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psycholinguistics > exam 2 > Flashcards

exam 2 Flashcards

1
Q

language production

A
  1. complex representations at different levels of analysis
  2. translate that representation into something that can be pronounced
  3. generate plan for how to produce sentence
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2
Q

cohort

A

set of words that begin with the same phonemes

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3
Q

spoken word recognition is incremental

A
  • we dont wait until end of words, lexical activation starts right away
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4
Q

TRACE model

A

sound input are continuously fed into word recognition system, no need to identify left edges of words. activate words that contain same sound in middles or ends

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5
Q

writing systems

A

ALPHABET: symbol=sound

SYLLABARY: symbol=syllable (CVC)

LOGOGRAPHIC: symbol=morpheme/whole word

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6
Q

orthography

A

how symbols are mapped to sounds

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7
Q

shallow orthography

A

Spanish italian serbian

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8
Q

deep orthography

A

English French hebrew

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9
Q

morpheme

A

smallest linguistic unit that carries a meaning or grammatical function (re, able, ing)

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10
Q

dual route model for visual word recognition

A

ASSEMBLED PHONOLOGY ROUTE: bottom up, works well for shallow orthographies, each symbol Is sounded out (word->process graphemes->process phonemes->access sound and meaning)

DIRECT ROUTE: works well with deep orthographies, visual word straight to lexicon (word->process orthography)

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11
Q

Myers fMRI study: repeat trial

A

repetition suppression: repetition of the same stimulus = decrease in neural activity

if next stimulus is perceived as different from previous one=increase in neural activity

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12
Q

language production: SIMPLE MODEL

A

conceptual message –> semantic features –> lexical selection –> pronunciation planning

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13
Q

disfluency

A

pauses, filler words, false starts

occur when cognitive load is greater/increased

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14
Q

understanding disfluency

A

can provide a cue or signal of cognitive effort, guess what speaker wanted to say/choose. words following uh and remembered better

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15
Q

tip of the tongue phenomenon

A
  • a kind of disfluency
  • report correct number of syllables
  • accurately report first phoneme
  • more common for low frequency words
  • usually resolved in a few seconds or minutes
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16
Q

lemma

A

abstract mental representation of a word containing info about its meaning and syntactic category but not about its sounds (semantic and syntactic but not phonological)

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17
Q

two step model:TOT

A

TOT happens when you access lemme of word but haven’t accessed phonological form yet

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18
Q

picture-word interference task

A

picture has word written on it, participant much name picture of object out loud. word similar to image make naming object slower. phonologically related=faster naming latency

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19
Q

substitution error

A

accidentally select the wrong lemma

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20
Q

word level errors

A
  1. substitution: sub in wrong word not meant to appear
  2. exchange: words change places
  3. anticipation: word comes too early
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21
Q

root

A

principal meaning of word

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22
Q

affix

A

bound morphemes that maintain consistent form and meaning across multiple words

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23
Q

morpheme level errors (not entire words)

A
  1. addition: I wanted to strainED it
  2. shift: I want to strainED it
  3. exchange: already TRUNKed two PACKs
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24
Q

sound level errors

A
  1. exchange: ate Ly Munch
  2. shift: I wan_ to strainT it
  3. preservation: bEEf nEEdle
  4. anticipation: Deed the Dog
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25
Q

cluster level errors (2+ consonants)

A
  1. Preservation: Stay aSTead
  2. Exchange: Cop the STar
  3. Anticipation: can you SKee the SCore
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26
Q

uni directional

A

higher levels of analysis influence what happens at lower levels

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27
Q

planning units

A

whole words and single phonemes

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28
Q

smith and Wheeldon

A

response latency should depend on complexity of structure you’ve planned

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29
Q

simple condition

A

single object moves “dog moved up”

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30
Q

complex condition

A

two objects move “dog and foot moved up”

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31
Q

simple-complex condition

A

one object moves above object “dog moved above foot and kite

32
Q

complex simple condition

A

two objects move above object “dog and foot moved above kite”

33
Q

smith and Wheeldon conclusion

A
  • dont need to structure whole clause or object phrase before speaking
  • plan full subject phrase in its entirety
34
Q

griffin and bock message planning

A
  • track eye movement when looking at picture, have participants describe picture
  • condition 1: picture disappears
  • condition 3: identify victim
  • condition 2: describe scene
35
Q

griffin and bock conclusion

A
  • participants prefer to compose basic message gift in full before starting to describe a scene
36
Q

complex messages Konopka and Meyer

A
  • easy events: easy to get gist, equal amount of looks to agent and patient
  • hard events: hard to get gist, focus on agents more almost ignore patients
37
Q

simple messages and gist

A
  • can plan full message before speaking
38
Q

complex messages and gist

A
  • can start planning subjects before planning full message
39
Q

grammatical encoding

A
  • incremental
  • happens phrase by phrase
40
Q

Meyer: picture word interference task

A
  • describe picture in the sentence frame: X is next to Y
  • DV: response latency
  • hear distractor word, semantic or phonological related
41
Q

scope of planning

A
  • exchanges across multiple phrases suggests that phonological planning of a whole clause at once usually doesn’t happen
42
Q

lexical bias

A

tendency for sound based speech errors to result in actual words rather than non words

