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INTROPSY FINALS > COGNITION- LANGUAGE > Flashcards

COGNITION- LANGUAGE Flashcards

1
Q

is a system for combining symbols (such as words) so that an infinite number of meaningful statements can be made for the purpose of communicating with others

A

LANGUAGE

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2
Q

allows people not only to communicate with one another but also to represent their own internal mental activity

A

LANGUAGE

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3
Q

a very important part of how people think

A

LANGUAGE

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4
Q

the system of rules governing the structure and use of a language.

A

GRAMMAR

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5
Q

according to famed linguist _, humans have an innate ability to understand and produce language through a device he calls the language acquisition device, or LAD.

A

Noam Chomsky

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6
Q

innate ability of humans to understand and produce language through a device called

A

language acquisition device, or LAD

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7
Q

an innate “program” that contained a schema for human language

A

language acquisition device, or LAD

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8
Q

children _ the language they heard against this schema (language acquisition device, or LAD) and, thus, language developed in a well-researched sequence

A

matched

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9
Q

humans may learn the specific language (English, Spanish, Mandarin, etc.) through the processes of _, _, and _

A

imitation, reinforcement, and shaping

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10
Q

the complexities of the grammar of a language are, according to Chomsky, to some degree “_” to the developing Brain

A

“wired in”

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11
Q

PHONEMES, MORPHOLOGY, SYNTAX AND PRAGMATICS

A

PARTS OF GRAMMAR

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12
Q

BASIC SOUND LANGUAGE

A

phonemes

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13
Q

study of the formation of words

A

morphology

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14
Q

rules for the order of the words

A

syntax

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15
Q

practical social expectations and uses of language

A

pragmatics

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16
Q

Basic units of sound in a language

A

phonemes

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17
Q

The difference is in how we say the sound of the a in each word.

A

phonemes

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18
Q

infants are born with the ability to recognize all phonemes, after about _ months, that ability has deteriorated and the infant recognizes only the phonemes of the language to which the infant is exposed.

A

9

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19
Q

_ for different languages are also different,

A

phonemes

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20
Q

one of the biggest problems for people who are trying to learn another language is the _ to both hear and pronounce the phonemes of that other language.

A

inability

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21
Q

Smallest units of meaning within a language

A

morphemes

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22
Q

the word playing consists of _ morphemes, play and ing.

A

2

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23
Q

system of rules for combining words and phrases to form grammatically correct sentences

A

Syntax

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24
Q

important, as just a simple mix-up can cause sentences to be completely misunderstood.

A

Syntax

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25
Q

study of the meaning of words, phrases and sentences

A

Semantics

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26
Q

Rules for determining the meaning of words and sentences.

A

Semantics

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27
Q

Sentences, for example, can have the same semantic meaning while having different _

A

Syntax

28
Q

the practical aspects of communicating with others, or the social “niceties” of language.

A

Pragmatics

29
Q

involves knowing things like how to take turns in a conversation,

A

Pragmatics

30
Q

the use of gestures to emphasize a point or indicate a need for more information

A

Pragmatics

31
Q

the different ways in which one speaks to different people.

A

Pragmatics

32
Q

Part of the pragmatics of language includes knowing just what rhythm and emphasis to use when communicating with others, called

A

intonation

33
Q

changing the stress or pitch of certain words or syllables of a particular word can change its _ entirely

A

meaning

34
Q

Two very influential developmental psychologists _ and _ often debated the relationship of language and thought

A

Jean Piaget and Lev Vygotsky

35
Q

theorized that concepts preceded and aided the development of language.

A

Piaget (1926, 1962)

36
Q

a child would have to have a _ for “mother” before being able to learn the word “mama.

A

concept or mental schema

37
Q

_ become the “pegs” (nail/pin) upon which words are “hung.”

A

concepts or mental schema (Piaget)

38
Q

Piaget also noticed that preschool children seemed to spend a great deal of time talking to _ even when playing with another child.

A

themselves

39
Q

a process Piaget called, each child would be talking about something totally unrelated to the speech of the other

A

collective monologue

40
Q

kind of nonsocial speech was very egocentric (from the child’s point of view only, with no regard for the listener)

A

collective monologue

41
Q

as the child became more socially involved and less egocentric, these nonsocial speech patterns would reduce.

A

collective monologue

42
Q

Believed almost the opposite to Jean Piaget

A

Lev Vygotsky

43
Q

He theorized that language actually helped develop concepts and that language could also help the child learn to control behavior- including social behavior

A

Lev Vygotsky

44
Q

the word helped form the concept

A

Lev Vygotsky

45
Q

Once a child had learned the word “mama,” the various elements of “mama-ness”- warm, soft, food, safety, and so on-could come together around that word.

A

Lev Vygotsky

46
Q

the _ speech of the preschool child was actually a way for the child to form thoughts and control actions.

A

egocentric speech Lev Vygotsky

47
Q

“_ speech” was a way for children to plan their behavior and organize actions so that their goals could be obtained, vygotsky’s term for egocentric speech

A

“private speech”

48
Q

socializing with other children would demand much more self-control and behavioral regulation on the part of the preschool child,

A

socializing Lev Vygotsky

49
Q

Vygotsky believed that _ speech would actually increase as children become more socially active in the preschool years.

A

private speech

50
Q

Children, especially bright children, do tend to use more _ speech when learning how to socialize with other children or when working on a difficult task. Evidence of vygotsky’s belief

A

private speech

51
Q

The hypothesis that language shapes and influences thoughts

A

Linguistic Relativity Hypothesis

52
Q

The hypothesis that language shapes and influences thoughts was accepted by many theorists, with a few notable exceptions, such as _.

A

Jean Piaget

53
Q

Edward Sapir and his student, Benjamin Lee Whorf developed?

A

Sapir-Whorf hypothesis

54
Q

This hypothesis assumes that the thought processes and concepts within any culture are determined by the words of the culture

A

Sapir-Whorf hypothesis / Linguistic Relativity Hypothesis

55
Q

thought processes and concepts are controlled by (relative to) language.

A

Linguistic Relativity Hypothesis

56
Q

_ Hypothesis the words people use determine much of the way in which they think about the world around them

A

Linguistic Relativity Hypothesis

57
Q

the _, Native Americans living in the Arctic, have many more words for snow than do people in other cultures.

A

Inuits

58
Q

Inuits have _ different words for snow, whereas other estimates have ranged in the _. Unfortunately, this anecdotal evidence has turned out to be false

A

23 DIFFERENT WORDS, RANGED IN THE 100

59
Q

_ speakers also have many different words for snow (sleet, slush, powder, dusting, and yellow to name a few)

A

English speakers

60
Q

There have been attempts to teach animals (primates and dolphins) how to use sign language (as animals lack the vocal structure to form spoken words), but many of these attempts were simply not _

A

“good science.”

61
Q

_ lack the vocal structure to form spoken words

A

ANIMALS

62
Q

a bonobo chimpanzee trained to press abstract symbols on a computer keyboard, successful experiment it learned to use symbols that are abstract

A

Kanzi

63
Q

Kanzi actually was not the original subject of the study but his _, Matata

A

mother

64
Q

Matata did not learn many of the symbols, but Kanzi watched his mother use the keyboard and appeared to learn how to use the symbols through that _

A

observation

65
Q

At last count, Kanzi could understand about _ spoken English words.

A

150 spoken English words

INTROPSY FINALS (12 decks)

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