Final Flashcards
1
Q
Phil Broca
A
- L. Frontal damage
- difficulty in speech production (TAN) and understanding grammar
2
Q
Phil Broca
A
- L. Frontal damage
- difficulty in speech production (TAN) and understanding grammar
3
Q
Karl Wernicke
A
- l. posterior hemisphere
- difficulty in comprehension; meaningless words
4
Q
Noam Chomsky
A
- language = modular
- surface and deep structure; transformational grammar
5
Q
modular language
A
not a byproduct of cognitive processes; a distinct ability
6
Q
surface structure
A
spoken/written word
7
Q
deep structure
A
meaning
8
Q
transformational grammar
A
flowing in and out of deep/surface structure
9
Q
Gua (chimp)
A
Kellogg; tried to teach to speak; minds show different vocal tracts
10
Q
Kanzi (chimp)
A
lexigrams and sign language; produced some vocalization
11
Q
washoe (chimp)
A
Gardner
-taught to sign hundreds of sings w/ some grammar; little creativity
12
Q
Nim Chimsky
A
Terrace
- ASL and school
- could only have 2-word sentences; cant categorize
- language = behaviorist
13
Q
Sarah
A
Premack
-token language; obeyed grammar and formed sentences
14
Q
Herbert Terrace
A
Nim Chimpsky
skinner student; chimps = no grammar competency
15
Q
phoneme
A
basic unit of spoken language (ah, th, k)
16
Q
morpheme
A
basic unit of meaning (un-break-able)
17
Q
syntax
A
grammar rules –> sentences
18
Q
semantics
A
meaning of words and sentencs
19
Q
pragmatics
A
knowledge of social rules for language use
- common ground w/ social rules
- understand directives (polite/impolite)
20
Q
universal characteristics of language
A
symanticity
arbitrainess
discreteness
21
Q
evicence language is innate
A
specialized brain areas
rapid acquisition of language in infants
correlation with handedness
22
Q
what does common ground mean
A
use speech socilly
23
Q
handedness and language hemispheric selection
A
- 95% of R = specialized R
- 50% of L = specialized L
24
Q
Brocas area analog
A
language prosody (emotional tone)
25
4 steps to produce language
1. gist
2. general structure
3. word and forms
4. translate into phenomes
26
*how prosody affects social behavior
x
27
relevance of accents
```
determines social class
determines stereotype
determines how someone may act
```
28
advantages of bilingualism
```
acquire more native language expertise
increase subtlety detection
increase awarness of arbitrary nature
increase pragmatic awarness
increase creativitiy
increase problem solving
```
29
*critical periods in language development
```
1 = sounds
2= words
3+ = combination --> sentences
```
30
general approach to teaching animals lanuage
sign language; token language
31
slip of tongue errors
sounds of nearby words are exchanged [sound, morpheme and word errors]
32
*how acquisition affects learning a new language
x
33
ultimate message for animal studies
- not highly creative at human leel
- short utterances
- no complex sentences or grammar
- words w/o competence
34
Wolfgang Kohler
noticed chimps use tools to get bannanas (problem solving); used insight (gestalt)
35
David Premack
Chimp analogy sutides; sarah; matching game studies
36
2 methods of solution
algorithm
| hueristic
37
algorithm
analyze all possible moves (ordered steps)
38
hueristic
analyize best case scenaries and minimize time spent on probable dead-end scenarios (guidelines;
- generally more effective than algorithm)
39
frontal lobes are related to __ intelligence
fluid
40
temporal lobes are related to ___ intelligence
crystalizd
41
what about human brain anatomy suggests we are good at reasoning
large cerebral cortex surface area
| large frontal lobe and temporal lobe
42
whawt abilities are present in smarter animals
good at making tools
43
what brain features make chimps good problem solvers
large cortex and frontal lobe
44
gillian et. al
- matching: monkeys and chimp
- relationship match: sarah
- different match: sarah
45
what was different in language trained chimp reasoning
library of difference
| library of sameness
46
how do children solve analgies
use surface features
47
*genie
x
48
*snoopy
x
49
types of dementia and what they do
- frontal: reasoning [can't matrix]
| - semantic: temporal lobe; concepts
50
dementia and art
- spontaneous bursts of creativity
| - decrease in details, increase in abstractness; increase in free time = increase in art
51
what evidence do we have for creative reasoning abilities in animals (chimps and whales)
- chimps: free time, sticks and termites, use tools w/in environment
- whales: grabbing seal off ice, working together
52
Leda Cosmides
Social contract theory; evolutionary psychologist; biological adaptation --> psychological rules --> culture
53
Cheng & Holyoak
social experience develops cues --> schema; context is rules for schema
54
lauren alloy
illusory correlation; depressed patients feel they have less control than non-depressed
55
*Kahneman & Tversky
hueristics and decision-making (economist)
56
Barbara Mellers
Ultimatum game
57
antecedent
