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Cognition & Percepion > Language > Flashcards

Language Flashcards

1
Q

Language is defined as a collection of ______, and the _____ for combining these ______, that can be used to generate an ______ variety of ______

A

symbols, rules, symbols, infinite, messages

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2
Q

A language is _______, we use sounds and words as ______ for things out in the world

A

symbolic, symbols

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3
Q

A language is ______, we use _____ to combine these ______ so that other people who know these ______ can _______ out of what we are saying

A

structured, rules, symbols, rules, make sense

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4
Q

A language is ______, we can combine a ______ number of words to make an ________ number of sentences.

A

generative, limited, unlimited

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5
Q

The Association Theory states that we rely on ______ between words to construct _____.

A

learned associations, sentences

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6
Q

But people can’t possibly have ______ between _______ word combinations, there are just _______. Also people often _______ sentences for which have never been ______.

A

associations, all word combinations, too many, generate, reinforced

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7
Q

The Grammar Theory states that we learn a system of _____ called a _____ that enables us to generate an infinite number of ______ sentences in a language.

A

rules, grammar, correct

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8
Q

Once you learn a ________, making a new sentence is as simple as plugging in the _____ word types in the _____ places.

A

grammar frame, right, right

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9
Q

Broca’s Aphasia is defined as an ….

A

inability to speak in grammatically correct sentences

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10
Q

With Broca’s Aphasia, the words may be _______, but there is no ______.

A

meaningful, grammatical structure

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11
Q

Wernicke’s Aphasia is defined as an…

A

inability to speak in meaningful sentences

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12
Q

With Wernicke’s Aphasia, the sentences are _______, but they carry _______.

A

grammatically correct, no meaning

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13
Q

Broca’s and Wernicke’s aphasias result from damage to ______ regions of the ____ hemisphere of the brain. These disorders tell us that grammar and meaning are _______ components of a ______.

A

two different, left, separate, language

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14
Q

Morphemes are the ….

A

smallest units of a language that have a definable meaning or grammatical function

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15
Q

______ and ______ are both morphemes because both carry ______.

A

Root words, suffixes, meaning

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16
Q

Morphemes allow us to create new words by ….

A

modifying or adding meaning to root words

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17
Q

Grammatical rules exist for how to combine ______ into ______. Once we know these rules we can make a
word _______ or ______ without someone ______ us

A

morphemes, words, plural, past tense, teaching

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18
Q

State the Three Stages of Morpheme Acquisition ….

A

1) No combination of morphemes; root words are just strung together

2) Memorization of the irregular verbs

3) Learning grammatical rules

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19
Q

_______ happen when standard grammatical rules are applied to _______.

A

Mistakes, irregular words

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20
Q

Phonemes are the ….

A

basic sounds of a language from which morphemes and words are built

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21
Q

Changing one phoneme can …..

A

change the meaning of a word

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22
Q

The individual phoneme doesn’t ….

A

convey meaning

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23
Q

A morpheme is the basic unit of ______ in a language, and the phoneme is the basic unit of ______ in a language.

A

meaning, sound

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24
Q

There are _____ phonemes in English, with ______ corresponding to the consonant sounds and ______ corresponding to vowel sounds

A

37, 24, 13

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25
Q

Each language has its own set of ….

A

phonemes

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26
Q

Phoneme Recognition is how just as ______ recognition is made difficult by ______ inputs, so too is the recognition of _______ in ______

A

visual, noisy, phonemes, speech

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27
Q

just as _______ assists visual object recognition, ______ also helps ______ recognition

A

top-down context, context, phoneme

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28
Q

Warren experiment, presented listeners with a sentence but erased one ________ by introducing a cough sound. The task was to report ______ in the sentence the cough ______

A

phoneme, where, occurred

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29
Q

In the Warren experiment, not only did subjects not _______ report the ______ of the cough, they often didn’t ______ that a ______ was missing.

A

correctly, position, notice, phoneme

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30
Q

Phoneme Restoration Effect is a phoneme that is _______ from the ______ and gets ______ by ______ and ______

A

missing, auditory signal, “restored”, top-down knowledge, context

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31
Q

Adults are impaired in recognizing ________ that don’t exist in their _______ which makes it hard to _______ other languages as adults

A

phonemes, native language, learn

32
Q

The “perceptual magnet” is ________ that we acquire over the course of ________.

A

phoneme prototypes, language development

33
Q

Before the age of _____, human infants can tell the _______ between all the ________ that make up all _______

A

one, difference, phonemes, languages

34
Q

The brain becomes ______ to respond best to speech sounds that are in our ________.

After about ______ months we ______ our ability to differentiate sounds that we _______ hear often, resulting in the ________ in phoneme recognition

A

“tuned”, environment, six months, lose, don’t, adult impairment

35
Q

A “slip of the tongue” is when …

A

you mean to say one thing but something else comes out of your mouth

36
Q

we develop ________ for the phonemes in our ________.

This allows us to easily ______ our ______ phonemes, but this _______ us from perceiving phonemes for which we don’t have _______ for.

A

prototypes, native language, recognize, native, prevents, prototypes

37
Q

Speech errors usually occur within a ______, not _______.

A

level, between

38
Q

List the Three Types of Exchange Errors ….

