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Psych 101 > Language > Flashcards

Language Flashcards

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1
Q

language

A
  • flexible system that uses symbols to express meaning
  • social behaviour
  • helps us remember things and think about complex issues
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2
Q

do animals have language?

A
  • uncertain

- they definitely communicate (ie. moth mating chemical, bee dance, etc.), but is it really language?

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3
Q

psycholinguistics

A

branch of psych devoted to the study of verbal behaviour

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4
Q

auditory system recognizes the ____ underlying speech, not just the ____

A

patterns, not just the sounds

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5
Q

Which hemisphere plays a larger role in analyzing speech?

A

the left hemisphere (Berlin, Zatorre, Ahad)

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6
Q

phonemes

A
  • smallest unit of sound

- ex. /p/ + /i/ + /n/ in “pin”

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7
Q

voice-onset time

A

the delay between the initial sound of a consonant and the vibration of the vocal cords

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8
Q

what doe Ganog’s phoneme experiment (/g/ + ift or /g/ + iss) suggest?

A

that we recognize speech sounds in pieces larger than individual phonemes

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9
Q

morphemes

A
  • the smallest unit of meaning in language

- ex. /fast/ + /est/

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10
Q

importance of context

A
  • enables us to recognize sounds, even if pronunciation is sloppy, hesitated, etc.
  • affects our perception of words through top-down processing
  • ie. at beach and hear “I scream”, we will perceive “ice cream”
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11
Q

syntax

A
  • the rules of English grammar

- involves many types of memory and brain mechanisms

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12
Q

syntactical rule

A

grammatical rule of a particular language for combining words to form phrases, clauses, and sentences

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13
Q

syntactical cues are signalled by

A
  • word order
  • word class
  • function and content words
  • affixes
  • word meanings
  • prosody
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14
Q

word class

A

grammatical categories (ie. noun, pronoun, verb, adjective)

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15
Q

function words

A

a preposition, article, or other word that conveys little of the meaning of a sentence but is important in specifying its grammatical structure

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16
Q

content word

A

a noun, verb, adjective, or adverb that conveys meaning

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17
Q

affix

A
  • sound or group of letters that is added to the beginning of a word (prefix) or the end of the word (suffix)
  • adding them to nonsense words can make them easier to recall because then they seem more like real words
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18
Q

semantics

A
  • the meanings and the study of the meanings represented by words
  • defined by memories associated with the words (ie. to know the meaning of “tree” is being able to imagine a tree and knowing facts about trees)
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19
Q

prosody

A

use of changes in intonation and emphasis to convey meaning in speech besides that specified by the particular words; an important means of communication of emotion

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20
Q

deep structure

A
  • Chomsky suggested this

- essential meaning of a sentence

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21
Q

surface structure

A
  • Chomsky suggested this

- grammatical features of the sentence needed to convey its meaning

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22
Q

slips of the tongue are…

A

problems transferring deep structure into surface structure (ie. “May I sew you to your sheet?” instead of “May I show you to your seat?”)

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23
Q

script

A
  • the characteristics (events, rules, etc.) typical of a particular situation; assists the comprehension of verbal discourse
  • ex. “I learned a lot about the bars in town yesterday” implies that the person drank a lot at various bars
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24
Q

Broca’s aphasia

A
  • severe difficulty in speech production and word articulation (especially function words), caused by damage to Broca’s area in the left frontal cortex
  • can also impede understanding of things like word order (as shown by Schwartz et al.)
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25
Q

agrammatism

A
  • language disturbance -> difficulty in the production and comprehension of grammar (like use of function words, word endings, and word order)
  • often seen in broca’s aphasia
26
Q

wernicke’s area

A

region of auditory association cortex located in the upper part of the left temporal lobe; involved in recognition of spoken words

27
Q

Wernicke’s aphasia

A
  • disorder caused by damage to left temporal and parietal cortex, including Wernicke’s area
  • production of fluent but meaningless speech and defecits in speech comprehension
  • aka receptive aphasia (because it also damages word recognition)
28
Q

recognizing vs. comprehending

A
  • recognizing: hearing a word several times

- comprehending: perceptual task of understanding info by using info already in memory

29
Q

pure word deafness

A
  • ability to hear, speak, and usually write, without being able to comprehend the meaning of verbal speech
  • caused by bilateral temporal lobe damage
  • can still understand written speech or can understand lip-reading
30
Q

isolation aphasia

A
  • inability to comprehend speech or produce meaningful speech (but can recognize and repeat speech and learn new words)
  • caused by damage to left temporal/parietal cortex except Wernicke’s area
31
Q

What have studies found about brain activity of patients with Broca’s aphasia vs. wernicke’s aphasia