comes first; "if ___"
58
consequent
after then; "then ___"
59
how to validate
affirm antecedent; deny consequent
60
how is deduction made more difficult
- neg information (if not a robin, then not bird)
- abstract content - if rhombus, then opaque
- belief bias - finger cut
61
belief bias
overly literal, contradicts probabilities in our own environment
62
wason card task
pick E (89) and 6 (25); beer and 16;
63
*what condidtions affect ability to solve
x
64
*pragmatic reasoning schemas
we develop schemas from social experience; we use cues to reason
65
*Pragmatic reasoning vs. Social contract
PR = cues
| SCT =
66
coherence effect
pretest is equal; post test = extreme decision
67
coherence is important b/c
ppl gain confidence in decision-making
68
iowa gambling task
good decks vs. bad decks
69
iowa gambling task phases
pre punishment
pre hunch
hunch
conceptual perio
70
*ultimatum game
Mellers; prose and respond
71
hueristics
strategies that typically produce a correct solution, rule of thumb, availavility hueristic
72
representative hueristics
things that are similar to population
| ex: coin toss; jury convictions
73
availability hueristic
how ppl judge probability of events based on easy examples ex: students from CO or CA
74
illusory correlation
2 things seem related, but not
75
conjunction fallacy
ppl are more illogical;
| feminist bank teller
76
Carolyn Rovee Collier*
mobile learning
| conjugate reinforcment --> train task
77
Eimas
sucking rates and phenomes
-pah & Bah = discriminate
-Bah & Pah = no discriminate
critical period to hear new sounds; exposure to language
78
methods for studying infant cognition
- preferential looking method
- sucking devices
- heart rates
79
habituation
when stimulus is presented frequently and response decreases
80
how do we know when an infant recognizes the mom?
increase in sucking; decrease with strangers
81
mobile train study results
as kids grow older, they have a burst of max retention at 6 months
82
*how is working memory different over childhood course
- affected by pronounciation
| - @2, 2#'s; @9 6#'s
83
childhood amnesia
- frontal lobe; 1st memory at 2-3; remember sibling birthds
| - explained by neurological factors and prefrontal cortex
84
metamemory __ with age
increases
85
*how do we know theres a critical period for phoneme learning
sucking rates
86
motherese
baby talk; high pitched, repetitifve, slow, fast mapping
87
memory that works with old ppl
phological loop, visiospatial sketch pad
88
memory that decreases with age
Working memory, explicit, recall, lower working memory
89
Karl Wernicke
- l. posterior hemisphere
| - difficulty in comprehension; meaningless words
90
Noam Chomsky
- language = modular
| - surface and deep structure; transformational grammar
91
modular language
not a byproduct of cognitive processes; a distinct ability
92
surface structure
spoken/written word
93
deep structure
meaning
94
transformational grammar
flowing in and out of deep/surface structure
95
Gua (chimp)
Kellogg; tried to teach to speak; minds show different vocal tracts
96
Kanzi (chimp)
lexigrams and sign language; produced some vocalization
97
washoe (chimp)
Gardner
| -taught to sign hundreds of sings w/ some grammar; little creativity
98
Nim Chimsky
Terrace
- ASL and school
- could only have 2-word sentences; cant categorize
- language = behaviorist
99
Sarah
Premack
| -token language; obeyed grammar and formed sentences
100
Herbert Terrace
Nim Chimpsky
| skinner student; chimps = no grammar competency
101
phoneme
basic unit of spoken language (ah, th, k)
102
morpheme
basic unit of meaning (un-break-able)
103
syntax
grammar rules --> sentences
104
semantics
meaning of words and sentencs
105
pragmatics
knowledge of social rules for language use
- common ground w/ social rules
- understand directives (polite/impolite)
106
universal characteristics of language
symanticity
arbitrainess
discreteness
107
evicence language is innate
specialized brain areas
rapid acquisition of language in infants
correlation with handedness
108
what does common ground mean
use speech socilly
109
handedness and language hemispheric selection
- 95% of R = specialized R
| - 50% of L = specialized L
110
Brocas area analog
language prosody (emotional tone)
111
4 steps to produce language
1. gist
2. general structure
3. word and forms
4. translate into phenomes
112
*how prosody affects social behavior
x
113
relevance of accents
```
determines social class
determines stereotype
determines how someone may act
```
114
advantages of bilingualism
```
acquire more native language expertise
increase subtlety detection
increase awarness of arbitrary nature
increase pragmatic awarness
increase creativitiy
increase problem solving
```
115
*critical periods in language development
```
1 = sounds
2= words
3+ = combination --> sentences
```
116
general approach to teaching animals lanuage
sign language; token language
117
slip of tongue errors
