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Psychology > Lang & Comm 4 > Flashcards

Lang & Comm 4 Flashcards

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1
Q

Who was influential in early psycholinguistics

A

Noam Chomsky

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2
Q

Which aspects of language did Chomsky distinguish between?

A

competence and performance

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3
Q

competence + who it interests

A

abstract knowledge of language: interest of linguists

includes grammaticality judgments from implicit syntactic knowledge

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4
Q

performance

A

use of language in concrete situations: interest of psycholinguists

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5
Q

why is performance unreflective of competence (HMED)

A

Hesitations
Memory limitations
Errors
Distractions

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6
Q

What’s an important component of Chomsky’s model?

A

grammar is generative - finite number of rules to create infinite number of sentences

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7
Q

what property of language makes grammar generative?

A

recursion

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8
Q

if grammar is generative, what does it indicate about creativity

A

we have rules-governed creativity

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9
Q

whose rules are these and what are they

A

Chomsky’s rules: must have a noun and verb phrase in a sentence

can also have optional determinative, adjective and preposition

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10
Q

what do phrase structure tress or tree diagrams show

A

that every sentence can be seen in terms of hierarchal groupings of its constituent words labelled for syntactic category

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11
Q

on-line incremental parsing

A

constructing a syntactic structure on the basis of words they arrive, based on our syntactic knowledge

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12
Q

what is a main difference between parsing models

A

encapsulation: usually syntax comes in first alone, then semantics etc is processed (serial processing)

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13
Q

give an example of a garden path sentence

A

the girl hit the man with the umbrella

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14
Q

what do garden path sentences show

A

your syntactic biases: you take longer to re-read something to ‘recover’ from your initial comprehension

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15
Q

who created the Garden Path model and what type of account is it

A

Frazier (1987) - modular account

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16
Q

what is the first stage of the garden path model (2 principles)

A

parsing done solely on basis of syntactic preferences:

minimalist attachment: go for simplest structure with fewest nodes
late closure: incorporate words in currently open phrase or clause if possible (link incoming material with most recent material)

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17
Q

what is the second stage of the garden path model

A

if phrase is incompatible with new information (syntactically or semantically), reanalysis occurs

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18
Q

how do we interpret this according to late closure

A

Sue left yesterday, rather than the man saying this yesterday

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19
Q

who created constraint-based models and what type of account are they

A

McDonald et al 1994, Trueswell et al 1994 and McRae et al 1998 - interactive accounts

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20
Q

what do constraint-based models state

A

all potentially relevant information is used immediately in parsing (syntax, semantics etc)

all possible syntactic analyses done in parallel dependent on available support

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21
Q

according to constraint-based models, describe choosing one analysis

A

if one analysis is strongly preferred, it is easily chosen

if several analyses get comparable support, it becomes harder as they compete to be chosen.

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22
Q

homonym

A

word with 2 unrelated interpretations

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23
Q

what do homonyms cause

A

lexical ambiguity

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24
Q

what models explain how we select meaning (SOP)

A

Selective access
Ordered access
Parallel access

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25
Q

selected access

A

context restricts access to the contextually appropriate meaning

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26
Q

ordered access

A

the more frequent meaning gets more activation, then tested for context

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27
Q

parallel access

A

all meanings activated and all tested the same for contextual appropriateness

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28
Q

what is cross-modal priming

A

priming that involves two modalities: auditory and visual

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29
Q

who conducted experiments in cross-modal priming?

A

Swinney (1979)

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30
Q

describe procedure of cross-modal priming study:

A

had target words ANT, SPY and control SEW, whilst reading a passage involving animals and listening device ‘bugs’.

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31
Q

describe findings of cross-modal priming study:

A

time point 1: facilitation for both
time point 2: only ANT
activate all meanings, use context to select appropriate one

32
Q

what type of experiments can explore homonyms/lexical ambiguity?

A

eye tracking experiments

33
Q

who spearheaded eye tracking experiments?

A

Rayner and Duffy (1986)

34
Q

what is a biased homonym

A

biased: meanings unequal in frequency

35
Q

explain these conditions and findings

A

neutral preceding context:
‘had…flavour’ took longer as we have to recover and change ‘port’ to less frequent meaning

disambiguating preceding context:
‘port’ took longer to read and we had to recover and change to less frequent version

control = soup

36
Q

explain these conditions and findings

A

‘coach’ activates both equally frequent meanings

37
Q

what is a balanced homonym

A

neutral preceding context:
both meanings are equally as frequent - competition to select one and takes longer to read ‘coach’

disambiguating preceding context:
‘coach’ was read normally as there was no competition of analysis, it clearly was one meaning.

control = cabin

38
Q

what model stems from newer eye tracking research

A

Reordered Access Model

39
Q

who invented the Reordered access Model

A

Duffy et al 1988

40
Q

Reordered Access Model

A

hybrid of exhaustive and selective access models - context increases activation level of one meaning

41
Q

what effect does the Reordered Access Model identify?

