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psychology Y2.1 > language > Flashcards

language Flashcards

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1
Q

what are linguistic symbols

A

arbitrary

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2
Q

what is grammar

A
  • rule governed
  • rules that governs how symbols are combined
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3
Q

what is semantics

A

meanings of words and sentences

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4
Q

how many phonemes does english have

A

44

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5
Q

what are the 5 properties of language

A
  • symbolic
  • rule governed
  • meaningful
  • generative
  • displacement
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6
Q

what are phonemes

A

smallest unit in language
- building block

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7
Q

language is a h….

A

hierarchy

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8
Q

what is bottom up processing

A
  • relies on sensory input to build a perception from the ground up
  • makes contact with store (lexicon) with words you know
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9
Q

whats top down processing

A
  • using our experiences, expectations, our biases in order to anticipate things
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10
Q

why do we need boundries in language?

A
  • to perceive words
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11
Q

whats speech segmentation

A

breaking our language into segments or words
- there is no single rule for it

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12
Q

what is phonotactics

A

the distribution of sounds in speech

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13
Q

what was the word spotting task and conclusions

A
  • presented with a sound and told to find the word ‘apple’ hear words like ‘fapple’ and ‘vuffaple’, faster to identify ‘apple’ in ‘fapple’ because ‘fuf apple’ could be a word, ‘vuuapple’ cannot, there is no constraint of language.
  • speech perception is influenced by both phonotactic constraints and lexical expectations.
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14
Q

what did pollack and picket 1964 find about segmentation

A
  • context helps with segmentation
  • when words are presented in context they are much better at identifying the word then when it is presented in isolation
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15
Q

what do we use to help us segment spoken language

A

cues

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16
Q

what are phonotactics

A

what sounds/ letters are more likely to come at start/end of a word, how we make sense of language
- distribution of sounds

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17
Q

whats the stressed syllable constraint (Norris et al 1997)

A

there is one stressed syllable per word constraint (per word)

18
Q

why did people find it easier to identify apple in ‘vuffapple’

A

easier to seperate ‘vuff’ and ‘apple’ as segmentation process works this way, found it harder to remove the ‘f’ from apple because of this

19
Q

who found that context helps speech segmentation and what was study

A

-pollack and picket 1964
- presented words in context and isolation
- found in context people responded much faster

20
Q

what does recognition involve

A

matching the input stimulus (spoken or written word) with an internal mental representation

21
Q

where do we store words?

A

in our mental lexicon

22
Q

what factors impact frequency

A
  • frequency (how often you hear, read, say a word)
  • priming (by something related e.g cat you will recognise dog faster
23
Q

what did morris 1994

A
  • B and C (the barber not actually doing the cutting) are slower to be recalled, shows how priming does have an affect on how we canr ecognise something faster
24
Q

what is foresters serial search model and year

A
  • 1976
  • different in formation stored in different ways and interconnected
    -access files’, lists of words
  • you search the list that matches the input (modality specific)
  • search conducted in a serial way
  • lemma contains information about the word’s syntactic and semantic properties
  • lemmas are interelated (cat, dog, mouse), explains semantic priming
25
Q

is Forsters serial search modell 1976 a top down or bottom up process

A
  • purely bottom up input driven process
26
Q

why was the interactive activation competition model made

A
  • serial search models couldn’t account for top down influences on word recognition
  • interactive activation models allow for top down and bottom up influences
27
Q

what are 2 components of the interactive activation competition models

A
  • aloows for top down and bottom up processing
  • competitive, multiple words get activated at the same time and one of them has to win
28
Q

how does the interactive activation competition model work

A
  • visual stimuli activate features that match the perceptual experience
  • features excite compatible letters/words and inhibits incompatible letters/words
  • words feedback excitatory and inhibitory activation to letters
  • active words, letter and features can also inhibit competing representations at the same time through LATERAL INHIBITION
29
Q

what is lateral inhibition

A

process where excited neuron reduces activity of its surrounding neurons, which enhances contrast and sharpens sensory signals

30
Q

who added weights to the connections of the IAC model

A
  • Seidenberg and McClelland 1989
31
Q

what are ‘weights’ on the IAC

A
  • can change weight of activation (how much activation gets passed), way inhibiton works, nature of representations
  • flexible and adaptable
  • introduces frequency (not in early IAC model)
32
Q

where is language in brain

A

largely left lateralised

33
Q

what is aphasia

A

a language disorder from a lesion in the brain following a stroke or brain injury

34
Q

what is Broca’s aphasia

A
  • mid 19th cent
  • observed impaired speech, but understood him
  • slow, effortful searching for words
  • language production was offline
  • damage to brain in front of and above the left ear
35
Q

wernicke’s aphasia

A
  • late 19th cent
  • did not understand well
  • but speak fluent but meaningless
  • made up words, unaware of their difficulty
  • found to have damage behind left ear
36
Q

conduction aphasia

A
  • can understand others well
  • hard to repeat words or phrases
  • comprehension is preserved
  • speech fluent
  • aware of their errors
37
Q

whats the theory of the bi lingual cognitive advantage

A
  • constant practise with selective activation, inhibiton and attention gives rise to superior executive functioning
38
Q

what tasks were done in the cogntive advantage in bilingual people

A
  • card sorting task
  • simon task
  • flanker task
39
Q

what is the linguistic relativity hypothesis and who made it

A
  • Sapir- Whorf hypothesis
  • the structure and vocabularly of a language influences how is speakers think and perceive the world
  • looked at constrained vocabularly sets (colour)
40
Q

what was found about Dani

A

able to categorie colours even if they didn’t have words for those colours

41
Q

what was found about weak and strong linguistic relativity

A
  • discrimination judgements between categories are faster than judgement within categories
  • memory for borderline colour better for speakers that make the distinction
42
Q

what did Boroditsky find about how people describe a bridge

A
  • masculine and femine words
  • Germen speakers used typically feminine words to describe it while spanish speakers used more masculine language

psychology Y2.1 (8 decks)

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