Brainscape's Knowledge GenomeTM

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


See full index

Cognitive Psychology > Chapter 9: Language > Flashcards

Chapter 9: Language Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

It is the use of an organized means of
combining words to communicate with those around us.

A

Language

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

Exchange of thoughts and feelings.

A

Communication

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

2 aspects of communication.

A

Non-verbal communication
Verbal communication

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

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

A

Psycholinguistics

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

Four areas of study that contributed greatly to an understanding of
Psycholinguistics.

A

Linguistics
Neurolinguistics
Sociolinguistics
Computational Linguistics and Psycholinguistics

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

The study of language structure and change.

A

Linguistics

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

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

A

Neurolinguistics

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

The study of the relationship between social behavior and language.

A

Sociolinguistics

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

The study of language via computational methods.

A

Computational Linguistics and Psycholinguistics

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

6 properties of language.

A

Communicative
Arbitrarily symbolic
Regularly structured
Structured at multiple levels
Generative, productive
Dynamic

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

Language permits us to communicate with one or more people who share our language.

A

Communicative

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

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

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

A

Referent

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

2 Principles underlying word meanings.

A

Principle of conventionality
Principle of contrast

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

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

A

Regularly structured

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

The structure of language can be analyzed at more than one level (e.g., in sounds, meaning units, words, and phrases).

A

Structured at multiple levels

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

Levels of Language that Psycholinguistics studies.

A

Sounds
Words
Sentences
Larger units of language

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

Level of language such as p and t.

A

Sounds

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

Level of language such as pat, tap, pot, top, pit, and tip.

A

Words

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

Level of language such as “Pat said to tap the top of the pot, then tip it into the pit”.

A

Sentences

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

Level of language such as this paragraph or even this book.

A

Larger units of language

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

Within the limits of a linguistic
structure, language users can produce novel utterances - the possibilities for creating new utterances are virtually limitless.

A

Generative, productive

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

Languages constantly evolve.

A

Dynamic

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

Basic Components of Words and Sentences.

A

Phoneme
Morpheme
Lexicon
Syntax

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

It is the smallest unit of speech sound that can be used to distinguish one utterance from another.

A

Phoneme

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

The study of the particular phonemes of a language.

A

Phonemics

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

The smallest unit of meaning within a particular language.

A

Morpheme

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

Is the entire set of morphemes in a given language or in a given person’s linguistic repertoire.

A

Lexicon

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

Refers to the way we put words together to form sentences; it plays a major role in our understanding of language.

A

Syntax

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

2 parts of a sentence.

A

Noun phrase
Verb phrase (predicate)

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

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

A

Noun phrase

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

Which contains at least one verb and
whatever the verb acts on (like “runs”), if anything.

A

Verb phrase (predicate)

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

How we pronounce more than one sound at the same time; viewed as necessary for the effective transmission of speech
information.

A

Coarticulation

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

Process of trying to separate the
continuous sound stream into distinct words.

A

Speech Segmentation

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

Suggests that when we perceive speech, we use the same processes as when we perceive other sounds
like the crowing of a rooster.

A

The View Of Speech Perception As Ordinary

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

The stage where speech sounds are analyzed into their components.

A

One stage

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

The stage where components are analyzed for patterns and matched to a prototype or template.

A

In another stage

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

Involves integrating what we know with what we hear when we perceive speech.

A

Phonemic-Restoration Effect

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

One phenomenon in speech
perception that led to the notion of specialization; discontinuous categories of speech sounds.

A

Categorical Perception

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

Suggests that speech-perception processes differ from the processes we use when we hear other sounds.

A

The View Of Speech Perception As Special

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
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; how we integrate what we hear with what we see.

A

McGurk Effect

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

The study of meaning in a language; concerned with how words and sentences express meaning.

A

Semantics

43
Q

Strict dictionary definition of a word.

A

Denotation

44
Q

Word’s emotional overtones, presuppositions, and other nonexplicit meanings; vary between people.

A

Connotation

45
Q

Made by humans that are mostly distinguished by means of their function.

A

Objects

46
Q

Mainly distinguished by means of
their looks.

A

Living things

47
Q

Used more often (ex. Foot as a body part).

A

Dominant meaning

48
Q

(ex. Foot as bottom part of the hill)

A

Subordinate meaning

49
Q

The systematic way in which words can be combined and sequenced to make meaningful phrases and sentences; focuses on the study of the grammar of phrases and sentences.

A

Syntax

50
Q

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

A

Grammar

51
Q

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

A

Prescriptive Grammar

52
Q

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

A

Descriptive Grammar

53
Q

We spontaneously tend to use syntactical structures and read sentences faster that parallel the structures of sentences we have just heard.

A

Syntactical Priming

54
Q

Example of syntactical priming.

A

Sentence Priming

55
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

56
Q

Extreme difficulties in both
comprehending and producing language, preserve syntactical categories in their speech errors.

