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Cognitive Science > COGS 154 Midterm > Flashcards

COGS 154 Midterm Flashcards

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1
Q

what is communication

A

Exchanging meaning (information) between sender and receiver

intentional: what you mean to say
unintentional: what gets communicated (facial/body lang)

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2
Q

what is communication

A

Exchanging meaning (information) between sender and receiver

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3
Q

What is a communication disorder

A

an impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems

may be evident in the process of hearing, language, and/or speech

may result in a primary disability or it may be secondary to other disabilities

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4
Q

impairment

A

loss or abnormality of a psychological, physiological, or anatomic structure or function

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5
Q

disability

A

reduced competence in meeting needs of daily living

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6
Q

handicap

A

social, educational, or occupational disadvantae due to impairment or disability

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7
Q

What is a communication disorder

A

an impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal and graphic symbol systems. Any communication structure or function that is diminished to a significant degree

may be evident in the process of hearing, language, and/or speech

may result in a primary disability or it may be secondary to other disabilities

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8
Q

handicap

A

social, edicational, or occupational disadvantage, due to impairment or disability

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9
Q

Types of communication disorders

A

organic (physical cause)
functional (no physical cause can be found)
developmental
acquired (after speech and language functions were fully developed)

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10
Q

what is speech

A 
speech is the verbal means of communicating. 
consists of :
articulation 
voice
fluency

other elements of speech: (Always Be Very Aware)

Auditory
Breathing
Voicing
Articulation

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11
Q

articulation

A

how speech sounds are made (rabbit vs wabbit)

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12
Q

voice

A

use of the vocal folds and breathing to produce sounds

the voice can be abused from overuse or misuse and can lead to hoarseness or loss of voice

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13
Q

Fluency

A

the rhythm of speech (hesitations or stuttering can affect fluency)

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14
Q

Fluency

A

the rhythm of speech (hesitations or stuttering can affect fluency)

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15
Q

“Always Be Very Aware of your body mechanics when you talk”

A

Auditory
Breathing
Voicing
Articulation

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16
Q

What is language

A

words and sentences used to represent objects, thoughts, and feelings.
A standardized set of symbols and knowledge about how to combine those symbols into words, sentences, and tests to convey ideas and feelings.

it is made up of socially shared rules that include:
what words mean
how to make new words
how to put words together
what word combinations are best in what situations

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17
Q

Language Disorder

A

difficulty understanding or using language

can be:
developmental
acquired
dementia

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18
Q

building blocks of language

A

content
form
use

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19
Q

language Form

A

phonology (study of sounds)
morphology (organization of sounds)
syntax (rules and conventions for organizing word order–grammar)

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20
Q

Language Content

A

semantics (meaning or representation of objects, ideas, feelings, etc.

lexicon: mental dictionary of words

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21
Q

Language Use

A

pragmatics: social-linguistic conventions or social rules of lang

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22
Q

Structure of language:

“Preferably Language Gets Set-up Properly” and if it does, it has all of the following elements functioning efficiently and accurately

A 
Phonology
Lexicon
Grammar
Semantics
Pragmatics
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23
Q

Types of Neurons

A

Sensory (afferent)
Motor (efferent)
Interneurons
Neurotransmitters

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24
Q

Sensory Neurons

A

Afferent neurons

send info from sensory receptors TOWARDS the central nervous system

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25
Q

Motor Neurons

A

Efferent neurons

send info AWAY from the ventral nervous system to muscles or glands

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26
Q

Motor Neurons

A

Efferent neurons

send info AWAY from the central nervous system to muscles or glands

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27
Q

Interneurons

A

send info between sensory and motor neurons. Most interneurons are in the CNS

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28
Q

Neurotransmitters

A

Released from branches of axon to excite or inhibit responses

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29
Q

glial cells (support cells)

A
  • form fatty myelin covering axons
  • blood-brain barrier for nutrients delivered to neurons
  • remove dead cells from nervous system
  • many types
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30
Q

Babies have big heads

A

new born: 25% own body weight
head length is 40% mature length at birth
adult head is only 15% of body length
1 year old: 70% of final adult head circumference

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31
Q

Factors in language development

A 
Language experience 
language input
attention 
socioeconomic status (SES)
birth order 
memory
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32
Q

Theories of language development

A
  • learning theory (behaviorist)
  • nativist theory
  • interactionist –>(neuroconstructivism)
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33
Q

Nature v Nurture

A

Skinner v Chomsky

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34
Q

Skinner

A

children initially produce sounds at random and the reinforcement of appropriate sounds results in the production of recgonizable words

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35
Q

Chomsky

A

children have an INNATE language acquisition device which enables them to abstract linguistic rules from the speech they hear