A

subordinate bias meaning

42
Q

BIASED HOMONYMS: explain why subordinate bias effect slows you down for prior and post disambiguating context for

A

prior - you need subordinate meaning and this takes time to activate because of selective access
post - activated wrong meaning of homonym and need to recover

43
Q

BALANCED HOMONYMS: explain why subordinate bias effect speeds you up for prior disambiguating context

A

resting level of activation for equally frequent words means there will be a ‘context boost’ for one - no competition

44
Q

lexical polysemy

A

multiple senses - one word related to many interpretations or senses

45
Q

give examples of lexical polysemy

A

Vietnam - war/country itself
school - you can talk to it/walk to it
book - the book is dirty/it is scary

46
Q

metonymy

A

one part of an entity used to refer to entity as a whole

47
Q

give examples of metonymy

A

wings took off (part-for-whole = synecdoche)
Belgium won the match (whole-for-part)
I talked to the school (place-for-institution)
they protested during Vietnam (place-for-event)
I read Dickens (producer-for-product)

48
Q

which three models show how poeple chose metonyms

A

literal-first
figurative-first
parallel models

49
Q

explain this for choosing metonyms:

A

literal meaning of school is chosen first until analysed in context

50
Q

explain this for choosing metonyms:

A

figurative meaning of school is chosen first until analysed in context

51
Q

what do parallel models of choosing metonyms suggest?

A

all senses/meanings of a word activated at once

52
Q

explain this for choosing metonyms:

A

unranked parallel - there is no dominant sense of the word to you

53
Q

explain this for choosing metonyms:

A

ranked parallel - dominant sense of word activated due to frequency/salience.

54
Q

how do reading times of metonyms and homonyms differ in terms of effect of frequency

A

there is no effect of sense frequency for metonyms, but there is for homonyms (hence biased homonyms)

55
Q

compare speeds at which we process literal and figurative senses of one metonym

A

same speed eg we process ‘he walked to the school’ as fast as ‘he talked to the school’

56
Q

if unranked parallel is the most accurate theory of choosing correct senses/meanings, why don’t we have a ‘semantic overload’?

A

we activate an abstract UNDERspecified meaning, the same for ALL semantically related senses. You then use context to find the right interpretation.

57
Q

how does Atkinson et al 1988 define pragmatics

A

“Distinction between what a speaker’s words literally mean and what the speaker might mean by his words”

58
Q

what are the two assumptions we make for inferences for reading

A

text is coherent (sentences belong together)
text is cohesive (repeated reference to a thing is the same thing)

59
Q

inference

A

process of developing information that goes beyond the literal meaning of the text.

60
Q

list 3 types of inferences (BEL)

A

bridging
elaborative
logical

61
Q

logical inferencing

A

based on word meaning

62
Q

bridging inferencing

A

Backward inferences: relate new to old information to maintain coherence.

63
Q

elaborative inferencing

A

Forward inference: information from text + world knowledge = inference.

64
Q

approaches on inferences

A

minimalist
constructionist
hybrid

65
Q

minimalist approach for inferences

A

only two kinds of automatic inferences:
local coherence
inferences you can access very quickly with ease (log. and bridg.)

66
Q

constructionist approach for inferences

A

draw as many elab. inferences in time available

67
Q

hybrid approach for inferences

A

search-after-meaning: the approach we adopt depends on our goals

68
Q

give 2 things elaborative inferences are important for

A

eyewitness testimony (Loftus 1975 - did you see THE/A broken headlight?)

advertising tricks (Searleman and Carter 1988 - piecemeal survey results, hedge words, rhetorical questions)

69
Q

2 general characteristics of language processing?

A

shallow and incomplete

70
Q

Ferreira and Patson 2007 on language processing
(“f___ + f_____“…“g____ e_____”)

A

we use “fast and frugal” heuristics to arrive at “good enough” interpretations

71
Q

explain this in terms of suppression and skilled/non-skilled comprehenders:

A

more skilled comprehenders = able to suppress more predictable meaning of the homonym and understand pun

72
Q

essentialism of natural kinds

A

there is some innate underlying quality that establishes something’s identity (zebra can’t be a donkey)

73
Q

why can’t artefacts be essentialist

A

identity established through perceptual and superficial features (plate can be a clock)

74
Q

can we attribute essentialism from birth?

A

no: 0-3 years we cannot tell (donkey IS a zebra)

75
Q

describe essentialism’s effects on comprehension

A

transformed referent: read slower for natural/faster for artefacts
non-transformed referent: read faster for natural/slower for artefacts

Psychology (20 decks)

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