A

Agrammatic Aphasics

57
Q

Analyze the structure of phrases
as they are used.

A

Phrase-structure Grammar

58
Q

Mental mechanisms of humans for classifying words according to syntactical categories.

A

Parts of speech

59
Q

Rules governing the sequences of
words.

A

Phrase-Structure Rules

60
Q

Revolutionized the study of syntax; suggested that to understand syntax, we must not only
observe the interrelationships among phrases within sentences but also consider the syntactical relationships between sentences.

A

Noam Chomsky

60
Q

Involves transformational rules; these rules guide the ways in which an underlying proposition can be arranged into a sentence.

A

Transformational Gramma

61
Q

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

A

Deep Structure

62
Q

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

A

Surface Structure

63
Q

A complex process that involves, at
minimum, perception, language, memory, thinking, and intelligence.

A

Reading

64
Q

3 different process that contribute to our
ability to read.

A

Perceptual
Lexical processes
?

65
Q

A basic but important step in reading is the
activation of our ability to recognize letters.

A

Perceptual

66
Q

Ability to identify pattern of specific letters as words leading to word recognition.

A

Orthographic

67
Q

Playwright and lover of the English language,
observed the illogicality of English spellings. Suggested that, in English, it would be perfectly reasonable to pronounce ghoti as
fish.

A

George Bernard Shaw

68
Q

2 basic kinds of processes readers must master.

A

Lexical processes
Comprehension processes

69
Q

Used to identify letters and words; also activate relevant information in memory about these words.

A

Lexical processes

70
Q

Used to make sense of the text as a whole.

A

Comprehension processes

71
Q

Our eyes move in saccades—rapid sequential movements—as they fixate on successive
clumps of text.

A

Fixation and Reading Speed

72
Q

The last word of a sentence seems to receive an extra long fixation time.

A

Sentence wrap-up time.

73
Q

The identification of a word that allows us to retrieve the meaning of the word from memory. . It combines information of different kinds, such as the features of letters, the letters themselves, and the words comprising the letters.

A

Lexical Access

74
Q

Suggesting that activation of particular lexical elements occurs at multiple levels; activity at each of the levels is interactive.

A

Interactive-activation model (David Rumelhart and James McClelland)

75
Q

3 Levels of processing following visual input in
interactive-activation model.

A

Feature level
Letter level
Word level

76
Q

Involving discrete levels of processing comes from studies of cerebral processing.

A

Word-recognition model

77
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

78
Q

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

A

Reicher-Wheeler effect

79
Q

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

A

Sentence-superiority

80
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

81
Q

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

A

Whole-word approach

82
Q

Argues that words are pieces of sentences and reading should therefore be taught in
connection with entire sentences.

A

Whole-language approach

83
Q

Difficulty in deciphering, reading, and comprehending text—can suffer greatly in a society that puts a high premium on fluent reading.

A

Dyslexia

84
Q

Refers to awareness of the sound structure of spoken language.

A

Phonological awareness

85
Q

Entails reading words in isolation.

A

Phonological reading

86
Q

People have difficulty storing phonemes in working memory and tend to confuse them more often, reading becomes increasingly difficult.

A

Phonological coding in working memory

87
Q

Entails one’s ability to retrieve phonemes from
long-term memory.

A

Lexical access

88
Q

2 types of dyslexia.

A

Developmental Dyslexia
Acquired Dyslexia

89
Q

Dyslexia that starts in childhood and is believed to have both biological and environmental causes.

A

Developmental Dyslexia

90
Q

Dyslexia that is the result of a traumatic
brain injury.

A

Acquired Dyslexia

91
Q

Involves units of language larger than individual sentences—in conversations, lectures, stories, essays, and even textbooks.

A

Discourse

92
Q

The process by which we translate sensory information (i.e., the written words we see) into a meaningful representation.

A

Semantic encoding

93
Q

Used to formulate the meaning based on the existing information stored in memory.

A

Context cues

94
Q

Has developed a model of text comprehension based on his observations.

A

Walter Kintsch

95
Q

Briefest unit of language that can be independently found to be true or false.

A

Proposition

96
Q

Thematically crucial propositions.

A

Macropropositions

97
Q

Overarching thematic structure of a passage of
text.

A

Macrostructure

98
Q

May be viewed as a sort of internal working
model of the situation described in the text, as the reader understands it.

A

Mental model

99
Q

Preliminary conclusions or judgments.

A

Inferences

100
Q

An inference a reader or listener makes when
a sentence seems not to follow directly from the sentence preceding it.

A

Bridging inference

101
Q

Direction of Process of Interactive-activation model which is bottom-up, starting with sensory data and working up to higher levels of cognitive processing.

A

First

102
Q

Direction of Process of Interactive-activation model which is top-down, starting with high-level cognition operating on prior knowledge and experiences related to a given context.

A

Second

Cognitive Psychology (11 decks)

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