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36
Q

Learning Theory: language as a learned skill

A

based on behaviorist theories of learning,

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37
Q

Learning Theory: language as a learned skill

A

based on behaviorist theories of learning, operant conditioning, modeling, and imitating

  • lang is viewed as a BEHAVIOR learned like other skills
  • shaping explains how humans come to produce speech as parents reinforce attempts
  • parents provide models of advanced lang that child them imitates
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38
Q

Criticisms of the Learning Theory

A
  • shaping by parents is inconsistent
  • parents dont explicitly teach rules of the system
  • language heard is often not a good model
  • novel words and uses are difficult to explain through learning principles
  • doesnt explain pace of lang development
  • ignores evidence that humans are biologically predisposed to detect lang stimuli
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39
Q 
Nativist Theory (Chomsky)
"born to talk"
A

Chomsky proposed that lang is innately human

  • language acquisition device (LAD): brain mechanism specialized for detecting and learning rules of language
  • -contains innate knowledge of universal grammar
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40
Q

Language acquisition devide (LAD)

A

brain mechanism specialized for detecting and learning rules of language
–contains innate knowledge of universal grammar

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41
Q

Criticisms of Nativist Theory

A
  • parents provide corrective feedback as learning theory predicts
  • nativists have not been successful in identifying single universal grammar
  • -no organ is LAD
  • -it is several brain regions
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42
Q

Interactionist Theories

A

cognitive skills interact with environmental demands and language experience to produce increasingly mature language skills

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43
Q

Speech is composed of

A

units of sounds called phonemes

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44
Q

during _____ year of life, perceptual skills that enable infant to perceive and discriminate speech sounds improve

A

first year of life

45
Q

Two problems of speech perception

A
  1. words are not neatly segmented (by pauses)
  2. difficult to identify phonemes
    - -coarticulation = consecutive speech sounds blend into each other
46
Q

coarticulation

A

the articulation of phonemes depends on the preceding and following phoneme

47
Q

segmentation problem

A

the stream of acoustic input is not physically segmented into discrete phonemes, words, phrases, etc.
silent gaps don’t always indicate (aren’t perceived as) interruptions in speech

48
Q

segmentation problem

A

the stream of acoustic input is not physically segmented into discrete phonemes, words, phrases, etc.
silent gaps don’t always indicate (aren’t perceived as) interruptions in speech

49
Q

Statistical Learning

A

PRE TTY BA BY

continuations within words are systematic
continuations between words are arbitrary

-likelihood of a syllable (B) following another (A)

  • increased looking time for “non-words” with just 2 mins of training!
  • used as young as 2 months old
  • word stress becomes marker after having done statistical learning
  • by 8 months, infants use word stress cues for word segmentation
50
Q

Statistical Learning

A

PRE TTY BA BY

continuations within words are systematic
continuations between words are arbitrary

-likelihood of a syllable (B) following another (A)

  • increased looking time for “non-words” with just 2 mins of training!
  • used as young as 2 months old
  • word stress becomes marker after having done statistical learning
  • by 8 months, infants use word stress cues for word segmentation
51
Q

How language starts: Speech production in Infancy

A

-Crying (0-1)
-Cooing (2-3)
-Vocal Play (3-4)
-babbling (4-12)
-CV monosyllables (ma, pa, ba)
-True Babbling (6 months)
Variegated babbling (different CV syllables–badaga migada
-Jargon Babbling (9-18)
—-has rhythem and intonation of adult speech
-Protowords (9-10)
—consistent patterns of sound for specific objects or people

52
Q

Gestures

A

Before words are produced, gestures are often used

53
Q

Lexical Development

A

Single words around 1 years of age
gestures, babbling, and protowords are used along with real words for several months
average child produces 50 words by 18 mo

54
Q

Social interaction becomes very important for language development. Children use and improve on

A

joint attention
imitation
syntax

55
Q

Language in Early Childhood: Lexical Development

A

Single words around 1 years of age
gestures, babbling, and protowords are used along with real words for several months
average child produces 50 words by 18 mo

56
Q

Social interaction becomes very important for language development. Children use and improve on

A

joint attention
imitation
syntax

57
Q

Language in Early Childhood: semantics

A
  • learn word means through parents’ modeling and labeling of events (joint attention)
  • kids may also use fast mapping (process of acquiring a word after hearing it applied to its referent once or at most only a few times
  • overextension and underextension
58
Q

Language in Early Childhood: Grammar

A

between 18-24 months, kids put 2 and 3 word sentences together
-telegraphic speech (2 years +)
——using only essential content word (EX: water more!)
Overregularization: common errors (EX: i have two foots)