43
Q

spoonerism

A

errors can end up producing other existing words

44
Q

motley and mackay: SLIP technique

A
  • silently read word pairs one at a time
  • occasionally hear buzzer and have to read aloud current word pair
  • count how many errors made
45
Q

SLIP lexical word condition

A

error produces real word

46
Q

SLIP non word condition

A

error does not produce real word

47
Q

unidirectional model assumes…

A

phonological exchange errors are equally common in lexical and non lexical cases. we have semi automatic monitor that checks speech before we produce it and filters errors. lexical errors slip because they look like real words. non words more noticeable

48
Q

bidirectional models

A

reject idea activation and information only flow top to bottom. activation from lower levels can influence higher.

49
Q

unconscious knowledge about sentences

A
  • uniform grammatical judgments
  • recognize and use appropriate word order
50
Q

compositionally unconscious knowledge

A

meaning of whole determined by meanings of the pieces and how they are combined

51
Q

ambiguity unconscious knowledge

A

same words in same order can have two different meanings due to different structures

52
Q

constituent

A

group of words that clump together and function as a single unit in a sentence

53
Q

phrase structure trees

A

tree diagram representing internal structure of specific sentence

54
Q

sentence/clause

A

combination of one subject(NP) and one predicate(VP)

55
Q

predicate

A

part of sentence that tells something about the subject (what it does or what it is like)

56
Q

noun phrase (NP)

A
  • can appear in subject or object position
  • contains a noun as its head
57
Q

subject vs object

A

S: NP daughter of S
DO: NP sister of V, inside VP

58
Q

types of verbs

A
  1. intransitive verb: no object
  2. transitive verb: direct object
  3. ditransitive verbs: 2 complements, NP and PP
59
Q

ambiguous

A

have more than 1 meaning

60
Q

2 kinds of ambiguity

A
  1. lexical: two or more possible meanings
  2. structural: different meanings due to different structures
61
Q

Parsing

A

Assigning syntactic structure to incoming words of a sentence during language comprehension in real time

62
Q

Parser

A

Structure building mechanisms and procedures

63
Q

Global ambiguity

A

Entire string could be parsed in different ways

64
Q

Temporary ambiguity

A

Later portion of sentence disambiguates because you Dont immediately know what syntactic category to assign to a word in the sentence

65
Q

Garden path sentences

A

Commit to one structure, if incorrect we go back to fix it

66
Q

Self-paced reading task

A

How long IT takes to read each word. Hard phrases take longer

67
Q

Subtler garden paths

A

Less difficult to recover from

68
Q

Garden-path theory (2-stage) Frazier

A
  1. initial parsing stage: decisions for ambiguity resolution based on syntactic information
  2. reanalysis stage: parser revises its structure. Semantics, context, plausibility etc.considered at this stage
69
Q

Frazier garden-path resolution

A

Resolve ambiguity by choosing simplest syntactic structure

70
Q

Minimal attachment principle

A

When 1+ structure is compatible with input build structure with fewest nodes

71
Q

Constraint based models

A

Parsing decisions based on multiple sources of information simultaneously: frequency, context etc

72
Q

Only 1 referent that matches description

A

No ambiguity, use definite article “the” without modification

73
Q

2 referents match a description

A

Referential ambiguity, need to modify your np to specify which you mean

74
Q

Long-distance dependencies

A

Relationships between constituents widely separated from each other in a sentence

75
Q

Filler -gap dependencies

A

To understand a moved wh-phrase we have to and the position in the sentence where it moved from and “put it back”

Moved phrase = filler
position it’s in= gap

76
Q

Bare minimum steps for filler gap processing

A
  1. recognize that a position could contain a noun phrase
  2. Recognize that the position does not contain an np in the particular sentence
  3. Assign the thematic role associated with that position to the wh-phrase
77
Q

Incremental uncertainty

A

Conservative gap-filling: want until we find evidence of a missing phrase in the sentence

Active gap-filling: get filler out of memory as quickly as possible - predict gap in earliest possible position

psycholinguistics (2 decks)

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