Deck 6

Question 1

Overextensions

Answer 1

Errors when using a specific word for a broader set of related items
ball = everything round

Question 2

Overregulatizations

Answer 2

Using grammatical rules too broadly
Ex. saying ‘he adds’ and ‘I adds’

Question 3

Perceptual narrowing

Answer 3

Losing the ability to distinguish between constrasts in sounds not used in one’s native language

Question 4

Phonemes

Answer 4

Smalles unit of sound in a language
Note- includes ‘sh’, ‘th’, and ‘ch’

Question 5

Pragmatics

Answer 5

Skill allowing people to communicate in a social situation
-look beyond literal meaning “can you crack a window”

Question 6

How is Language Productive

Answer 6

Language can use a small number of components to produce and understand a wide range of meanings

Question 7

Receptive vocabulary

Answer 7

Words children can understand but not yet use

Question 8

How is Language Rule governed

Answer 8

Infinite combinations of symbols constrained by the rules of each language

Question 9

Sapir-Whorf hypothesis

Answer 9

Idea that language influences how we perceive and experience the world

‘fireMAN’ ‘male nurse’

language influences perception

Question 10

Semantics

Answer 10

Meaning of a word and being able to understand different meanings of a word based on its context
-destination/last stop

Question 11

Telegraphic speech

Answer 11

Begins at 18-24 months. Infants use short phrases with only crucial information to communicate

Question 12

Transparent orthographies

Answer 12

words sound how they are spelt

Question 13

Underextension

Answer 13

When a general term is used for only a particular instance of an item
Ex. saying ‘dog’ only for his dog

Question 14

Universal phonemic sensitivity

Answer 14

Ability to discriminate between nearly all phenomes in a language; lost in adulthood

Question 15

7 steps of scientific method

Answer 15

1. Construct a theory
2. Generate a hypothesis
3. Choose a research method
4. Collect data
5. Analyze data
6. Report findings
7. Revise theories

Question 16

Within-participants desgin

Answer 16

The same test subject(s) repeat the experiment multiple times, some trials with the manipulated variable

Question 17

Between-participant design

Answer 17

A separate control and experiment group

Question 18

Participant bias

Answer 18

Invidiual conforms their results to match with the ideal results, or they want to be viewed favourably

Question 19

Blinding

Answer 19

Participants are unaware of which group (intervention or control) they have been assigned to and which treatment they’re receiving

Question 20

Histograms

Answer 20

Graph that shows the number of times a value appears in a data set

Question 21

T-test

Answer 21

Generates a p-value to compare the difference in data between experimental and control groups

Question 22

P-value

Answer 22

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)

Question 23

Statistical significance

Answer 23

Likelihood that the intervention actually had an effect and the result wasn’t due to chance (p < 0.05)

Question 24

Type 1 error

Answer 24

False positive result (treatment actually has no effect)

Question 25

Type 2 error

Answer 25

False negative (treatment actually has an effect)