59
Q

speech disorder

A

impairment of the articulation of speech sounds. fluency and/or voice

60
Q

articulation disorder

A

the atypical production of speech sounds characterized b

61
Q

Language Disorder

A

difficulty understanding or using language
-impaired comprehension and/or use of spoke, written, and/or other symbol systems

can be:
developmental
acquired
dementia

62
Q

language Form

A

phonology (study of sounds)
morphology (organization of sounds)
syntax (rules and conventions for organizing word order–grammar)

63
Q

articulation disorder

A

the atypical production of speech sounds characterized by substitutions, omissions, additions or distortions that may interfere with intelligibility

64
Q

fluency disorder

A

an interruption in the flow of speaking characterized by atypical rate, rhythem, and repetitions in sounds, syllables, words and phrases. This may be accompanied by excessive tension, struggle behavior, and secondary mannerisms

65
Q

voice disorder

A

characterized by the abnormal production and/or absences of vocal quality, pitch, loudness, resonance, and/or duration, which is inappropriate for an individual’s age and/or sex

66
Q

Disorders of form (in young infants)

A

lack of vocalizations
lack of syllable production during babbling
more gesture use

67
Q

disorder of content in young infants

A

joint attention problems

68
Q

disorders of use in young infants

A

lack of intentional communication

poor joint attention

69
Q

Late Talkers

A

18-24 months
fewer that 50 words in expressive vocab and no 2-word combinations at 24 months
-healthy toddlers
-normal cognitive development
-below 10-20th percentile
-at risk for continued language delay
-by school age, 73-84% will have normal lang abilities

70
Q

18-24 month window

A

vocabulary spurt
approximately 50 words in productive vocab
emerging 2 word combos

71
Q

disorders of form in preschoolers

A

ungramatical sentences
articles and pronoun misuse
lacking rhyming and sound awareness

72
Q

disorders of content in preschoolers

A

limited vocab

semantic concepts and categories

73
Q

dis

A

r

74
Q

disorders of use in preschoolers

A

little verbal communication
lack of variety
poor initiation and maintaining conversations
very little questions

75
Q

How do we produce speech

A

c

76
Q

what are the 4 subsystems of the speech mechanism

A

respiratory system
phonatory system
resonatory system
articulatory system

77
Q

source-filter theory of speech production

A

source: generates sound
filter: modifies the sound
- -affected by changing the length and shape of the oral and pharyngeal cavities

78
Q

Respiratory System

A

2 important functions:

  • respiration for life purposes
  • respiratory support for speech
  • this is a source
79
Q

respiratory system and speech involve these three things

A

diaphragm
abnormal muscles
rib cage

-provides power to generate adequate subglottal pressure necessary for phonation and speech

(subglottal = beneath the glottis–leval of the vocal folds of the larynx)

80
Q

Diaphragm

A
  • primary muscle of inspiration
  • dome shaped muscle that spearates the thorax from the abdomen
  • contraction results in it moving downward, causing the lungs to expand in a vertical direction
  • inverse relationship between volume and pressure
  • during quiet breathing, 40% of the breath cycle is inspiration, 60% is expiration
  • during speech, 10% of the breathing cycle is inspiration, 90% is expiration
81
Q

Speech Breathing: Expiration

A

-inspiratory muscles are contracting to help counteract these forces

82
Q

Process of vibration is determined by interaction between 3 factors impacting the vocal folds:

A

elasticity
stiffness
inertia

changing any of these factors will change the frequency of vibration, thereby changing the pitch

83
Q

Myoelastic Aerodynamic Theory

A
  • Glottis is closed
  • air pressure builds up below the glottis (subglottal pressure)
  • Vocal folds open from bottom to top
  • glottis is open
  • subglottal pressure decreases
  • at max displacement, elasticity of VFs and Bernoulli effect adduct VFs back together
84
Q

Bernoulli Effect

A

when a puff of air espaces at the point of constriction (glottis), negative pressure is left behind which causes the VFs to close

85
Q

Resonatory system

A

regulates the vibration of the airflow as it moves from the pharynx into the oral and nasal cavity

  • manipulates shape and size of vocal tracts for maintaining normal sound quality
  • manipulates the velo-pharyngeal port for determining nasality of sound
86
Q

Articulatory System

major structures:

A

control of the articulators within the oral cavity to manipulate the outgoing airflow

major structures: lower jaw, lips, tongue

87
Q

articulation

occurs within the _______
which is made up of __________ ______ _________

A

the manner in which words are produced; movement of the speech structures in speech sound production (changing the shape of the vocal tract)
occurs within the vocal tract which is made up of the oral cavity, nasal cavity and pharyngeal cavity (pharynx)

88
Q

The articulators
mobile (6)
immobile(3)

A

Mobile:

  1. tongue
  2. mandible(lower jaw)
  3. velum (soft palate)
  4. lips
  5. cheeks
  6. pharynx

immobile:
1. alveolar ridge/maxillae (upper jaw behind teeth)
2. hard palate
3. teeth

89
Q

How are speech sounds made?

