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Psych 251 > Final: Language > Flashcards

Final: Language Flashcards

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1
Q

Referential Ambiguity

A

When same word can refer to two different things within a sentence
=Susan told Eliza that she had to write a paper

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2
Q

Lexical Ambiguity

A

When a word has 2 different meanings

= Boy was bothered by the cold - cold can be two things

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3
Q

Ambiguity

A

Examples of language

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4
Q

Syntactic Ambiguity

A

When same words can be grouped together into more than one phrase structure
=They ARE COOKING apples
=THE CHICKEN is ready to eat
=I saw the man WITH THE BINOCULARS

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5
Q

Lexical but not Syntactic Ambiguity

A

1 phrase structure; 2 word meanings
=She noticed the PORT
1 phrase structure, 2 word meanings - for port

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6
Q

Syntactic but not lexical ambiguity

A

2 phrase structures; 1 word meaning

=I saw the man WITH THE BINOCULARS

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7
Q

Syntactic and Lexical

A

2 Phrase structures; 2 word meanings

We saw her duck

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8
Q

Surface vs Deep Structure

=The shooting of the hunters was terrible

A

One surface structure; Two Deep Structures

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9
Q

Surface vs Deep Structure
=The boy hit the ball
=The ball was hit by the boy

A

Two surface structure, one deep structure

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10
Q

Deep Structure

A

The underlying message of a sentence
=boy hit the ball
=Ball was hit by the boy

= both say that a boy hit a ball

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11
Q

Look at your notebook at phrase structures

A

I know it sucks, just do it man

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12
Q

Surface Structure

A

Phrase structure applies to order in which words are actually spoken

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13
Q

Transformational Grammar

A

Rules that transform among surface structures having same deep structure

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14
Q

Syntax

A

Rules for language structure + combination of words and phrases
E.g. “happy child” in English
Happy comes before child

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15
Q

Semantics

A

How meaning is derived from morphemes

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16
Q

Generative grammar

A

Rules specify what orders + combinations roles (Noun Phase / Verb Phase) can occur in

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17
Q

Phonemes

A

Smallest unit of perceived speech

(the way you pronounce a word) = to = tuw

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18
Q

Morphemes

A

Smallest units that signal meaning
-can be prefixes, suffixes, roots, or words
-combination of phonemes
=The; Strange; er; Talk; ed; to; the; play; er; s

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19
Q

Words

A

Smallest stand alone units of meaning
combinations of one or more morphemes
language
The; strangers; talked; to; the; players

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20
Q

Phrases

A

Organized grouping of one or word

  • play a role in grammatical structure of a sentence
  • The strangers ; Talked to the players
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21
Q

Sentences

A

A set of words/phrases that tell a complete thought

-The strangers talked to the players

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22
Q

Smallest unit of perceived speech

A

Phonemes

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23
Q

Phonemes can be different in different languages:

A

/l/ versus /r/ in English but not Japanese
Tonal differences, e.g. Chinese
Click sounds, e.g. Xhosa in South Africa

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24
Q

There are _____ to _____ phonemes in a language.

English has around _____ phonemes.

A

10 to 150

30 for english

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25
Q

Phonology

A

language specific rules for combining phonemes
-E.g., “pritos” okay, “fpitos” not okay (Although pritos is not a word, we could believe it to be. but fpitos we would know it is not a word.)

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26
Q

Morphemes are combinations of _____

A

Phonemes

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27
Q

Morphology

A

Like Plural in English, e.g. cat cats

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28
Q

Rules for language structure, including: morphology and syntax

A

Grammar

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29
Q

One phrase structure, two meanings:

A

The shooting of the hunters was terrible.

This is an ambiguous sentence:

  • Could mean that the hunters were bad at shooting
  • Could mean that someone shot the hunters
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30
Q

Two phrase structures, one meaning:

A
  • The boy hit the ball

- The ball was hit by the boy.

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31
Q

Surface structure

A

Phrase structure that applies to order in which words are actually spoken

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32
Q

Deep structure

A

Fundamental, underlying phrase structure that conveys meaning

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33
Q

What type of ambiguity does this example show?

The girl in the car that needed water is waiting.

A

Syntactic - words can be grouped together into more than one phrase structure

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34
Q

Critical period

A

Refers to the fact that after a certain age, it becomes nearly impossible to learn a language and speak it as fluent as a native speaker.

