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215: Language Science > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

What are linguistic units?

A
  • A single “piece of language”
  • Building blocks
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2
Q

What is a phone?

A
  • Speech sound that can be used in an ordinary word in a language
  • Has form, no meaning
  • Ex. [m]
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3
Q

What is a morpheme?

A
  • Smallest units of meaning in a language
  • Has form, has meaning
  • Ex. un- as in unhappy
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4
Q

What is a word?

A
  • The smallest separable unit in language
  • Has form, has meaning
  • Ex. unhappy
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5
Q

What is the mental lexicon?

A
  • Stores words & morphemes
  • Links forms to meanings in the mind
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6
Q

Explain what each of these components of grammar do: phonology

A
  • Combines phones – into morpheme or words
  • Ex. c + u + p = cup
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7
Q

Explain what each of these components of grammar do: morphology

A
  • Combines morphemes – into words
  • Ex. un + happy = unhappy
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8
Q

Explain what each of these components of grammar do: syntax

A
  • Combines words – into phrases & sentences
  • Ex. the + big + dog = the big dog
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9
Q

Explain what each of these components of grammar do: semantics

A
  • Linguistic meaning, part of the mental lexicon, & part of the grammar
  • Combines meanings into larger units
  • Ex. un (not) + happy = not happy
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10
Q

Identify the component of grammar responsible for a fact about language

What part of grammar is responsible for the way American English speakers say I love apples, not *Love I apples?

A
  • Semantics
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11
Q

Identify what’s ungrammatical about a language error

Define mental grammars w/ examples

A
  • Mental grammars: grammars create new words that follow certain rules/principles
  • Ex. Torrix or blifter : could be a word in English & phonology tells us this
  • Ex. What did he compare the forged painting WITH? : syntax tells us this
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12
Q

What does it mean for a word or sentence to be “ungrammatical”? What symbol is used to mark grammatical & ungrammatical sentences?

A
  • Ungrammatical: the mental grammar of the language user doesn’t generate it; it “can’t happen”
  • Marked by * (asterisk)
  • Ex. *kzen
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13
Q

What are implicit & explicit knowledge?

What’s the other name for explicit knowledge?

A
  • Implicit: knowledge of your grammar(s) that you have w/out being aware of it (ex. how to blink when you get dust in your eye)
  • Explicit: aka metalinguistic awareness – conscious knowledge about your grammar(s)
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14
Q

Describe what aphasia is & what causes it

A
  • Aphasia: acquired language disorder
  • Almost always caused by injury/illness in the left hemisphere
  1. Traumatic brain injury: blow/jolt to the head
  2. Stroke: disruption of brain’s blood supply
  3. Neuro-degenerative disease: like Alz but affects language
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15
Q

What are language varieties? Do they all have a grammar?

A
  • Language varieties: diff ways of using language
    • Languages (English, Spanish, ASL)
    • Dialects (Standardized American
      English, Black/African American
      English, Canadian English, British
      English)
  • All language varieties have a grammar & are equally valid
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16
Q

Identify descriptive & prescriptive statements about language

A

Descriptive: statement abt language that describes the way a language is
– what language is & how it works
– spanner is the word for the concept wrench in English

Prescriptive: carries judgement - a statement about the way someone should talk talk or communicate
– we should all say spanner instead of wrench

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17
Q

What is a language modality? What is the primary modality for producing English? Spanish? ASL?

A
  • Language Modality: the physical way that language is produced/understood
  • Languages have a primary modality for physically producing language
    • Spoke languages like English,
      Spanish, Korean = vocalized
    • Signed languages like American
      Sign Language = signed
18
Q

What is expressive language? What is receptive language?

A
  • Expressive Language: production
    - Vocalized or manual
  • Receptive Language: comprehension
    – Auditory or visual
19
Q

Identify a task as testing expressive language, receptive language, or both, based on a clear description of what the participant is presented w and what they do

A

Expressive Language: picture naming
- You present a picture & ask the client to name it (ex. apple)

Receptive Language: word-picture matching
- You say a word, ex. “sleep”
- Client points to the matching pic

Both Languages: reception/reading aloud
- The client is asked to repeat word, phrases, & sentences that you say
- The client is asked to read words, phrases, & sentences out loud

20
Q

Given a description of an adult or child’s communication, determine whether they could be considered to have a “language disorder”. If so, determine whether the disorder was developmental or acquired

A

People w language disorders struggle with…
- Learning linguistic units/grammar
- Using linguistic units/grammar they previously knew
- Expressive language, receptive language, or both

  • Developmental: a child’s language abilities develop atypically
  • Acquired: caused by injury or illness that affects the brain
21
Q

What are the mental steps involved in naming a picture?

A
  • See object
  • Get meaning → mental lexicon
  • Get form (phonology) → mental lexicon
  • Articulate word
22
Q

From a description of a situation in which a person cannot come up w the name of an object, identify the step in which naming “failed” or stopped”

A
  • Can’t get the meaning : they see the object & then can’t get the other 3 steps
  • Can’t get phonology: they see the object, get the meaning, & can’t get the other 2 steps
23
Q

Define “anomia”. How can you tell if someone has anomia?

