Deck 6 Flashcards
Overextensions
Errors when using a specific word for a broader set of related items
ball = everything round
Overregulatizations
Using grammatical rules too broadly
Ex. saying ‘he adds’ and ‘I adds’
Perceptual narrowing
Losing the ability to distinguish between constrasts in sounds not used in one’s native language
Phonemes
Smalles unit of sound in a language
Note- includes ‘sh’, ‘th’, and ‘ch’
Pragmatics
Skill allowing people to communicate in a social situation
-look beyond literal meaning “can you crack a window”
How is Language Productive
Language can use a small number of components to produce and understand a wide range of meanings
Receptive vocabulary
Words children can understand but not yet use
How is Language Rule governed
Infinite combinations of symbols constrained by the rules of each language
Sapir-Whorf hypothesis
Idea that language influences how we perceive and experience the world
‘fireMAN’ ‘male nurse’
language influences perception
Semantics
Meaning of a word and being able to understand different meanings of a word based on its context
-destination/last stop
Telegraphic speech
Begins at 18-24 months. Infants use short phrases with only crucial information to communicate
Transparent orthographies
words sound how they are spelt
Underextension
When a general term is used for only a particular instance of an item
Ex. saying ‘dog’ only for his dog
Universal phonemic sensitivity
Ability to discriminate between nearly all phenomes in a language; lost in adulthood
7 steps of scientific method
- Construct a theory
- Generate a hypothesis
- Choose a research method
- Collect data
- Analyze data
- Report findings
- Revise theories
Within-participants desgin
The same test subject(s) repeat the experiment multiple times, some trials with the manipulated variable
Between-participant design
A separate control and experiment group
Participant bias
Invidiual conforms their results to match with the ideal results, or they want to be viewed favourably
Blinding
Participants are unaware of which group (intervention or control) they have been assigned to and which treatment they’re receiving
Histograms
Graph that shows the number of times a value appears in a data set
T-test
Generates a p-value to compare the difference in data between experimental and control groups
P-value
Indicates the likelihood of the intervention acually having a difference (should be less than 5% (0.05); means there’s a less than 5% chance the difference is by chance)
Statistical significance
Likelihood that the intervention actually had an effect and the result wasn’t due to chance (p < 0.05)
Type 1 error
False positive result (treatment actually has no effect)
Type 2 error
False negative (treatment actually has an effect)
