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COGNITIVE PSYCHOLOGY > CHAPTER 9 > Flashcards

CHAPTER 9 Flashcards

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1
Q

The use of an organized means of combining words to communicate with those around us.

A

Language

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2
Q

The exchange of thoughts and feelings is through language

A

Communication

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3
Q

The psychology of our language as it interacts with the human mind. It considers both production and comprehension of language

A

Psycholinguistics

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4
Q

the study of language structure and change.

A

Linguistics

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5
Q

the study of the relationships among the brain, cognition, and language.

A

Neurolinguistics

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6
Q

the study of the relationship between social behavior and language.

A

Sociolinguistics

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7
Q

the study of language via computational methods.

A

Computational linguistics and psycholinguistics

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8
Q

states that word meanings are based on agreed conventions.

A

Principle of Conventionality

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8
Q

● Language permits us to communicate with
one or more people who share our
language.
● The most obvious and remarkable feature.
● Allows people to write and share their
thoughts and feelings, which others can
read and understand.

A

Communicative

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9
Q

The thing or concept in the real world that
a word refers to

A

Referent

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9
Q

Language creates an arbitrary relationship
between a symbol and what it represents:
an idea, a thing, a process, a relationship, or
a description

A

Arbitrarily Symbolic

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10
Q

allow us to refer to things not currently present, things that never existed, or intangible concepts.

A

Symbols

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11
Q

asserts that different words have different meanings, ensuring that each word represents something slightly different.

A

Principle of Contrast

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12
Q

Language has a structure; only particularly
patterned arrangements of symbols have
meaning, and different arrangements yield
different meanings.

A

Regularly Structured

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13
Q

The structure of language can be analyzed
at more than one level.

A

Structured at Multiple Levels

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14
Q

Refers to our vast ability to produce
language creatively.

A

Generative, productive.

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15
Q

● Languages constantly evolve.
● The productive aspect of language leads to
its dynamic, evolutionary nature.
● Individuals create new words and phrases,
which are then either accepted or rejected
by the wider language community.

A

Dynamic

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16
Q

the smallest unit of speech sound that
can be used to distinguish one utterance from
another (i.e., to change the meaning of a word)

A

Phoneme

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17
Q

the study of how to produce or combine speech sounds or to represent them with written symbols

A

Phonetics

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17
Q

study of the particular phonemes of a language

A

Phonemics

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18
Q

the smallest unit of meaning within a particular language

A

Morpheme

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18
Q

contains at least one verb and whatever the verb acts on (like “runs”)

A

Verb Phrase (predicate)

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19
Q

the entire set of morphemes in a given
language or in a given per son’s linguistic repertoire

A

Lexicon

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20
Q

refers to the way we put words together to
form sentences

A

Syntax

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21
Q

contains at least one noun (like “man”) and includes all the relevant descriptors of the noun (like “fast”)

A

Noun Phrase

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22
Q

One or more phonemes begin while other phonemes still are being produced.

A

Coarticulation

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23
Q

record physical sound patterns.

A

Spectrograms

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23
Q

The process of trying to separate the continuous sound stream into distinct words

A

Speech segmentation

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23
Q

When we hear one sound but see the mouth of the speaker articulating a different sound, we are likely to perceive a compromise sound

A

The McGurk Effect

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24
Q

involves integrating what we know with what we hear when we perceive speech

A

Phonemic-restoration effect

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24
Q

One phenomenon in speech perception that led to the notion of specialization was the finding of categorical perception discontinuous categories of speech sounds

A

Categorical Perception

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25
Q

The McGurk effect seems to have a physiological basis in the superior temporal sulcus.

A

Superior Temporal Sulcus (STS)

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25
Q

When researchers used transcranial magnetic stimulation to interrupt activity of the STS in their participants, the likelihood of the McGurk effect was significantly reduced

A

Transcranial Magnetic Stimulation (TMS)

26
Q

is the strict dictionary definition of a word.

A

denotation

26
Q

studied the McGurk effect with respect to lip reading

A

Nicholls, Searle, and Bradshaw (2004)

27
Q

is the study of meaning in a language.

A

Semantics

28
Q

is a word’s emotional overtones, presuppositions, and other non explicit meanings.

