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Psychology > Lang & Comm 1 > Flashcards

Lang & Comm 1 Flashcards

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1
Q

define communication

A

“when one organism (transmitter) encodes information into a signal which passes to another organism (receiver) which decodes the signal and is capable of responding appropriately.”

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2
Q

define verbal communication

A

spoken or written transmission of a message

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3
Q

define non-verbal communication and give 3 examples (Hint: BEG)

A

non-linguistic aspects of communication
body language
emotions
gestures

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4
Q

give 3 examples of non-verbal communication inside of language

A

tone
rhythm
stress

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5
Q

define language

A

structured system of symbols and rules by which these symbols are combined.

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6
Q

give three things language can do as a system (Hint: CEL)

A
  • communicate thought and feeling
  • express an unlimited number of emotions with a limited number of words and rules
  • let people go beyond the ‘here and now’
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7
Q

what rate do languages die out at?

A

every 1 to 2 weeks

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8
Q

explain this:

A

not all communication constitutes as language, but language is a system inside of communication.

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9
Q

Who tried to distinguish language from communication

A

Hocket, 1960’s

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10
Q

How many design features did Hocket have and what do they mean?

A

16, means that a communication system needs them all to be a ‘language’

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11
Q

interchangeability

A

whatever one person says another can too (male and female)

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12
Q

flaw of Hocket’s design features

A

only focuses on speech: no sign language for example

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13
Q

specialisation

A

speech is specialised just for communication

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14
Q

semanticity (important for humans)

A

words are symbols/signs that express meaning

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15
Q

arbitrariness + examples (important for humans)

A

no intrinsic relation between MOST words and their meaning: ‘whale’ = small word and huge organism, but ‘microorganism’ = large word and tiny organism

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16
Q

displacement (important for humans)

A

can talk hypothetically: not tied to the ‘here and now’

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17
Q

What are 7 of the design features that are more specific to humans? (Hint: PPRAISD)

A

Productivity/generativity
Prevarication
Reflexiveness
Arbitrariness
Interchangeability
Semanticity
Displacement

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18
Q

Prevarication (important for humans)

A

we can lie with language

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19
Q

Productivity/generativity (important for humans)

A

finite collection of words and sound allows for infinite number of messages to be newly generated

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20
Q

Reflexiveness (important for humans)

A

we can use language to talk about language

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21
Q

Interchangeability (important for humans)

A

males can say the same thing females can say

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22
Q

explain this

A

Bouba/kiki effect - SOUND SYMBOLISM questions arbitrariness.
Toddlers show same bias, ASD pps showed reduced bias.

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23
Q

what is the genetic overlap between apes and humans?

A

95-98.5%

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24
Q

what is an ape’s IQ?

A

similar to the average 3 year old child’s

25
Q

what are the similarities between apes and humans

A

similar brain assymetries eg enlarged Broca’s area

26
Q

what are the differences between apes and humans and what was the solution in research

A

different articulatory apparatus, teach them to communicate with sign language and artificial lexigrams

27
Q

Describe one case study of chimps learning language

A

Nim Chimpsky (Terrace 1979) learned 125 ASL signs and made a few short combinations, but never spontaneously.

28
Q

what are the differences in training between chimps and kids?

A

chimps need huge amounts of explicit training
children require none

29
Q

what are differences in spontaneous production between chimps and kids?

A

chimps rarely signed spontaneously
children show lots of spontaneous production

30
Q

what are differences in syntax between chimps and kids?

A

chimps show little evidence of syntax
kids show clear syntactic structure

31
Q

what are the differences in questioning between chimps and kids?

A

chimps ask no questions and no displacement
kids ask lots and go beyond here and now

32
Q

what are the differences in repetition between chimps and kids?

A

chimps - very repetitive
kids - less imitation

33
Q

what are the differences in creativity between chimps and kids?

A

chimps’ outputs were mainly non-creative
kids were very creative with speech

34
Q

list the 6 comparisons between chimps and kids (tssqrc)

A
  • training
  • spontaneous production
  • syntax
  • questioning
  • repetition
  • creativity
35
Q

structure of language in order

A

pragmatics
semantic
syntax
morphology
phonology
phonetics

36
Q

what is phonetics?

A

study and classification of speech sounds in language

37
Q

what are the 3 A’s in phonetics?

A

Articulatory (how speech sounds are produced)
Auditory (how speech sounds are perceived)
Acoustic (the physical properties of sound)

38
Q

what is phonology concerned with?

A

the way speech sounds form a system in a given language

39
Q

define phones

A

physical characteristics of a phoneme

40
Q

define phoneme

A

speech sounds in a language that distinguish words from one another
(sip and zip - so s and z are different phonemes)

41
Q

aphasia

A

difficulty with language or speech, usually caused by damage to left side of brain

42
Q

lexeme

A

basic lexical unit of language of one word or several words – play, plays, playing

43
Q

pragmatics (LES)

A

language in context
explores relations between language and their users.
study of the use of natural language in communication

44
Q

give examples of minimal pairs

A

bat/pat and lot/rot

45
Q

allophone

A

phonetic variation of one phoneme (the /l/ in love and wool)

46
Q

sound symbolism

A

sounds of language that mimic non-linguistic phenomena (growl and bark)

47
Q

what is the FoxP2 gene?

A

first gene relevant for human ability to develop language

48
Q

what does the FoxP2 gene do?

A

Give instructions for conception of protein forkhead box P2

49
Q

what protein is FoxP2 gene responsible for making and what is its purpose?

A

forkhead box P2, essential for speech and language development

50
Q

what is the Sapir-Wharf hypothesis?

A

language shapes our thoughts

51
Q

what is the weak version of the Sapir-Wharf hypothesis?

A

linguistic relativism: people of different languages perceive the world differently

52
Q

what is the strong version of the Sapir-Wharf hypothesis?

A

linguistic determinism: thoughts are limited and determined by language

53
Q

what does circularity mean in terms of language and thinking?

A

someone speaks differently - they must think differently - why think this? - because they speak differently!

54
Q

who conducted research into linguistic relativity

A

Boroditsky et al 2002

55
Q

what did Boroditsky et al. 2002 research?

A

linguistic relativity in gender:
Spanish speakers said ‘el puente’ was jagged, strong, dangerous & sturdy
German speakers said ‘Die Brücke’ was beautiful, elegant, slender & fragile

56
Q

weakness of linguistic determinism

A

language doesn’t constrain thought as thought comes first

57
Q

what is mentalese

A

hypothetical non-verbal language where ideas are represented in the mind

58
Q

what does mentalese defy

A

linguistic relativism: mentalese is universal thus we don’t all see the world differently due to our languages

Psychology (20 decks)

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