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Cognitive Psychology > CHP 9 - Language > Flashcards

CHP 9 - Language Flashcards

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1
Q

What are the four basic structures of language?

A

1) Form (Phonology and Orthography)
2) Meaning (Semantics)
3) Syntax (Grammar)
4) Use (Pragmatics)

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2
Q

What are the basic sounds of language?

(There are 46 of them in English)

A

Phonemes

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3
Q

What are consonants?

A

Speech sounds that are produced by the obstructing of airflow

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4
Q

Consonants differ on three dimensions, what are they?

A

1) Place of articulation
2) Manner of articulation
3) When vocal cords begin to vibrate

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5
Q

All sound produced goes through the ___________.

A

Larynx

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6
Q

What is phonemic competence?

A

Knowledge of the rules of permissible English sound combination

– how words are supposed to sound
For example: barg sounds like a word when it is not

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7
Q

What is Orthographical awareness?

A

knowledge of the rules of permissible English letter combinations in producing a word

For example: ASKL – we know this is not a word because the way it is written

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8
Q

Orthographical awareness is correlated with _______ ability

A

Reading

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9
Q

The smallest units of language that have meaning are known as?

A

Morphemes

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10
Q

Which type of morpheme are the following…

car
happy
the

A

Free morphemes - words operate on their own

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11
Q

Which type of morpheme are the following …

un-
-s
-itis

A

Bound morphemes - Relies on other words

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12
Q

Same set of sentences can convey a statement or questions, this is an example of?

A

Prosody

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13
Q

The arrangement of words to show their relationship to one another is which element of language?

A

Syntax

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14
Q

Explain syntactic ambiguity

A

one sentence can be interpreted different ways

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15
Q

Sarcasm is an example of which element of language?

A

Pragmatics

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16
Q

A field of linguistics concerned with what a speaker implies

A

Pragmatics

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17
Q

Aspects of language “above and beyond” the words

A

Pragmatics

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18
Q

Which element of language explains the structure of conversation?

A

Pragmatics

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19
Q

Damage to the Broca’s area would result in?

A

Problems with speech production

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20
Q

Where is Broca’s area located in the brain?

(Hemisphere & Lobe)

A

Left frontal cortex

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20
Q

Where is Wernicke’s area located in the brain?

A

Left posterior temporal lobe

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20
Q

Individuals with Wernicke’s aphasia would have difficulty with?

A

Speech Comprehension

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21
Q

Phonemes and words do not have gaps between them

A

Coarticulation

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22
Q

What is Coarticulation?

A

The overlapping of articulatory movement in speech production, which affects the pronunciation of individual sounds

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23
Q

T/F: Identifying of specific sounds such as (pa and ba) is an all or nothing process

A

True

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24
Q

Spanish speakers have a harder time pronouncing or distinguishing which specific sound?

A

S

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25
Q

Rank the groups from best performed to least from the Miller and Isard (1963) study – regarding signal to noise ratio

A

Grammatical sentence > Anomalous sentence > Ungrammatical sentence

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26
Q

If we are unable to determine what someone said, what process do we use to help decipher the spoken signal?

Top down or bottom up

A

Top down process (conceptually driven)

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27
Q

T/F: Embodiment occurs when lip reading

A

True (mirror neurons become active)

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28
Q

What areas of the cortex are responsible for the production of sound?

A

Broca’s area & Motor cortex

29
Q

T/F: We remember letters better when presented as a word

A

True

30
Q

What is the word superiority effect?

A

We see words holistically and not by each letter –
ability to recall a letter better when presented as part of a word

31
Q

Mental Lexicon refers to our?

A

Vocabulary knowledge

32
Q

What is lexical priming?

A

Exposure to prime word facilitates associated words

For example:

Prime: Dog ——> Cat (Semantic)

Prime: Cup ——-> Cupid (Orthography)

33
Q

T/F: Regarding the lexical priming test, there is a faster response when the prime word is an abstract word, and the target is a concrete word

A

False

34
Q

In Swinney’s (1979) study regarding semantic priming lexical access, why did the target word SPY have no effect when presented on a delay?