A

1) Word Exchanges
2) Morpheme Exchanges
3) Phoneme Exchanges

39
Q

Word Exchange Speech Error Example …

A

intend to say: I gave the bone to the dog.

instead say: I gave the dog to the bone

40
Q

Morpheme Exchange Speech Error Example …

A

intend to say: The dog is getting fat

instead say: The dog is fatting get

41
Q

Phoneme Exchange Speech Error Example ….

A

intend to say: the brown dog

instead say: the down brog

42
Q

These speech errors provide psycholinguists with an oppritunity to _______ language ; like _______, a lot can be learned about a system by how it makes ______.

A

understand, visual illusions, errors

43
Q

Language Comprehension is …..

A

making sense out of the words we are hearing or reading

44
Q

Ambiguous sentences can ….

A

interfere with comprehension

45
Q

Phonemic Ambiguity is when ….

A

different words or phrases sound the same

46
Q

Lexical Ambiguity is when a ….

A

word can have multiple meanings

47
Q

Syntactic Ambiguity is regarding …

A

the function of a word in a sentence

48
Q

Pragmatic Ambiguity is when ……

A

sentences can be interpreted in different ways

49
Q

Swinney & Hakes studied how the _______ of a story changed the effect of these ________ on ________.

A

context, ambiguities, comprehension

50
Q

Swinney & Hakes experimental method, subjects heard _______ of a passage and had to _____ when they heard a particular ______. Also a ______ condition in which the same
passage was made ______.

A

two versions, indicate, phoneme, control, unambiguous

51
Q

Swinney & Hakes experiment results, subjects took ______ to detect the _______ when it was followed by an _______ word compared to an _______ word.

A

longer, phoneme, ambiguous, unambiguous

52
Q

Swinney & Hakes then modified the passage so that the _____ would be able to ______ the ______.

A

context, resolve, lexical ambiguity

53
Q

When the sentence context ______ the meaning of the ______, subjects were able to respond to the que more _____.

A

clarified, word, quickly

54
Q

Both meanings of an ______ word initially become ______, but ______ kicks in
(after about ______) and ________ the _______ meaning.

A

ambiguous word, active, context, 800 msec, suppresses, inappropriate

55
Q

A Lexical Decision Task is to press a button indicating whether a ______ forms a valid ______

A

letter string, English word

56
Q

Swinney & Hakes then modified the passage where it was either _______ or ______ with the word being judged in the ________ decision task

A

consistent, inconsistent, lexical

57
Q

Gernsbacher, found that when _____ readers see an _______ word, ______ meanings remain ______ even after 1 second

A

poor, ambiguous, both, active

58
Q

Poor readers are _____ able to suppress ________ word meanings, which leads to ________ and reduced ______.

A

less, inappropriate, confusion,
comprehension

59
Q

Activating only one meaning would make sense if the ______ always came _______ the _______ word, but ______ can also come _____

A

context, before, ambiguous, context, after

60
Q

Although activation of ______ meanings may create ______, it _______ the likelihood of _______ resolving the _______.

A

multiple, confusion, increases, context, ambiguity

61
Q

There is a tradeoff between ________, and ________ the sentence

A

momentary confusion, misinterpreting

62
Q

When you screw up the _____ interpretation of a sentence, and have to ______ and ______ it, it is called a ______.

A

initial, go back and reinterpret, repair

63
Q

Miyake, Just, & Carpenter believed, _______ can be _______ if multiple _______ are kept ______ in memory.

The more meanings you can keep _______, the better the chance of _______ the ______ using _______.

A

Time-consuming repairs, minimized, meanings, active, active, resolving, ambiguity, context

64
Q

Miyake, Just, & Carpenter, found that poor readers tend to have a …..

A

smaller STM capacity

65
Q

Two factors can make someone a poor reader ….

1) Taking too ______ to suppress ______.

2) Keeping too ______ meanings ______ (due to a limited _______), resulting in ______

A

long, inappropriate meanings, few, active, STM capacity, repairs

66
Q

When no _______ info is available we have to ______ the meaning of an ________ word, but some ________
are _______ than others

A

contextual, guess, ambiguous, guesses, better

67
Q

People assume the more _______ or ______ meaning of an _______ word

A

common or frequent, ambiguous

68
Q

Word frequency is defined as …..

A

how frequently a word is used in our vocabulary

69
Q

Subjects’ ________ are monitored as they are reading an _______. The device used is called an ______.

A

eye movements, ambiguous sentence, eye tracker

70
Q

Regression is defined as ……

A

looking back to a word read previously in a sentence

71
Q

Regression is often an expression of ……..

A

repair or error recovery

72
Q

Sentence presented: The port was a great success for merchants relying on tourism

Because “seaport” is the more _______ interpretation of the _______ “port”, the rest of the sentence about “merchants” and tourism ________ (no need for _______).

A

common, ambiguous, makes sense, repair

73
Q

Sentence presented: The port was a great success when served at the dinner party

“Port” is again interpreted as ______, but when the subject gets to the word ______ the sentence no longer _______. Gaze goes back to ______ in order to ________ the sentence.

A

“seaport”, “served”, makes sense, “port”, reinterpret

74
Q

Eye movements allow people to study ________ the relationship between _______ and ________ and the process of ________ sentences

A

directly, word frequency, lexical ambiguity, repairing

75
Q

Eye tracking has also been used to study …..

A

syntactic ambiguity

Cognition & Percepion (7 decks)

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