EXAM 4

Question 1

What is Behaviorism (skinner)?

Answer 1

Skinner said that internal representations are inaccessible to us (input → output even though there is a brain in the middle, we will not know what that is)

They are irrelevant to understanding behavior to skinner

Question 2

What is skinners definition for a stimulus, response, and consequence?

Answer 2

Stimulus: a stimulus is an object or event in the external world that is sensed by the subject

Response: the subjects behavior due to the stimulus

Consequence: the reward/punishment due to the behavior — the presence of an object or event or qualty that always/simtes occurs if the response is emitted in context of the stimulus

Question 3

Skinner example of verbal behavior

Answer 3

hears music “mozart”, or red chair “red” or “Wait!” is followed by someone waiting (consequence)

Question 4

What would be a stimulus that Skinner might identify for that verbal behavior?

Answer 4

Something in the external world that may be based on very subtle properties of the stimulus (i.e sound, color, ect.)

Stimulus: the presence an object or event or quality

Response: an observable (complex) behavior

Question 5

What would be a reinforcing consequence for that verbal behavior?

Answer 5

Someone hears his own voice, automatically reinforced, reinforced by the effect on others, or not even immediately

Presence of an object or event or quality that always/sometimes occurs if the response is emitted in the context of the stimulus

Honestly all of it is mental

Question 6

Be able to explain and give examples of the problems that Chomsky identified with Skinner’s treatment for each of the following, when it comes to language:
Stimulus

Answer 6

If we can only figure out what the stimulus must have been AFTER we observed the response, then this isn’t an objective way to identify which stimuli and behaviors are lawfully related

Question 7

Be able to explain and give examples of the problems that Chomsky identified with Skinner’s treatment for each of the following, when it comes to language:
Response

Answer 7

No experimenter who doles out the consequence for only and all of a particular pre-defined unite of behavioral response, there is no objective way to determine when to consider the response to be a particular sound, or a certain word, or even a phrase/sentence.

Additionally, there is no way to MEASURE response strength for verbal behavior

Question 8

Be able to explain and give examples of the problems that Chomsky identified with Skinner’s treatment for each of the following, when it comes to language:
Consequence (reinforcement)

Answer 8

There’s no way to identify the particular consequence in any case; you just have to trust that if the behavior increases there must have been a reinforcement

As described, reinforcements can be anything: something physical/observable, something that the person can be thinking about, or even the behavior itself can be reinforcing

Question 9

In contrast to the view that language behavior can be explained as learned responses to associations between stimuli and consequences, Chomsky argues that our language behavior must be explained with reference to mental representations.
(CONTRAST SKINNER V CHOMSKY)

Answer 9

SKINNER V CHOMSKY
-Skinner
- Internal (mental) representations are inaccessible to us
- They are irrelevant to understanding behavior
-Chomsky
- The format of whats in the black box (our brain) matters
- Mental representations and processing are key
- For language: grammar can be a way to analyze it

Question 10

What does it mean for the phonemes of the world’s languages to be mental categories?
Categorical Perception

Answer 10

What is categorical perception?

We categorize sounds based on voice onset time

There are strict boundaries where you either hear pa or ba depending on the onset time of voicing

Question 11

Be able to distinguish the three ways in which we articulate the range of consonants across the world’s languages:
place of articulation

Answer 11

Sound come from different places in the mouth—different languages use different parts of the mouth to make these sounds

Alters the sound: the columns

Question 12

Be able to distinguish the three ways in which we articulate the range of consonants across the world’s languages:
manner of articulation

Answer 12

Rows that alter how the sound comes out

Question 13

Be able to distinguish the three ways in which we articulate the range of consonants across the world’s languages:
Voicing

Answer 13

Left is voiceless
Right is voiced

Question 14

Be able to distinguish the three ways in which we articulate the range of consonants across the world’s languages

Answer 14

NOTE: some sounds are impossible–every language does not use them all

It sounds voiceless if the consonant is really late which is why our intuitions on this are bad because the time is so small

Human languages draw sounds from a set of sound categories

Question 15

What is a phonemic distinction?
What is an allophonic distinction

Answer 15

Phonemic: the contrast between 2 phones signals a change in meaning (i.e DARE vs TEAR) small sound change changes meaning

Allophonic: the contrast between 2 phones does not signal a change in meaning (CAT (unreleased T) vs CAT (released T)—-depends on the language

Question 16

Be able to describe how categorical perception allows us to have phonemic mental categories.