A
  • speech begins with outward air flow
  • air-flow is then restricted in the vocal tract
  • result is sound
  • in english we make sounds in 3 ways
    1. voicing
    2. frication
    3. stop-plosion
90
Q

voicing

A

air flow is restricted by bringing the vocal folds together as the air pushes its way through, the folds vibrate

91
Q

frication

A

air flow is restricted by creating a narrow space in the mouth

  • as the air pushes its way through, the flow becomes turbulent
  • the result is a random noise
92
Q

stop-plosion

A
  • air flow is briefly stopped and then released
  • a brief silence is followed by a short burst of noise
  • the stoppage can be in three places (in the english lang)
    1. lips
    2. tongue and gum ridge
    3. tongue and soft palate
93
Q

Articulation disorders

A

physical capacity

-inability to produce sounds/sequences

94
Q

phonological disorders

A

understanding

-speech patterns

95
Q

apraxia of speech

A

motor planning

96
Q

stuttering includes 3 elements

A
  1. unusually high number or duration of repetitions, prolongations, and/or blockages
  2. the interruptionos are often accompanied by excessive mental and physical effort
  3. negative perceptions of their communication abilities
97
Q

What is stuttering

A

a disruption in the process of ongoing speech (disfluency)

part word repetition

sound prolongation

interjections

avoidance of words they stutter on

98
Q

two factor model of stuttering

A

structural or functional abnormality learning environmental conditioning avoidance

99
Q

developmental stuttering

A 
phase 1 (2-6)
-stuttering is episodic 
-happens in exciting/stressful situations 
phase 2 (elementary school)
-chronic 
phase 3 (8-teens)
-response to specific situations
phase 4 (teens-adults)
-fearful anticipation of stuttering. certain sounds are avoided
100
Q

Autism

A

neurodevelopmental disorder defined by impariments in social and communication development, accompanied by tereotyped patterns of behavior and interests.

  • persistent deficits in social communication/interaction across multiple contexts
  • restricted, repetitive patterns of behaviors
  • symptoms must be present in the early development
101
Q

Asperger syndrome (AS)

A

impaired social interaction and repetitive/stereotyped behavior

  • no (or little) lang/cognitive delays
  • high functioning autism
102
Q

The abnormal ASD brain

A

head circumference: normal at birth, larger by 3-4 years

  • increased grey and white matter volume at 2-3 years
  • cortical development of language-related areas follows a different trajectory
  • abnormal post-natal enlargement: cerebellum, amygdala, hippocampi
  • white matter reduction
103
Q

Augmentative & Alternative communication (AAC)

A

communication devices can help people communicate who have trouble using their voice

  • can be aided or unaided
  • slow; environments may not support its use
  • low tech or high tech
104
Q

Williams Syndrome

A

Rare neuro-developmental disorder caused by a deletion of ~25 genes from chromosome 7
common symptoms include intellectual disabilities, heart defects, unusual facial features
-highly verbal relative to lower IQ
-extremely social

105
Q

Williams Syndrome Brain

A

80% of normal volume
total cerebral grey matter is significantly reduced
abnormal layering, orientation, clustering and size of neurons
dorsal hemispheres show cortical malformation
cerebrum is particularly small

106
Q

William’s Syndrome Language Characteristics

A
  • complex lang profile
  • strengths
  • -concrete vocan
  • -phonological processing
  • -verbal short-term mem

weaknesses:

  • relational/conceptual lang
  • reading comprehension
  • pragmatics
  • complex grammar
  • poor spatial skills
107
Q

What is perinatal stroke?

A

peri=around
natal=birth

stroke in last trimester of gestation or first 4 weeks of life

  • -not enough oxygen while traveling through the birth canal
  • -sometimes clot is passed from mother

more common in childhood than in the elderly

1 in 4000

narative retells and discourse differences

seizures--very common
delayed language 
visual problems 
hypotonia, lethargy, apnea
often fail to meet milestones

IQ within normal range

108
Q

Hemispheric differences in Williams Syndrome

A

LHD is worse for language than RHD

differences go away by school age (by age 5 kids seem to catch up–no specific effects observed after age 7)

children with PS outperform adults with comparable lesions on language tests

evidence for the plasticity of the developing brain

Cognitive Science (5 decks)

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