A

The better infants are at distinguishing the phonetic units, through parentese, the better complex language skills they have years later

143
Q

how many English phonemes are there?

A

a few dozen

144
Q

syntax

A

rules that govern how words are arranged in a sentence

145
Q

semantics

A

the meaning

146
Q

language comprehension

A

Understanding the message from language

147
Q

phonological ambiguity

A

Determining phonemes depends on the audio signal, often noisy

148
Q

lexical ambiguity

A

A single-word form can refer to more than one different concept

149
Q

Laurel vs. Yanny is an example of

A

phonological ambiguity

150
Q

how is lexical ambiguity resolved?

A

context

151
Q

cross-modal priming task

A
  • Bug primes spy (context inappropriate) just as much as ants (context related) at shorter SOA
  • Bug primes only ants and not spy at longer SOA
  • Both meanings are initially retrieved, but the contextually inappropriate meaning is quickly discarded
152
Q

constraint-based models

A

constraints are used to resolve ambiguity (ex. Semantic and thematic context, Expectation, Frequency)

153
Q

reading

A

a newer form of language (5,500 years old)

154
Q

surface dyslexia

A
  • impaired at producing irregular words (25% of English words)
  • Reading happens letter-by-letter
  • Difficulty matching words to the mental dictionary
155
Q

phonological dyslexia

A
  • impaired at reading non-words or new words
  • Reading happens by comparing whole words to a mental dictionary (lexicon)
  • Difficulty reading letter by letter
156
Q

dual route model of reading

A

Route 1: accessing full words through the mental lexicon
Route 2: reading letter by letter (grapheme-phoneme conversion)

157
Q

nativism

A

language and thought are independent

158
Q

linguistic relativity

A

language and thought are interconnected

159
Q

language of thought thypothesis

A

Mentalese, an innate non-spoken to represent all conceptual content and propositions to create thought

160
Q

what type of view is the language of thought?

A

nativist

161
Q

Sapir-Whorf Hypothesis

A

Linguistic determinism states that a person’s thoughts are determined by language

162
Q

Hopi tribe experiment

A

Hopi Indians don’t have a word for time, so do they not think about time?. Evidence suggests that they do

163
Q

colour matching and Berinmo tribe

A
  • Berinmo tribe: the colour boundary between English blue and green doesn’t exist
  • English speakers: the colour boundary for Berinmo words nol and wor don’t exist
  • Berinmo tribe members were impaired at blue/green pair trials
  • English speakers were impaired at nol/wor pair trials
  • Demonstrates that language shapes colour memory
164
Q

colour matching and Dani tribe members

A
  • Participants were either English language speakers (11 words for colour) or Dani tribe members (2 words for colour)
  • Test 1: named colour patches; two groups performed this differently
  • Test 2: match/categorize learned colour patches; both groups performed equally
  • Accessing colour categories without language labels didn’t change across language
165
Q

bilinguals

A

All individuals who use more than one language

166
Q

L1

A

first (native) language

167
Q

L2

A

second language

168
Q

how many people in the world are bilingual?

A

Estimates range from 50-70%

169
Q

% of English-French bilinguals in Canada vs. Quebec vs. Montreal

A
  • 18% of people in Canada are English-French bilinguals
  • 46% of people in Quebec are English-French bilinguals
  • 70% of people in Montreal are English-French bilinguals
170
Q

bilingualism in the U.S.

A
  • 22% of Americans speak a language other than English at home
  • Spanish is the most common second language
  • Bilingualism has almost doubled since 1980
171
Q

the traditional view of psycholinguistics

A
  • Most research on language and cognition examined only speakers of a single language (typically English)
  • Monolinguals were the model subjects of the study
  • Only the native language could provide an ideal basis for understanding the nature of the language system
172
Q

bilinguals on the traditional view of psycholinguistics

A

On this view, bilinguals have been considered a special group of language users

173
Q

accented speech and L2 learners

A

The older individuals were when first exposed to the L2, the more accented their speech is perceived to be

174
Q

grammaticality and L2 learners

A

Individuals’ ability to correctly judge the grammaticality of sentences decreases with the age they were exposed to the second language

175
Q

new attitude about bilingualism

A
  • Language learning occurs at all ages and language processes are dynamic
  • Bilingualism provides a lens for examining aspects of cognition that are being obscured by studying monolinguals alone
176
Q

