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Psychology 1X03 > Language > Flashcards

Language Flashcards

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1
Q

Criteria for language

A

arbitrary, productive, regular

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2
Q

Arbitrary associations

A

the word used to represent the shape is not constrained by any characteristics

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3
Q

Productive

A

language has a limited set of rules that can be used to combine a limited set of symbols in infinite ways

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4
Q

Regular/rule-governed

A

each combination must follow a specific set of rules in order to make sense

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5
Q

Changing cultural values

A

changes in word use is likely due to a shift in the culture

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6
Q

Morphemes

A

smallest units of sound that contain information; often words but not all morphemes can be used individually

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7
Q

Phonemes

A

constituent sounds; some letters can represent more than one phoneme; combinations of letters can make new phonemes

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8
Q

Transparent orthographies

A

consistent letter to sound correspondence; a given letter will always make the same sound; low amount in the English language

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9
Q

Grammar

A

rules that govern how we put words together to form a sentence; generally an expert but difficult to describe to others

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10
Q

Overregularization

A

children are in the process of learning the rules of language, but have not yet mastered the exceptions to the rules

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11
Q

Semantics

A

meaning contained within a language; sentence may have perfect syntactical structure but no semantic meaning

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12
Q

0 - 4 months

A

turns head towards sound source; makes noise when spoken to

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13
Q

6 - 12 months

A

tries to imitate sounds and later begins to babble; understands “no”

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14
Q

12 - 17 months

A

answers simple questions nonverbally; points to objects and people; follows simple directions paired with gestures; uses 1-3 words in combination

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15
Q

18 - 23 months

A

follows simple verbal directions; asks for familiar item by name; starts combining words; imitates animal sounds

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16
Q

24 months

A

uses approximately 50 - 250 words

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17
Q

2 - 3 years

A

speaks in 2-3 word phrases; answers simple questions; begins to use plurals and past tense

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18
Q

5 years

A

understands more than 2000 words; uses longer sentences (at least 8 words in length); can engage in conversation

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19
Q

6 years

A

understands more than 10 000 words and continues to develop sentence structure

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20
Q

Universal phoneme sensitivity

A

ability of infants to discriminate between virtually all phonemes even before learning language

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21
Q

Conditioned headturn procedure

A

if they play a novel sound and the infant turns their head, the researchers infer than the infant can discriminate between the sounds

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22
Q

Different language cultures - Hindi and English

A

infants from English-speaking families were almost at good as Hindi phoneme discrimination as Hindi speakers;
English adults were significantly worse than Hindi adults and infants

23
Q

Different language cultures - Korean and Japanese

A

adults who only speak Korean or Japanese have trouble discriminating between r and l;
Korean or Japanese infants are able to easily discriminate these sounds

24
Q

Perceptual narrowing

A

process of losing the ability to distinguish between contrasts in sound not used in native language; universal phoneme sensitivity lost during first year of life

25
Q

Infant directed speech

A

speaking in a higher pitch and exaggerating changes in pitch and use of rhythm
exaggerated changes in pitch help discriminate between different vowel sounds

26
Q

Broca’s area

A

damage to Broca’s area leads to difficulty in the production of fluent speech

27
Q

Wernicke’s area

A

damage to Wernicke’s area allows individuals to speak fluently but their speech makes no sense

28
Q

Foreign accent syndrome

A

typically suffer from a stroke or head injury that has damaged areas in the left hemisphere involved in motor control of speech; able to speak their native language but seem to have a foreign accent

29
Q

Still-face procedure

A

infants who are only 2-3 months will become distressed, indicated that they have some expectations on how a face-to-face social interaction should proceed

30
Q

Babbling

A

wide range of repetitive combinations of consonants and vowels; may sound like a real sentence or question because of the use of inflection and rhythm in the production of the babble

31
Q

Holophrastic phase

A

single word is used to indicate the meaning of an entire sentence

32
Q

Naming explosion/word spurt

A

occurs around 18- 24 months; rapid increase of vocabulary

33
Q

Fast mapping

A

children learn the meaning of a word following only 1 or 2 encounters with a new word

34
Q

Expressive vocabulary

A

words that children use to speak

35
Q

Receptive vocabulary

A

words that children can understand but may not yet use; develops before expressive vocabulary

36
Q

Segmentation abilities

A

good speech segmentation skills = larger expressive vocabularies;
poor speech segmentation skills = smaller expressive vocabularies

37
Q

Overextension

A

errors that involve using a fairly specific word for a broader set of related items

38
Q

Underextension

A

general term is used for only a very particular instance of an item

39
Q

Telegraphic speech

A

use short phrases that contain only the most crucial information they are trying to communicate

40
Q

Bilingualism

A

no effect for intelligence; bilingual children perform worse for language processing and proficiency; advantages in episodic and semantic memory

41
Q

Whorfian hypothesis

A

our thoughts are shaped by language; language may influence how we perceive and experience the world

42
Q

Social learning theory

A

children learn language through a combination of imitation and instrumental conditioning; important role of positive reinforcement that comes with language and language-related behaviours

43
Q

Innate mechanism theory

A

humans are born with an innate mechanism (language acquisition device) that allows them to learn language

44
Q

Sign language

A

children developed a basic sign language on their own, which evolved into a complex and fully symbolic language;
people from different cultures use different sign languages

45
Q

Laura Ann Petitto - sign language

A

toddlers generally have trouble using “you” and “me”, as the words have the opposite referent to when the adult is speaking;
in ASL, 2 year olds will still mix up the pronouns

46
Q

Manual babbling

A

systemic and rhythmic errors in motions that are precursors for more advanced or complex signing

47
Q

Interactionist theory

A

argue for a combined role of nature and nurture;
recognizes that children are biologically prepared for language, but also require extensive experience for adequate development

48
Q

Washoe

A

taught how to communicate using ASL; could use signs to communicate requests; did not seem to use systematic grammar

49
Q

Sarah

A

taught to use symbols to communicate ; used a large vocabulary, was able to answer questions; however, could not generate new sentences

50
Q

Kanzi

A

taught to use lexigrams to communicate; utilized full immersion rather than classical conditioning (through observation); could communicate some novel requests; limited grammar

51
Q

Swearing and the brain

A

taboo words activate brain areas associated with negative emotion - right hemisphere;
when we swear = basal ganglia;
when we listen to others swear = amygdala

52
Q

Dysphemistic swearing

A

making people think about how awful something actually is; opposite to euphemisms

53
Q

Emphatic swearing

A

draws attention to a certain phrase; can be positive or negative

54
Q

Cathartic swearing

A

rage-circuit theory; when injured, language system is triggered

Psychology 1X03 (11 decks)

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