A
  • Anomia: frequent word production challenges that negatively affect communication

Causes of anomia:
- Can’t get meaning: the person doesn’t know what the object is
- Can’t get form: the person knows what the object is, but can’t find the word

24
Q

Define paraphasia

Identify semantic, phonological, & mixed paraphasias

A
  • Paraphasias: naming errors produced by ppl w anomia
  • Most paraphasias are related in some way to the correct word
  • Semantic Paraphasia: target word (apple) is sub w a semantically related word (banana)
  • Phonological Paraphasia: target word (car) is sub w a phonologically related word (card) or non-word (gar)
  • Mixed: a word that relates both semantically & phonologically to the target word
    Ex. Instead of pen, they say pencil – similar phones & similar meaning
25
Q

Define concept

Identify different types of information about a concept (list the semantic features)

A
  • Concepts: your abstract understanding of objects & relationships btwn them
    • Building blocks of thought
  • Sensory/Perceptual: vision, sound, smell, taste, touch
  • Motion: how does the object move?
  • Function: what is it used for?
  • Origin: how does it come into existence?
  • Component Parts: what parts does it have?
26
Q

Define binary & semantic

Use binary features to distinguish between words in a semantic field. Example, how does “notebook” differ from “book”?

A

Binary: the concept either has a certain feature, or it doesn’t
- A type of semantic feature
- Chair: + or - 4 legs

Notebook= +write in it, -written words, +spiral column
Book= -write in it, +written words, -spiral column

Semantic: can include binary features or non-binary features (more broad)
- Senses like taste

27
Q

Distinguish between binary features & exemplars & prototypes

A
  • Binary: the concept either has a certain feature, or it doesn’t
  • Exemplars: examples of the concept that are stored in your memory (ex. concept is coffee)
  • Prototype: demo – draw the first chair that comes to mind or describe a typical chair
28
Q

Explain why you think a concept is typical or atypical. What makes a concept typical? What makes a concept atypical?

A
  • Typical Concepts: similar to other concepts in the category
  • Atypical Concepts: less similar to other concepts in the category, may share features w other categories
29
Q

What is semantic dementia? Is it an acquired or developmental condition? Common or rare? What causes it? Is it chronic or progressive?

A
  • Semantic Dementia: very rare neurodegenerative disease
    • Inc. difficulty w language & communication
      - Producing & comprehending words
    • Inc. difficulty w non-linguistic tasks
      - Recognizing objects
      - Using objects appropriately
  • Dementia: progressive decline in some aspect of cognition – affects everyday function
  • Semantic: affects concepts
30
Q

What types of semantic features are most likely to be forgotten by people with semantic dementia?

A
  • Loss of conceptual knowledge
  • Doesn’t know the which celery picture is correct (one is green, one orange)
31
Q

What types of errors do people with semantic dementia often make in picture naming tasks? What stands out about the language produced by people with semantic dementia when they are telling stories?

A
  • People w semantic dementia viewed pictures of animals & then copied them after
32
Q

What is a picture association task? What is the participant presented with?

A
  • Given a few pictures – they have to point to the bottom pic that goes w the top pic
  • Performance on this task declines as semantic dementia progresses
33
Q

Semantic fields: Determine when concepts come from the same or different semantic fields. Identify the semantic field(s) that a concept belongs to.

A
  • Semantic field: words w similar meanings that refer to the same type of thing
34
Q

Given 3 related concepts, identify their specificity: basic level, superordinate, or subordinate

A
  • Superordinate: more general than the basic level
  • Basic: moderate specificity – the one we use most often to describe the world
  • Subordinate: more specific than the basic level
35
Q

Identify categorical & associative relationships between words

A
  • Categorically-related words
  • Ex. raspberry, apple, & grape
  • Associatively-related words: words that come from diff semantic fields
    • But co-occur in the same
      situations or events
36
Q

Explain what happens in a verbal fluency task.

A
  • Client is asked to say as many words as they can w/in a certain category
  • Used for clinical language/cognitive assessment & for research
    • Ex. In 2 minutes, list as many
      articles of clothing as you can
37
Q

Explain what happens in a lexical decision task

A
  • A word appears briefly on a screen & the participant is to decide whether it’s a word or not & say yes or no
  • You say Yes if it’s a real english word, but no if it can’t be an english word
38
Q

What is priming? When does it happen?

A
  • First, a word appears on the screen for a very short length of time – that word is the prime
  • The prime disappears, & a second word appears on the screen – that word is the target
  • The participant makes a lexical decision about the target
  • The prime word can have an influence on how fast ppl make their decision abt the target
  • Ex. The prime might be doctor, & the target nurse
  • Ex. The prime might be apple, & the target nurse
    = Ppl are faster to make their decision to nurse when it’s primed by doctor
39
Q
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40
Q
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215: Language Science (1 decks)

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