3 key discoveries about bilingualism

A
  1. Bilinguals are not two monolinguals in one. Both languages are active and competing
  2. The bilingual’s language system is permeable in both directions. Critically, the L1 changes in response to learning and using an L2
  3. Not all bilinguals are the same. Bilinguals differ by virtue of where they live and the demands that are placed on them to use each language
177
Q

parallel activation

A

Both languages are active regardless of the requirement to use one language alone: in reading, listening, or planning speech

178
Q

evidence for parallel activation

A

Many studies have demonstrated that bilinguals recognize cognates (the same word in both languages with the same meaning) more quickly but homographs (the same word in both languages but different meanings) more slowly than control words. Monolinguals do not show these effects.

179
Q

picture naming task

A

Naming images out loud

180
Q

findings of picture naming task

A

Found cognate facilitation effects, demonstrating that lexical information is activated in the target and non-target languages

181
Q

Libben & Titone, 2009 study method

A

tracked French-English bilinguals’ eye movements during reading.

182
Q

fixation

A

length of the first time the eye fixates on the target

183
Q

how is fixation represented?

A

by the size of the dot

184
Q

what words elicit more fixation?

A

more difficult words

185
Q

saccade

A

the transition between words

186
Q

how are saccades represented?

A

the lines

187
Q

regression

A

going back to revise something previously fixated on

188
Q

total fixation duration

A

length of all eye fixations on a target

189
Q

Libben & Titone, 2009 findings

A
  • In the early stages of comprehension, there is parallel activation regardless of sentence constraint (two languages are active)
  • In the late stages of comprehension, parallel activation is resolved for contexts that provide a high semantic constraint (two languages are no longer active)
190
Q

Semantic Relatedness Task

A

Clapping if two words are semantically related (related in meaning)

191
Q

Morford et al., 2011 ASL semantic relatedness findings

A

found that bilinguals are faster to judge English when the ASL converges and slower when it conflicts. Monolinguals don’t show these effects

192
Q

Lexical Decision Task

A

Clapping if you see a word in x language

193
Q

Bice & Kroll, 2015 study aims

A

examined the cognate effects in monolinguals and L2 learners of Spanish.

194
Q

event-related potentials

A

voltage fluctuations that are time-locked to an event

195
Q

Bice & Kroll, 2015 findings

A
  • Behaviourally, there was no cognate effect for either group
  • ERPs show that the native language is affected by the second language (Reduced N400 for cognates)
196
Q

verbal fluency task

A

Say as many words that fit into a category as you can in 30 seconds

197
Q

Linick et al., 2009 context and L2 learning

A

compared to classroom learners, immersed learners produced fewer L1 exemplars. The L1 is suppressed while living in an L2 context

198
Q

Dussias & Sagarra, 2007 L2 and context

A

the influence of L2 on L1 is not limited to words. It’s also about grammar

199
Q

bilingual experience is characterized by:

A
  • Predominant language
  • Habits of language use
  • Contextual linguistics diversity
200
Q

linguistic diversity of montreal

A

mixed French and English

201
Q

linguistic diversity of ottawa

A

French on one side of the river and English on the other

202
Q

linguistic diversity of Toronto

A

English with various pockets of other languages

203
Q

French-English bilinguals who report greater linguistic diversity:

A
  • Show a higher reliance on contextual clues
  • Exhibit higher connectivity between regions implicated in monitoring such as the anterior cingulate cortex and the putamen
204
Q

what brain regions are involved in monitoring?

A

the anterior cingulate cortex and the putamen

205
Q

competitive contexts

A

L1 & L2 are compartmentalized

206
Q

cooperative contexts

A

L1 & L2 are integrated

207
Q

Beatty-Martinez & Dussias, 2017 study method

A

measured ERPs for bilingual speakers who use unilingual and codeswitched sentences

208
Q

Beatty-Martinez & Dussias, 2017 study findings

A

Non-code switchers process the cost regardless of the type of code switch
For code switchers, only rare code switches elicit processing costs

209
Q

processing costs depend on

A

the nature of the bilingual

210
Q

code switches depend on

A

distributional regularities. Some switches are more common than others. Larger N400 for rarer code switches, demonstrating that they have more difficulty in processing

211
Q

large N400 represents

A

difficulty processing

PSYC 213 (14 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions