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Cognitive Psychology > Final 9-11 Language, Reading, Problem Solving, Decision Making, Mental Imagery > Flashcards

Final 9-11 Language, Reading, Problem Solving, Decision Making, Mental Imagery Flashcards

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1
Q

the academic discipline that takes language as it’s topic

A

linguistics

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2
Q

study of language as it’s learned and used by ppl

A

psycholinguistics

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3
Q

expression/communication of thoughts/feelings by means of sounds and combo of sounds to which meaning is attributed

A

language

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4
Q

shared symbolic system of communication

A

language

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5
Q

features/characteristics that are common to all languages

A

linguistic universals

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6
Q

language that conveys meaning

A

semanticity

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7
Q

no inherent connection btwn the units (sounds/words) used in a language and their meanings

A

arbitrariness

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8
Q

connection btwn symblow and meaning is arbitrary, we can change those connections and invent new ones

A

flexibility

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9
Q

we assign these to all the objects in our environment, to all the feelings/emotions, and ideas that we conceive

A

naming

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10
Q

ability to talk about something other than the present moment

A

displacement

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11
Q

rule based nature of language that an infinite # of sentences can be generated/produced by applying to rules of language

A

productivity

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12
Q

Miller’s 5 levels of language analysis

A
  • phonology
  • syntax
  • lexical/semantic
  • conceptual
  • belief
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13
Q

analysis of sounds of language as they’re articulated and comprehended in speech

A

phonology

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14
Q

analysis of word order and grammatically

A

syntax

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15
Q

analysis of word meaning and the integration of word meanings within phrases/sentences

A

lexical/semantic

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16
Q

analysis of phrase and sentence meaning with reference to knowledge in semantic memory

A

conceptual

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17
Q

analysis of sentence & discourse meaning with reference to one’s own belief’s and one’s beliefs about a speaker’s intent and motivation

A

belief

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18
Q

studies of cultural influences on language and thought is how one’s language affects one’s thinking

A

Sapir-Whorf hypothesis aka linguisitic relativity

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19
Q

basic sounds that compose language

A

phoneme

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20
Q

complete set of rules that generate all the acceptable utterances and won’t generate any unacceptable ill-informed ones

A

grammar

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21
Q

internalized knowledge of language and its rules that fully fluent speakers of a a language have

A

competence

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22
Q

actual language behavior a speaker generates, the sting of sounds and words that the speaker utters

A

performance

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23
Q

errors in otherwise fluent speech

A

dysfluencies

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24
Q

perception of similar lang sounds as being the same phoneme, despite the minor physical differences among them

A

categorical perception

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25
Q

spoken sounds aren’t invariante, they change depending on what sounds precede/ follow the word

A

prob of invariance

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26
Q

simultaneous /overlapping articulation of 2 or more of the phonemes in a word

A

coarticuation

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27
Q

surrounding situation and its effect on cognition, including concepts/ideas activated during comprehension

A

context

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28
Q

arrangement of words as elements in a sentence to show their relationship to one another, grammatical structure, the rules governing the order of words in a sentence

A

syntax

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29
Q

structure of lang, a combo of a phrase structure grammar and a set of transformational rules

A

Chomsky’s transformational grammar

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30
Q

meaning of the sentence, abstract level of representation of a sentence/idea

A

deep structure

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31
Q

actual form of a sentence, whether written or spoken

A

surface structure

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32
Q

having more than one meaning of words/sentences

A

ambiguous

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33
Q

portion of LTM in which words/meanings are stored

A

mental lexicon

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34
Q

smallest unit of meaning in language

A

morpheme

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35
Q

particular case played by a word/concept

A

semantic case

36
Q

loss of some or all of previously intact language skills caused by brain disorder/damage

A

aphasia

37
Q

speech is hesitant, effortful & distorted phonemially, severe difficulties in producing spoken speech

A

Broca’s aphasia

38
Q

serious disruption of comprehension and the use of invented words as well as semantically inappropriate substitutions.

A

Wernicke’s aphasia

39
Q

disruption of language where the person is unable to repeat what has just been heard

A

conduction aphasia

40
Q

disruption in the ability to write caused by brain disorder/injury

A

agraphia

41
Q

disruption in the ability to read/recognize printed letters/words caused by brain disorder/injury

A

alexia

42
Q

disruption of word finding/retrieval caused by brain disorder/injury

A

anomia

43
Q

the listener’s attitudes about the speaker influence what’s comprehended and remembered

A

beliefs

44
Q

boosting of concept’s levels of activation during comprehension

A

enhanment

45
Q

process of reducing the activation level of concepts no longer relvant to the meaning of a sentence

A

suppression

46
Q

memory representation of a real or possible world situation

A

situation model

47
Q

process of altering a person’s situation model in the face of info about how the situation has changed

A

updating

48
Q

word for word transcription of what the subject said aloud during the problem solving attempt

A

verbal protocol

49
Q

tendency to become accustomed to a single way of thinking about a problem, making it difficult to recognize/generate alternative approaches

A

negative set

50
Q

example of negative set

A

water jug problem

51
Q

inability to think of or consider any but the customary uses for objects/tools

A

fxnal fixedness

52
Q

example of fxnal fixedness

A

2 string problem or candle problem

53
Q

initial, intermediate, and goal states in a prob, along with the problem solver’s knowledge and any external resources that can be use to solve the prob

A

prob space

54
Q

legal move/ operation that can occur during solution of a prob

A

operator

55
Q

solution to the problem

A

goal

56
Q

assessing the distance btwn the current and goal states, then applying some operator that reduces that distance

A

means-end analysis

57
Q

intermediate goal that must be achieved to reach a final goal

A

subgoal

58
Q

assumption that readers try to interpret each content word of a text as that word is encountered during reading

A

immediacy assumption

59
Q

assumption that the eye normally remains fixated on a word as long as that word is being actively processed during reading

A

eye-mind assumption

60
Q

sentence in which an early word/phrase tends to be misinterpreted and must be reinterpreted after the mistake is noticed

A

garden path sentence

61
Q

task in which measurements are obtained as comprehension takes place

A

online comprehension task

62
Q

first mention is the same as the

A

primacy effect

63
Q

clause recency is the same as the

A

recency effect

64
Q

This is where there are two string tied to the ceiling and you have to tie them together and there is a weight and a chair in the room. Figure out how to get them tied.

A

2 string problem

65
Q

there is a box of nails, a candle, and a hammer and you have to make the candle fit in the box without lighting anything on fire

A

candle problem

66
Q

you are given numbers that tell you how much water is in these cups. You are given big numbers and have to figure out how to get the right amount of water in the jug

A

water jug problem

67
Q

specific rule or solution procedure that’s certain to yield the correct answer if followed correctly

A

alogrithim

68
Q

informal rule of thumb method of solving probs, not necessarily guarenteed to solve the prob correctly but usually much faster than the correct algorithm

A

heuristic

69
Q

concrete words can be encoded into memory twice. once as verbal symbols and once as image based symbols

A

dual code hypothesis

70
Q

conceptual knowledge is the same as

A

semantic (general knowledge)

71
Q

blending of the senses

A

synesthesia

72
Q

sentence structure

A

syntax

73
Q

they argued that word order is more than just syntax and it reflects a more general property of human thought

A

Goldin-Meadow 2002

74
Q

He asked ppl to write paraphrases that preserved the original meaning. When there was a reordering of the sentences, he asked ppl if there was a difference and more than half of the ppl said there wasn’t a difference.

A

Fillenbaum

75
Q

when general knowledge gets in the way ad overpowers syntactic aspects of a sentence

A

Fillenbaum’s study

76
Q

she noted that several aspects of syntactic structures are consistent with the notion of automaticity

A

Bock

77
Q

she reviewed that evidence of an important interaction between syntax and meaning

A

Bock

78
Q

psycholingistic approach to lexical/semantic factors in language relies on

A

conceptually driven processing

79
Q

the early part of the sentence sets you up so that the later phrases in the sentence don’t make sense given the way you assigned case roles in the first part

A

garden path sentences

80
Q

when you realize a mistake/error, you have to retrace your steps back up the path to reassign earlier words to different cases

A

garden path sentences

81
Q

later phrases indicate error in interpretation

A

garden path sentences

82
Q

these patients are unable to repeat what they’ve just heard

A

conduction aphasia

83
Q

Millers 5 levels of language analysis

A
  • phonological
  • syntactic
  • lexical/semantic
  • conceptual
  • beliefs
84
Q

positive thoughts, create a positive mind

A

the Nun study

85
Q

2 string problem and the candle problem both explain

A

fxnal fixedness

86
Q

using extraordinary way to solve a prob

A

fxnal fixedness

87
Q

.when the usual way of problem solving no longer works and you have to re-strategize your problem solving

A

negative set

Cognitive Psychology (3 decks)

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