Language

Question 1

system of communication using sounds or symbols that can express feelings, thoughts, ideas, and experiences

Answer 1

language

Question 2

3 Characteristics of language

Answer 2

1. Hierarchical
2. Rule-based
3. Creative/Generative

Question 3

Characteristic of language in which components are combined to form larger units (letters -> words -> sentences)

Answer 3

Hierarchical

Question 4

Characteristic of language that states that there are specific ways that components can be arranged

Answer 4

rule-based

Question 5

The characteristic of language in which language can generate novel content - Generativity or ____________:

Answer 5

creativity

Question 6

all words a person understands; their entire vocabulary

Answer 6

lexicon

Question 7

smallest units of language that has meaning or grammatical function

Answer 7

morphemes

Play-er-s
(Action; person doing action; multiple people doing action)
play, er, and s, are all morphemes

Question 8

shortest segments of speech that, if changed, changes the meaning of the word

Answer 8

phonemes (think speech -> sound -> phonological)

Eg: pay vs. pat -> if the y and t change at the end of “pa”, it becomes a completely different word

Question 9

Discovering psychological process by which humans acquire and process language.

Answer 9

Psycholinguistics

Question 10

4 aspects/focuses of Psycholinguistics:

Answer 10

CSRA:

1. Comprehension
2. Speech Production
3. Representation
4. Acquisition

Question 11

we automatically fill in missing phonemes based on context; this is known as the _________ (3) (effect)

Answer 11

phonemic restoration effect

Question 12

Letters are easier to recognize when they are contained in a word, as compared to when they appear alone or in a non-word.

Eg: easier + quicker to identify that the letter “k” is in the word fork than if the letter “k” was in: mjku

This is known as the ________ (2) effect.

Answer 12

word superiority effect

(words are superior to gibberish in where you can most easily find letters in them ig)

Question 13

Task that involves reading a list of pairs of words and/or non-words and identifying whether or not each pair is made up of real words or not

Answer 13

lexical decision task

Question 14

Effect within the lexical decision task in which participants respond more rapidly to high-frequency words than low.

Answer 14

word-frequency effect

Question 15

Context, understanding of meaning, understanding of sound and syntactic rules, and statistical learning all affect the process of breaking down a continuous stream of language into smaller units or: (2)

Answer 15

speech segmentation

Question 16

process of breaking down a continuous stream of spoken language into smaller units, like words or phrases so the listener can understand it

• eg: “Iwantapples” -> “I want apples”

Answer 16

Speech segmentation

Question 17

4 factors dictating speech segmentation:

Answer 17

(CUUS)
1. Context
2. Understanding of meaning
3. Understanding of sound and syntactic rules
4. Statistical learning

Question 18

When the meaning of a word is primed

• eg: people respond to the word “flower” more quickly following the word “rose” (used as a noun/the flower)

Answer 18

lexical priming

Question 19

The fact that words can have more than one meaning and context can sometimes clear up ambiguity.

Answer 19

lexical ambiguity

Question 20

Some meanings of words are used more frequently than others

Answer 20

meaning dominance

Question 21

2 aspects of meaning dominance:

Answer 21

1. Balanced dominance
2. Biased dominance

Question 22

Type of meaning dominance that occurs when words have two or more meanings with about the same dominance

eg: “cast” can refer to actors in a play OR to plaster, both of which are equally likely

Answer 22

balanced dominance

Question 23

Type of meaning dominance that occurs when words have two or more meanings but one is more likely

eg: “bat” - most people think of the animal first, rather than the sports equipment

Answer 23

biased dominance

Question 24

Accessing the meaning of ambiguous words while reading a sentence is determined by the word’s ________ and the ________ created by the sentence.

Answer 24

Dominance
Context

Question 25

Sentences that begin by appearing to mean one thing but then end up meaning something else; the initial words are ambiguous but the meaning is made clear by the end of the sentence. Eg: “The man who hunts ducks out on weekends.”