A
  • Broca’s aphasia have low activity in left frontal lobe

- Wernicke’s aphasia have low activity in temporal/parietal area

32
Q

autotopanomia

A

damage to association cortex of left parietal lobe causes inability to name body parts

33
Q

fixation

A
  • brief interval between saccadic eye movements during which the eye doesn’t move; visual info is gathered during this time
  • better readers have shorter fixation times
  • long and/or unusual words have longer fixation times than short words
  • function words have shorter fixation time than content words
34
Q

phonetic reading

A

reading by decoding phonetic significance of letter strings - “sound reading” (usually inexperienced readers [or experienced readers reading an unfamiliar word])

35
Q

whole-word reading

A

reading by recognizing a word as a whole - “sight reading” (usually experienced readers or familiar words)

36
Q

phonology

A

the relation between the letters and the sounds they represent in a particular language

37
Q

acquired dyslexia vs. developmental dyslexia

A
  • acquired: caused by brain damage of people who already know how to read
  • developmental: reading difficulties that appear while children are learning to read (may be due to inability to combine use of wernicke’s area and broca’s area - failure to integrate phonology and visual info)
38
Q

surface dyslexia

A
  • type of acquired dyslexia
  • defecit in whole word reading
  • people can read words phonetically but have difficulty reading irregularly spelled words by the whole-word method
39
Q

phonological dyslexia

A
  • type of acquired dyslexia
  • can read by whole-word method but can’t sound out words
  • can easily read familiar words, but struggle with unfamiliar words because they can’t sound them out
40
Q

direct dyslexia

A
  • type of acquired dyslexia

- people can read words aloud, but don’t understand them

41
Q

semantic priming

A

facilitation effect on the recognition of words having meanings related to a word that was presented previously (ie. if you read the word bread, it’ll be easier for you to recognize a fuzzy word saying butter, even if it only flashes on the screen briefly. ie. buttered popcorn)

42
Q

mental model

A

generating a mental image of what the text is describing while you read it

43
Q

language is innate?

A

many linguists believe that a child’s brain contains a “language acquisition device” which embodies rules about universal grammar

44
Q

theory about cognitive structures responsible for language

A
  1. children who are learning language make hypotheses about the rules they should follow, and these hypotheses are either confirmed or denied by what they hear
  2. innate language acquisition device guides these hypotheses (so there are some hypothetical rules they will never entertain)
  3. language acquisition device makes reinforcement unnecessary - it provides motivation for language learning
  4. there is a critical period for language learning (childhood)
45
Q

learning hierarchal rules of grammar creates activity in which area?

A

Broca’s area (Musso et al.)

46
Q

language acquirement in utero

A

babies can hear muffled sounds in the womb, and can recognize their mother’s voices when born

47
Q

newborn language acquision

A
  • using pacifier nipple to measure novelty of sounds

- baby sucks at higher rate if sound is novel, at slower rate if it isn’t (or once it has habituated to that sound)

48
Q

first sound baby makes

A

crying - to get attention from caregivers

49
Q

sounds baby makes at 1 month

A

cooing - oo sound prevalent, also mimics crying sounds

50
Q

sounds baby makes at 6 months

A

babbling - mimicking sounds that occur in speech, though not real words

51
Q

language learning at 10-12 months of age

A

babies begin to learn the meaning of words

52
Q

language learning at 6 months of age

A

babies can distinguish different vowel sounds, and pay attention to those differences in other languages, but not their own (Kuhl et al.)

53
Q

sounds baby makes at 1 year

A

starts to produce words (usually starts with soft “a” and stop consonants like “p” or “b” - “papa”, “baba”, then adds nasality “m” - “mama”)

54
Q

protowords

A

unique string of phonemes that an infant invents and uses as a word - ie. “na!” means “I want that”

55
Q

sounds baby makes at 18-20 months

A

putting two words together (utterances)

56
Q

child-directed speech

A

the speech of an adult directed at a child to facilitate learning of language by children (ie. short, simple, repetitive sentences)

57
Q

inflection

A

changing the form of a word (by adding a suffix) to denote a grammatical feature such as tense or number

58
Q

overgeneralization errors

A

errors in language that occur when learners produce incorrect words or statements based on other rules of language (ie. adding -ed to a word to indicate past tense [ie. he walked to the store] gets incorrectly used for exception verbs [ie. he runned to the store])

59
Q

overextension

A

using a word to denote a larger class of items than is appropriate (ex. referring to the moon as a ball because they’re both round)

60
Q

underextension

A

the use of a word to denote a smaller class of items than is appropriate (ex. referring to only dalmatians as dogs)

Psych 101 (3 decks)

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