sounds of nearby words are exchanged [sound, morpheme and word errors]
118
*how acquisition affects learning a new language
x
119
ultimate message for animal studies
- not highly creative at human leel
- short utterances
- no complex sentences or grammar
- words w/o competence
120
Wolfgang Kohler
noticed chimps use tools to get bannanas (problem solving); used insight (gestalt)
121
David Premack
Chimp analogy sutides; sarah; matching game studies
122
2 methods of solution
algorithm
| hueristic
123
algorithm
analyze all possible moves (ordered steps)
124
hueristic
analyize best case scenaries and minimize time spent on probable dead-end scenarios (guidelines;
- generally more effective than algorithm)
125
frontal lobes are related to __ intelligence
fluid
126
temporal lobes are related to ___ intelligence
crystalizd
127
what about human brain anatomy suggests we are good at reasoning
large cerebral cortex surface area
| large frontal lobe and temporal lobe
128
whawt abilities are present in smarter animals
good at making tools
129
what brain features make chimps good problem solvers
large cortex and frontal lobe
130
gillian et. al
- matching: monkeys and chimp
- relationship match: sarah
- different match: sarah
131
what was different in language trained chimp reasoning
library of difference
| library of sameness
132
how do children solve analgies
use surface features
133
*genie
x
134
*snoopy
x
135
types of dementia and what they do
- frontal: reasoning [can't matrix]
| - semantic: temporal lobe; concepts
136
dementia and art
- spontaneous bursts of creativity
| - decrease in details, increase in abstractness; increase in free time = increase in art
137
what evidence do we have for creative reasoning abilities in animals (chimps and whales)
- chimps: free time, sticks and termites, use tools w/in environment
- whales: grabbing seal off ice, working together
138
Leda Cosmides
Social contract theory; evolutionary psychologist; biological adaptation --> psychological rules --> culture
139
Cheng & Holyoak
social experience develops cues --> schema; context is rules for schema
140
lauren alloy
illusory correlation; depressed patients feel they have less control than non-depressed
141
*Kahneman & Tversky
hueristics and decision-making (economist)
142
Barbara Mellers
Ultimatum game
143
antecedent
comes first; "if ___"
144
consequent
after then; "then ___"
145
how to validate
affirm antecedent; deny consequent
146
how is deduction made more difficult
- neg information (if not a robin, then not bird)
- abstract content - if rhombus, then opaque
- belief bias - finger cut
147
belief bias
overly literal, contradicts probabilities in our own environment
148
wason card task
pick E (89) and 6 (25); beer and 16;
149
*what condidtions affect ability to solve
x
150
*pragmatic reasoning schemas
we develop schemas from social experience; we use cues to reason
151
*Pragmatic reasoning vs. Social contract
PR = cues
| SCT =
152
coherence effect
pretest is equal; post test = extreme decision
153
coherence is important b/c
ppl gain confidence in decision-making
154
iowa gambling task
good decks vs. bad decks
155
iowa gambling task phases
pre punishment
pre hunch
hunch
conceptual perio
156
*ultimatum game
Mellers; prose and respond
157
hueristics
strategies that typically produce a correct solution, rule of thumb, availavility hueristic
158
representative hueristics
things that are similar to population
| ex: coin toss; jury convictions
159
availability hueristic
how ppl judge probability of events based on easy examples ex: students from CO or CA
160
illusory correlation
2 things seem related, but not
161
conjunction fallacy
ppl are more illogical;
| feminist bank teller
162
Carolyn Rovee Collier*
mobile learning
| conjugate reinforcment --> train task
163
Eimas
sucking rates and phenomes
-pah & Bah = discriminate
-Bah & Pah = no discriminate
critical period to hear new sounds; exposure to language
164
methods for studying infant cognition
- preferential looking method
- sucking devices
- heart rates
165
habituation
when stimulus is presented frequently and response decreases
166
how do we know when an infant recognizes the mom?
increase in sucking; decrease with strangers
167
mobile train study results
as kids grow older, they have a burst of max retention at 6 months
168
*how is working memory different over childhood course
- affected by pronounciation
| - @2, 2#'s; @9 6#'s
169
childhood amnesia
- frontal lobe; 1st memory at 2-3; remember sibling birthds
| - explained by neurological factors and prefrontal cortex
170
metamemory __ with age
increases
171
*how do we know theres a critical period for phoneme learning
sucking rates
172
motherese
baby talk; high pitched, repetitifve, slow, fast mapping
173
memory that works with old ppl
phological loop, visiospatial sketch pad
174
memory that decreases with age
Working memory, explicit, recall, lower working memory