A

Individuals are more concentrated on the second sentence which does not have an association with the word SPY

35
Q

T/F: Reading time increases when exposed to an unfamiliar word

A

True

36
Q

T/F: Reading time increases when the word has unusual spelling patterns

A

True

37
Q

T/F: The following are factors that decrease reading time

Crystallized intelligence
Supportive Context
Negation
Appropriate title (schema)

A

False ; Negation increases reading time – all others decrease

38
Q

What are the DEPENDENT variables in eye tracking studied?

A

Fixation, Gaze Duration, Regressions

39
Q

T/F: Good readers are faster because they are using quantitative processes

A

False ; initially they use quantitative (first word) but then start to use qualitative for the remainder of the passage

40
Q

Which type of reader has the most regressions?

A

Poor Readers

41
Q

Good readers tend to skip which of words?

A

Function words such as articles and prepositions

42
Q

Raynor, White, Johnson & Liversedge (2006) study focused on the ability to read despite transposition of letters.

What is the order of best performed group to least?

A

Internal transposition > Ending transposition > Beginning transposition >

43
Q

Why is perceptual span important when it comes to reading?

A

1) Facilitates lexical access, 2) Allows reader to learn where the boundaries of words are
3) Know which words can be probably skipped
4) Eliminates other words from consideration based on length

44
Q

Speedreading stated that ____________ _______ and ____________ are not important.

A

Parafoveal vision and regressions

45
Q

T/F: Presenting words in ISOLATION and preventing regression will disrupt reading comprehension

A

True

46
Q

T/F: Working memory allows readers to remember which person is the subject

A

True

47
Q

What was the conclusion of Kaschak and Rinck (2004) study regarding embodied cognition?

A

People have greater difficulty understanding sentences that describe two actions that occurred simultaneously and that required the same body part

48
Q

Which theory explains the following, successful dialogue requires transmission of information during a dialogue, can be facilitated if both parties adopt similar language attributes when communicating.

A

Alignment Theory

49
Q

What are the three types of speech errors one can produce?

A

1) Sound error
2) Morpheme Error
3) Word Error

50
Q

T/F: A Fetus is able to process language

A

True

51
Q

T/F: A month after birth, babies are able to distinguish different phonemes for all languages in the world

A

True

52
Q

At what age are children able to point to object and pictures when names and understand some requests or questions?

A

1-2 yrs

53
Q

At what age are children able to answer who what, and where questions?

A

By 3yrs old

54
Q

T/F: Days after birth, babies are able to distinguish between different languages

A

True

55
Q

At what age are babies able to recognize names of familiar objects, foods, and body parts?

A

6-12 months

56
Q

Who argued that language is innate and biologically pre-programmed?

A

Noam Chomsky

57
Q

T/F: Children pick up on linguistic rules at a very rapid rate

A

True

58
Q

What are the three cues infants use to help them learn language?

A

1) Perceptual salience: proximity of occurrence
2) Social: eye gaze
3) Linguistic salience: motherese

59
Q

How does motherese help babies learn language more easilty?

A

Elongates and intonates phonemes

60
Q

Which of Hockett’s features of language is responsible for allowing us to talk about things that are not here in the present – future things or out of sight?

A

Displacement

61
Q

Which of Hockett’s features of language takes into account that the size of the word does not correlate to the size of the object?

A

Arbitrariness

62
Q

Which of Hockett’s features of language explains how we learn new things?

A

Traditional Transmission

63
Q

Who designed a set of features that characterize human language and set us apart from animal communication?

A

Hockett

64
Q

Which of Hockett’s features of language explains the ability to create never-ever heard before utterances that others can understand?

A

Productivity

65
Q

Nim Chimpsky was only able to repeat utterances that he learned and did not ask questions, therefore he lacked which feature of human language?

A

Productivity – the ability to create new sentences without ever hearing them before

66
Q

Which of Hockett’s features of language explains how one speaker communicates and an individual is able to receive said information?

A

Vocal-Auditory Channel

67
Q

Based on what was discussed in class, bees dancing and showing others the location of food source shows that they have which feature of language?

A

Displacement – ability to talk about things that are not currently present

68
Q

Nim Chimpsky was not ablet to string together more than __________ utterances

A

Three

69
Q

T/F: Nim Chimpsky did not lack syntactic structure

A

False

70
Q

Nim Chimpsky language ability was no better than a ___-_____ year old child.

A

3-4 year old

71
Q

Nim Chimpsky only had utterances in the here and now , therefore which feature of human language did he lack?

A

Displacement

72
Q
A

Cognitive Psychology (9 decks)

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