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CPSY 102 > Chapter 8 - Language, Cognition, and Thinking > Flashcards

Chapter 8 - Language, Cognition, and Thinking Flashcards

1
Q

Define: Language

A

-Largely arbitrary system of communication that combines symbols in rule-based ways to create meaning

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2
Q

Five components of language

A

-Phonemes
-Morphemes
-Syntax
-Semantics
-Pragmatics
(+Extra-linguistic info)

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3
Q

Define: Phoneme

A

-Smallest units of sound (cat = k, a, t) 45 in English

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4
Q

Define: Morpheme

A
  • Smallest unit of meaning [M for meaning] by combining phenemes
  • Free: Root words
  • Bound: Attached to free, usually affixes
  • Derivational: Changes meaning - UNkind (changes part of speech)
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5
Q

Define: Syntax

A
  • Rules for combining words (eg, adjectives come before nouns)
  • Grammar includes rules for combining morphemes and syntax
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6
Q

Define: Semantics

A
  • Meaning we derive from morphemes, words, sentences

- eg, I don’t mind; mind your manners; lost his mind

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7
Q

Define: Pragmatics

A
  • The way context contributes to meaning
  • [Often involves ambiguity where a sentence can mean two things]
  • Eg, John enjoys charming people
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8
Q

Define: Extra linguistic info

A
  • Elements of communication that aren’t part of the context but are critical
  • Non-verbal cues (facial expression, posture, tone, etc)
  • (Pragmatics?)
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9
Q

Language production milestones

A

-Prenatal: Infants can distinguish their mother’s voice from stranger
-6-8 weeks: Cooing/laughter
-2-3 mo: 2 syllable babbling
6-9 mo: Canonical babbling (mama; meaning)
-10-12 mo: non-replicated (ba-da); recognize common words
-12 mo: first word (holophrases: single words as phrases)
-18-20 mo: two-word stage
-2 yrs: Telegraphic speech (3+ words)

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10
Q

Define: overextension

A

-Lack of words, so using one word for many things (doggie for any 4 leg animal)

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11
Q

Define: underextension

A

-(eg, poodle is a doggie, but chihuahua is not)

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12
Q

Define: Overregularization (over generalization)

A
  • Grammatic rule misapplied to words with irregular plural past tense
  • He goed there
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13
Q

Define: Infant directed speech

A
  • “Motherease”

- Highly simplified, short phrases, exaggerated intonation, higher pitch, slow, repetition

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14
Q

Benefits of ID speech vs AD

A
  • Captures infants attention

- decreased cortisol

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15
Q

ID singing

A
  • same benefits as ID speech

- All cultures

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16
Q

ID singing research

A
  • ID results in greater visual fixation
  • decreased motor activity
  • decreased stress sweating
  • faster recovery following stressor
17
Q

Lullabies vs Playsongs research

A

-greater visual attention, decreased SCL for lively playsongs

18
Q

Define “Learning Perspective Account” of language acquisition

A
  • Children learn via imitation and reinforcement

- Problem: doesn’t account for systematic errors like overregularization

19
Q

Define “Nativist Account” of language acquisition

A
  • Chomsky
  • Children have “universal grammar” in LAD (language acquisition device), which is preprogrammed
  • Problem: Genie who learned language really late
20
Q

Define “Interactivist Perspective” of language acquisition

A
  • Acknowledges both inborn (Chomsky) and social (learning perspective)
  • Language is more a product of genes than experience
21
Q

Define: Critical period

A
  • Fluency failures for language deprived children
  • More so for syntax and pronunciation
  • Approx age of acquisition is 7 yrs, after which language acquisition is more difficult
22
Q

Left Hemisphere (language)

A
  • most dominant in language processing
  • Right ear advantage
  • Women show more more bilateral activation
23
Q

Broca’s area (language)

A
  • Tan

- Lack grammatical structure [but you can get basic concepts]

24
Q

Wernike’s area (language)

A
  • Words are clear, but sentences make no sense

- Syntactically full but semantically meaningless

25
Q

Define: Cognition

A
  • Human info processing
  • Acquiring info: representation and categorization
  • Storing and manipulating info: memory, problem solving
  • Applying info: decision making, language
26
Q

IDEAL problem solving

A
  • Identify the problem
  • Define and represent the problem
  • Explore possible strategies
  • Act
  • Look back and evaluate the effects
27
Q

Well-defined VS ill-defined problems

A
  • Single correct solution (math, algorithm; but no creativity)
  • VS many successful solutions
28
Q

Define: Categories

A

-Groups of things, characteristics, etc, that share core properties

29
Q

Define: schema

A

-concepts/mental models (two people arguing in street)

30
Q

Define: script

A

-eg, the order things happen in restaurant

31
Q

Heuristics: availability

A
  • “off the top of my head”

- Can also cause bias, implications for people’s impression of likelihood of crime/accident (flying better than driving)

32
Q

Heuristics: representativeness

A
  • “like goes with like”
  • Basically, stereotyping (race, etc)
  • OR coin flips
33
Q

Heuristics: Confirmation bias

A
  • “seeing what you’re looking for”

- Emphasize outcomes that confirm pre-existing belief

34
Q

Define: mental sets

A
  • in-box thinking

- Water jugs example

35
Q

Define: functional fixedness

A
  • Failure to use familiar object in new ways

- Candle/matches/tacks example

36
Q

Define: framing

A
  • Way something is phrased

- “tar sands” vs “oil sands”

CPSY 102 (11 decks)

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