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35
Q

Phones

A

The Actual Sounds that you hear

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36
Q

Phonemes

A

The perceived sounds that you hear

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37
Q

Categorical speech perception

A

Multiple phones are heard as same phoneme

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38
Q

Perceptual magnet” effect

A

the American children will recognize many similar phones as the same phoneme, but the Swedish children will not. The same is true for the Swedish phoneme - the American children will not be able to recognize the Swedish one while the Swedish children will.

= Recognize what we understand

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39
Q

Challenges in learning words

A
  • Detecting words in stream of speech
  • Figuring out rules for combining morphemes to make words
  • Figuring out what words mean
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40
Q

Words are not separate in speech:

A

Even though if spoken with pauses between words, brain clumps words together “what….. do you mean”

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41
Q

Past tense acquisition: Stage 1:

A

Small number of mostly irregular verbs: came, got, gave, looked, needed, took, went

42
Q

Past tense acquisition: Stage 2:

A
  • Learns “-ed” rule: roll – rolled, smile – smiled
  • Regularization: rop – ropped
  • Overregularization: give –gived
43
Q

Problem in past tense acquisition: Stage 2:

A

Overregulation of past tense: give -> gived / not gave

44
Q

Past tense acquisition: Stage 3:

A

Corrects overregularization: give – gave

45
Q

Mental lexicon

A

Refers to the associations and co-occurence of objects.

E.g., if you are given the word “chair”, you will likely associate with table, seat, sit, etc.

46
Q

Acquisition of language depends on (2):

A

Universal Grammar

Statistical pattern recognition

47
Q

Universal grammar (Lingo)

A
  • “Poverty of the stimulus”: children are not exposed to enough examples to learn grammar without a “head start”
  • We have a hard-wired “language acquisition device”
  • All languages follow same general rules, with different parameter settings
  • Learning a language requires learning parameter settings (e.g. SOV versus SVO order in sentences)
48
Q

Statistical pattern recognition (lingo)

A
  • In fact, children are able to learn grammar solely from examples
  • General machinery in brain for detecting patterns is sufficient to learn rules of language as we actually practice them
49
Q

Broca’s area is in the _____ hemisphere only (in most individuals)

A

Left

50
Q

Broca’s Area Fuction

A

Speech production and Language Processing

51
Q

People with Broca’s aphasia exhibit

A
  • Speech is labored, slow & non-fluent with awkward articulation - but still meaningful
  • Phonemic errors, e.g. pelsil for pencil
52
Q

Does the written output of Broca’s aphasia patients resemble their speech?

A

Yes - this indicates problems with their language generation at a more abstract level

53
Q

Broca’s aphasia patients have (better or worse) fluency for memorized phrases - as well as for singing.

A

Better

54
Q

Broca’s aphasia: it is not a motor problem, it is a problem with:

A

language planning and production

55
Q

Which parts of speech do Broca’s aphasia patients have the most trouble with?

A

Verbs, articles, and pronouns

56
Q

Do people with Broca’s aphasia possess verb inflection?

A

No

57
Q

Broca’s aphasia patients’ speech makes sense but is ungrammatical. The opposite is true for _____ aphasia patients.

A

Wernicke’s

58
Q

_____ aphasia patients will have difficulty reading and producing function words (e.g., a, and, for, …)

A

Broca’s

59
Q

_____ aphasia patients have difficulty with understanding and using syntax.

A

Broca’s

60
Q

Speech comprehension depends on the _____ stream.

A

Ventral “what”

61
Q

Wernicke’s area location:

A

In the left hemisphere (in most individuals) - anterior

62
Q

Wernicke’s aphasia characteristics

A
  • Speech is phonetically & grammatically normal but meaningless
  • Generally fluent, unlabored, well articulated
  • Normal intonation (prosody)
  • Words used inappropriately, nonsense words, “word salad”
  • Meaning expressed in roundabout way (circumlocution)
  • Comprehension is severely impaired
63
Q

Wernicke’s aphasia patients have difficulty with language comprehension and problems with understanding and using semantics.

A

Fact

64
Q

The following speech is ______ aphasia
Boy, I’m sweating, I’m awful nervous, you know, once in a while I get caught up, I can’t get caught up, I can’t mention the tarripoi, a month ago, quite a little, I’ve done a lot well, I impose a lot, while, on the other hand, you know, what I mean,

A

Wernicke’s aphasia

65
Q

Word Salad is generally associated with _____ Aphasia

A

Wernickes

66
Q

Which pair of Broadmann Areas form Broca’s area

A

44&45

67
Q

Which Broadmann Area includes Wernickes Area

A

22

68
Q

Which Broadmann Area Includes the Angular Gyrus

A

39

69
Q

What type of information is leading people to interpret the word “flies” differently in “fruit flies like a banana”

A

environmental context

70
Q

What source of non-auditory information is most directly responsible for altering what you hear in these examples of the McGurk effect?