Answer 25

Garden path sentences

Question 26

another word for analyzing

Answer 26

parsing

Question 27

parsed sentence

Answer 27

separated/analyzed sentence

Question 28

Model of parsing which sentences are assumed to be largely parsed based on HEURISTICS (mental shortcuts/rules to make a decision): (5)

Answer 28

Garden Path Model of Parsing

Question 29

Common heuristic in parsing in which readers assume that new words encountered in a sentence are part of the current proposition UNLESS/UNTIL evidence suggests otherwise. - every next word of a sentence are part of how the sentence is going until you bump into a word that says otherwise: (4) (principle)

Answer 29

principle of late closure

Question 30

Propositions

Answer 30

sections of a sentence (Eg: after the musician played the piano; proposition 1: after the musician played; proposition 2: the piano

Question 31

process your brain uses to figure out the structure and meaning of a sentence as you hear or read it; involves identifying how words in the sentence fit together grammatically to make sense; punctuation can help with this process

Answer 31

parsing

Question 32

using semantics and syntax to clarify ambiguity in parsing is known as the _________ (2) approach

Answer 32

constraint-based

Question 33

Constraint-based approaches of parsing involve using both ________ and ________ to clarify ambiguity.

Answer 33

semantics syntax

Question 34

define: semantics syntax

Answer 34

semantics - meaning syntax - rules of language

Question 35

Constraint-based parsing approaches depend on:

Answer 35

semantics and syntax and context or representations in active memory (priming)

Question 36

making conclusions about information that is not always explicitly stated is making a(n):

Answer 36

inference

Question 37

3 Types of Inferences:

Answer 37

AIC 1. Anaphoric 2. Instrumental 3. Causal

Question 38

connecting objects to people to make an inference “The instructor began a lecture. He then turned the lights off.” - who turned the lights off? - we can infer it was the instructor who’s starting a lecture on a presentation with a bright screen or whatever or maybe he just like the dim atmosphere for lecturing idk

Answer 38

anaphoric inference

Question 39

assuming a scenario involved tools or methods to make an inference “I flew home last night” - how did they fly? - we can infer it was by a plane

Answer 39

instrumental inferences

Question 40

assuming events in one clause were caused by events in previous sentence to make an inference “I flew home last night. I’m tired.” - Why is the person tired? - We can infer it’s because of their flight the night before.

Answer 40

Casual inferences

Question 41

“Integrated mental representations of a described state of affairs” - mental representations - of events, characters, stories, settings, etc. described in a situation or story

Answer 41

Situation models

Question 42

mental representations when hearing or reading a story

Answer 42

situation models

Question 43

Representation of the text in one’s mind so that information from one part of the text can be related to information in another part - holding info in your mind to connect it to the coming info

Answer 43

coherence

Question 44

concept referring to the *mental representations* of what a story or SITUATION is all about (typically developed from the point of view of the protagonist)

Answer 44

situation models

Question 45

Situation models can be ________ (2) in nature as they can contain information about the timing of events, spatial-based representations relevant to the story world, inferences, etc.

Answer 45

Multi-dimensional

Question 46

Why are situation models necessary? (4)

Answer 46

- to integrate info across sentences - explain translation - account for effects of domain expertise in comprehension - explain similarities in comprehension across modalities (different groups and individuals may share common situation models) Basically: CTDC 1. Coherence 2. Translation 3. Domain Expertise (extreme difference) 4. Comprehension similarities (similar)

Question 47

___________ (2) study: participants presented with sentences and pictures at various orientations. Participants responded quicker to pictures that matched the orientation/shape of what was described in the sentence initially heard. - Pictures: 2 nails - one is on its side, the other is tip down - Sentence: “She hammered a nail into the floor.” - participants will most likely respond to the nail with the tip/point facing down a lot quicker than to the nail lying on its side.

Answer 47

situation models

Question 48

through the situational model study with pictures of different orientations and sentences describing different ways the objects in the picture are used or perceived, we can conclude that mental representations of sentences are not JUST created by what’s said, but by the general __________ surrounding it

Answer 48

context

Question 49

ERP

Answer 49

Event Related Potential (Brain volt/activity when something happens)

Question 50

P600

Answer 50

Type of ERP - brain spike - people experience when they hear grammatical errors or music being played out of key

Question 51

The notion/hypothesis that language influences thought and perception. (Eg: only 2 words for types of blues in Russian; harder for them to identify certain blue differences if they’re labelled the same?)

Answer 51

Sapir-Whorf hypothesis

Question 52

Sapir-Whorf Hypothesis

Answer 52

language influences thought