Answer 16

Categorical perception: perception of categories for stimuli that actually vary along a continuum

Then we can determine what the sounds are, which is important because different people have different ways of making those sounds i.e dialects but understanding that those sounds are close enough to formulate the words is key

Question 17

Be able to describe Eimas et al.’s (1971) evidence that demonstrates that categorical perception exists from birth: high amplitude sucking procedure

Answer 17

Give an infant a non-nutritive nipple

Baseline high amplitude suchking rate is determined during a 1-min silent period

Infants sucking rate correlates with interest

Sucking rate drops when infant is bored

Sucking rate picks up if interested

First, bore baby
…ba,ba,ba,ba,ba,ba,ba,ba…
Getting habituated

Then, change it up:
… ba ba ba ba pa

Results:
Sucking increased during pa but no sucking due to another ba after pa

Question 18

Describe the Werker and Tees study and describe the conclusions

Answer 18

Trained babies to the contrast of ba ba ba to pa

When it switches a glass container has a stuffed animal that claps its symbols

Baby turns its head

Classical conditioning

The baby will anticipate it when they hear pa

Present with dental to sound then change to retroflex (english learning baby with hindi words)

The baby either does not turn his head immediately it cannot hear the change and if they do then they did

The baby: the baby hears the difference between the two sounds !

In babies 6-8 months old (never exposed to hindi): basically all of them discriminated—-lose sensitivity due to a lack of exposure

In babies 10-12 months old: cannot hear it, few are reliably
Hindi babies still do the turn at 10-12 months old

Initial sensitivity could be advantageous

Need to be able to learn all of them because lots of variations and never know what language you are going to need to learn

Language experience shapes perception

Question 19

What is Voice onset time:

Answer 19

variations in when the vocalization begins that changes
Late onset of voicing is voiceless

Question 20

Describe the effect of onset time on ba and pa

Answer 20

If voice onset time is 0 msec, then no one thinks its pa its ba

Small delays do not call it pa, still ba

If you keep increasing it turns to pa
Never intermediate sounds, but different people have different takes

Question 21

Describe the way that we learn language and perception

Answer 21

language experience SHAPES perception

Question 22

For words how do we determine/seperate the words or decide to add an s sound or a z sound ot hte end of phrases?

Answer 22

generative rules tell us how we can and cant combins sounds into words and phrases

for example, if there is a voiced consonant at the end of a word, you say /z/ instead of /s/

we order words differently in different languages i.e where the verb and noun is

Question 23

Representation definition

Answer 23

something that isnt that thing but which stands in for it

Question 24

Mental representation definition

Answer 24

something tha tisnt that thing but which stands in for it

Question 25

Definition of nurture

Answer 25

environmental factors

Question 26

nature

Answer 26

intrinsic factors

Question 27

intelligence (g)

Answer 27

the ability to use knowlege to reason, make decisions, make sense of events, solve problems, understand complex ideas, learn, and learn quickly, and adapt to environmental challenges

Question 28

g is the idea of geenral mental ability that differs among people

Answer 28

it is a varbiable that carries its own contribution to the varying outcomes across individuals. It can be measured.

can identify that it is a common factor across tests because you find that tests of different types of abilities correlate with each other because they all have g.

Question 29

Describe alfred binet and his IQ test

Answer 29

Binet-Simon test (updated to Stanford-Binet test)

purpose to identify children with learning disabilities

included a variety of tasks thoughts to be representitive of typical childrens abilities at various ages

score is equal to age of children who typically pass the questions

(mental age of 6 yr old)

Question 30

Describe David Wechsler and his test

Answer 30

developed the wechsler adult intelligence scale and hte wechsler intelligence scale for children

in contrast to Binet IQ
- designed specifically for adults and seperately for children
- gives more than 1 score
- verbal IQ (be able to verbalize your answers and reasoning)
- preformance IQ (being able to preform tasks)

10 core subtests in verbal and preformance areas
- verbal comprehension: similarities, vocab, info
- perceptual reasoning: block design, matrix reasoning, visual puzzles
- working memory: digit span, arithmetic
- processing speed: symbol search, coding

Question 31

Which IQ (verbal or preformance) is “tell me the meaning of corrupt”

Answer 31

verbal IQ

Question 32

Which IQ (verbal or preformance) is “if eggs cost 60 cents a dozen, what does one egg cost”

Answer 32

verbal IQ

Question 33

Which IQ (verbal or preformance) is “puzzle question”

Answer 33

preformance IQ

Question 34

IQ (intelligence quotient)—test score relative to those in your age group. What percent of ppl are higher than an IQ of 100

Answer 34

49.9

Question 35

Contrast an IQ test vs an achievement test

Answer 35

IQ test:
-Intended to measure g
-inended to differentiate learners, specifically at the extreme (gifted, learning disabilities)
-standford-binet, ect.

Achievement test:
-intended to measure acquired knowlege
-purpose to identify the mastery of content, grouping students for differing instructional content
MAP, SAT, ACT