A

environmental context

71
Q

Based on the McGurk effect, what would we predict about comprehension of speech in a telephone call (audio only) versus a silent video call (video only) versus a multimedia call (audio plus video)?

A

Multimedia will be better than audio or video

72
Q

N400 (semantics)

A

N400 spike occurs when the word SHOES is shown instead of shoes (aka caps vs non-caps) - this is the right word, but it is a weird presentation.

73
Q

P600 (syntax)

A

P600 spike occurs when a syntactic violation occurs (e.g., a spelling mistake) - we know that the word is spelled wrong and it causes a spike.

74
Q

N400 (semantics) is more _____

A

Posterior - closer to Wernicki’s area

75
Q

LAN (syntax) is more _____

A

Anterior - closer to Broca’s area

76
Q

Split brain: _____ hemisphere can name objects, but _____ hemisphere can not

A

Left can

Right can not

77
Q

If a split brain patient is shown a picture of a dog in the left visual field, and a picture of a cat in the right visual field, and asked to draw what they see with their right hand, what would they draw?

A

A cat

-> because, cat is on right will = left hemisphere, dogs = onto right hemisphere, put pencil into right hand which is controlled by left hemisphere therefore they draw cat

78
Q

Language Lateralization and Handedness

A

● Right-handed:
● 95% left-hemisphere dominant, 5% right-hemisphere dominant

● Left-handed:
● 70% left-hemisphere dominant, 15% right-hemisphere dominant,
15% bilateral

79
Q

Prosody

A
  • Intonation, tone, stress, and rhythm

- Used for emotional state, form (statement, question, or command), irony or sarcasm, emphasis, contrast, and focus

80
Q

Aprosodia

A

Difficulty processing prosody

81
Q

Productive aprosodia

A
  • Monotonic, “robotic” speech lacking emotional tone

- Associated with damage to right hemisphere – Broca’s equivalent

82
Q

Receptive aprosodia

A
  • Difficulty detecting and understanding emotional tone in speech
  • Associated with damage to right hemisphere – Wernicke’s equivalent
83
Q

Interactive language network: Broca’s area

A

Syntax & planning for production

84
Q

Interactive language network: Wernicke’s area

A

Word perception & semantics

85
Q

Interactive language network: Sensory cortices

A

e.g. auditory cortices for speech

86
Q

Interactive language network: Motor cortices

A

motor cortex for speech

87
Q

Interactive language network: Association cortices

A

Semantics

88
Q

Sources of information (5)

A 
Genes
Past experiences
Internal state
Environmental context
Proximal stimulus
89
Q

Interactive Language Network Processing?

A

● Bottom-up & top-down influences

● Recurrent & interactive processing

90
Q

Sources of Information: Genes

A

Information learned on timescale of evolution

91
Q

Sources of Information: Past experience

A

Information learned on timescale of a human life

92
Q

Sources of Information: Internal state

A

Information learned on timescale of current episode

93
Q

Sources of Information: Environmental context

A

Information learned now

94
Q

Sources of Information: Proximal stimulus

A

The stimulus itself

95
Q

Interactive activation theory

A

Could explain the effects of context and past experience.

96
Q

McGurk effect

A

Misinterpretation due to conflicting stimuli

97
Q

Garden path sentences

A

The first part of a sentence experts contextual influence on the second half.

E.g.,
Fruit flies like a banana. (fruit flies. like. bananas)

But if you read this first:
Time flies like an arrow.

Then it becomes (fruit. flies. like a banana)

98
Q

fMRI measures:

A

Changes in magnetization, using electromagnetic radiation and nuclear magnetic resonance

99
Q

How fMRI can measure neural activity - increased _____ _____ causes a change in _____ _____ in the brain - which can indicate the neural change.

A

blood flow

magnetic field

100
Q

fMRI has very high _____ resolution, and decent _____ resolution

A

high spatial, decent temporal

101
Q

fMRI

A

functional Magnetic Resonance Imaging

102
Q

Meaning in the Brain

A

● Concepts are represented by highly distributed patterns
of activation across the brain
● Perceptual and motor brain areas involved in
representing meaning
● The association between concepts (as measured by cooccurrence
of words) can be used to predict brain
activation for those concepts

Psych 251 (4 decks)

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