A

Connotation

28
Q

is the study of language in terms of noticing regular patterns. These patterns relate to the functions and relationships of words in a sentence.

A

Grammar

28
Q

is the systematic way in which words can be combined and sequenced to make meaningful phrases and sentences

A

Syntax

29
Q

form the meaning of a word.

A

Denotation and Connotation

30
Q

this kind of grammar prescribes the “correct” ways in which to structure the use of written and spoken language.

A

Prescriptive grammar

30
Q

in which an attempt is made to describe the structures, functions, and relationships of words in language.

A

Descriptive grammar

31
Q

Syntactic priming and speech errors and consider two approaches to analyzing sentences

A

phrase-structure grammar and transformational grammar

32
Q

we spontaneously tend to use syntactic structures and read sentences faster than parallel the structures of sentences we have just heard.

A

Syntactic Priming

32
Q

even when we accidentally switch the placement of two words in a sentence, we still form grammatical, if meaningless or nonsensical, sentences.

A

Speech errors

33
Q

who have extreme difficulties
in both comprehending and producing language,
preserve syntactic categories in their speech errors

A

Agrammatic aphasics

34
Q

they analyze the
structure of phrases as they are used.

A

Phrase-structure grammar

35
Q

when we compose sentences, we seem to
analyze and divide them into functional components.

A

Parsing

36
Q

the rules governing the
sequences.

A

Phase-structure rules

37
Q

revolutionized the study of syntax.

A

Noam Chomsky

38
Q

which involves
transformational rules.

A

Transformational grammar

39
Q

refers to an underlying syntactical
structure that links various phrase structures through various transformation rules

A

Deep structure

40
Q

refers to any of the various phrase
structures that may result from such
transformations.

A

Surface structure

41
Q

the activation of our ability to
recognize letters when it is presented in a wide array
of type styles and typefaces.

A

Orthographic

41
Q

is a complex process that involves, at
minimum, perception, language, memory, thinking,
and intelligence

A

Reading

42
Q

playwright and lover of the
English language, observed the illogicality of English spellings

A

George Bernard Shaw

43
Q

are used to identify
letters and words. They also activate
relevant information in memory about
these words.

A

Lexical Processes

44
Q

are used to
make sense of the text as a whole (and are
discussed later in this chapter). The
separation and integration of both
bottom-up and top-down approaches to
perception can be seen as we consider the
lexical processes of reading.

A

Comprehension Processes

45
Q

When we read, our
eyes do not move smoothly along a page or even
along a line of text. Rather, our eyes move in
saccades—rapid sequential movements—as they
fixate on successive clumps of text.

A

Fixation and Reading Speed

46
Q

it is the identification of a word that
allows us to retrieve the meaning of the word from
memory.

A

Lexical Access

47
Q

developed an
interactive activation model suggesting that
activation of particular lexical elements occurs at multiple levels.

A

McClelland & Mirman, Rumelhart

48
Q

-David Rumelhart and James
McClelland used this figure to illustrate how
activation at the feature level, the letter level, and the word level may interact during word recognition.

A

Word Recognition

49
Q

distinguishes among
three levels of processing following visual input: the feature level, the letter level, and the word level. The model assumes that information at each level is represented separately in memory.

A

Interactive-activation model

50
Q

Letters are read more
easily when they are embedded in words than when
they are presented either in isolation or with letters
that do not form words.

A

Word Superiority Effect

51
Q

People take substantially longer to read unrelated letters than to read letters that form a word.

A

Reicher-Wheeler effect

52
Q

people take about
twice as long to read unrelated words as to read words in a sentence.

A

Sentence-Superiority Effect

53
Q

children are taught how the
letters of the alphabet sound and then progressively put them together to read two letters together, then three, and so on.

A

Phonics Approach

54
Q

teaches children to
recognize whole words, without the analysis of the sounds that make up the word

A

Whole-word Approach

55
Q

argues that words are
pieces of sentences and reading should therefore be
taught in connection with entire sentences; children start to read by reading sentences rather than words.

A

Whole-language Approach

56
Q
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57
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57
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58
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59
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60
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61
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62
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62
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63
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64
Q
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COGNITIVE PSYCHOLOGY (6 decks)

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