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Cognitive Psychology > language > Flashcards

language Flashcards

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1
Q

Skinner and Chomsky

A

behaviourism cannot explain the learning of language. Skinner thought that language can be learnt through reward and punishment for correct and incorrect language.
Chomsky said there must be something innate as a child can copy others but can also create sentences they have never heard before

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2
Q

what are the 2 types of language

A

receptive

productive

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3
Q

what is receptive language

A

receive meaning from someone else
through reading and listening
understanding of words

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4
Q

what is productive language

A

produce speech

tell motor sensors to move mouth to make the correct sound

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5
Q

there are 6 ways to describe language, what are they

A 
semantics
syntax
morphology
pragmatics
phonetics
phonology
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6
Q

what are semanics

A

the study of meaning

shared meaning of words between people

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7
Q

what is a syntax

A

the rules of word order

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8
Q

what is morphology

A

study of how words are built from morphemes

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9
Q

what is a morpheme

A

the smallest meaning of a word

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10
Q

what are pragmatics

A

meaning that do not affect the literal truth of something

e.g. sarcasm

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11
Q

what is phonetics

A

acoustic detail of speech sounds

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12
Q

what is phonology

A

study of how sounds relate to languages

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13
Q

when listening, you decode what they say, so you go from……

A 
sentence
phrase
word
morphemes
phonemes
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14
Q

when talking, you encode what you want to say so you start with

A 
phonemes
morphemes
words
phrases
sentences
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15
Q

what is a word

A

smallest meaningful unit of speech that can stand by itself

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16
Q

what is a phrase

A

small group of words standing together

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17
Q

what is a sentence

A

noun and verb phrase

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18
Q

what is the mental lexicon

A

a structure that stores our mental representations of the words we have which are connected via semantics

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19
Q

semantic priming

A

neely 1991

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20
Q

neely 1991

A

semantic priming

21
Q

semantic priming

study

A

reaction times were recorded for words that are semantically related. words were presented so quickly that the participants probably didnt see it.
if dog is presented before the word wolf, reaction time for wolf was faster than if unprimed
if triangle was presented before the word wolf, reaction times were slower because it was unprimed
dog and wolf have semantic associations

22
Q

associative priming

A

meyer and schvanveldt 1971

23
Q

meyer and schvanveldt 1971

A

associative priming

24
Q

associative priming

study

A

reaction times were recorded for words that were associatively related.
if spider was presented before the word web, reaction times were faster than if web was unprimed
if biscuit was presented before the word web, reaction times for web were slower because it was unprimed

25
Q

how do we produce speech

A

levelt 1999

26
Q

levelt 1999

A

how do we produce speech

27
Q

levelt 1999

3 stages

A

conceptualisation
formulation
articulation

28
Q

levelt 1999

what is conceptualisation

A

idea/thought/feeling you want to get across to someone

29
Q

levelt 1999

what is formulation

A

formulate the message using the tools of language to express

30
Q

levelt 1999

what is articulation

A

create speech sounds

31
Q

tip of tongue state

A

brown and mcneill 1966

32
Q

brown and mcneill 1966

A

tip of tongue state

33
Q

tip of tongue state

study

A

gave participants definition of rare words and noticed 3 possible outcomes
1-identify and generate correct word
2-identify and generate incorrect word
3-identify but cannot generate word
this is tip of tongue state
if those in outcome 3 were asked to generate all know knowledge of that word, they could they just couldnt identify the word
why? activation is not going to target word, nodes around are not being triggered enough to activate the target word.

34
Q

how do we perceive speech?

A

how do we separate sounds/speech coming from the other sounds coming in
speech segmentation-how do we know where one word stops and another begins? people pronounce words differently in isolation compared to in normal speech
co-articulation- the way we pronounce phonemes can change depending on proceeding/following phonemes

35
Q

decoding speech

A

pollack and pickett 1964

36
Q

pollack and pickett 1964

A

decoding speech

37
Q

decoding speech

study

A

recorded natural conversations between people and asked p’s to identify sections of speech in one of two conditions
condition 1-individual words 505 ACCURACY
condition 2-sequence of 7 consecutive words- 90% ACCURACY
demonstrates a top down effect
conceptual information helps guide basic processes
it is easier for us to identify words in sentences as we can use the context to understand

38
Q

phonetic restoration effect

A

warren 1970

39
Q

warren 1970

A

phonetic restoration effect

40
Q

phonetic restoration effect

study

A

in a video, a 0.12 second portion is removed and replaced with a cough. When we go to figure out the word missing, we restore the missing sound and not split it into 2 separate sounds/words. We use our top down knowledge to make an educated guess.

41
Q

cohort model

A

marslen-wilson 1990+1994

42
Q

marslen and wilson 1990 and 1994

A

cohort model

43
Q

cohort model

study

A

early in the speech stream, words that match the incoming signal become activated-they are a COHORT of potential candidates.
the better the match, the higher the activation
activation levels can decrease as the speech stream progresses which can lead to words being eliminated from the cohort,
the uniqueness point is the point at which there is only one candidate left

44
Q

reading words

what do we do when we read

A

we read to extract meaning from print.

it depends whether we have an existing representation of that word stored in our mental lexicon

45
Q

reading words

when we read, we use our mental lexicon which is split into 4 sections

A

semantic-what it means
grammatical-how to use it
phonological-what words it sounds like
orthographic-look of letters/word

46
Q

word superiority effect

A

reicher 1960

47
Q

reicher 1960

A

word superiority effect

48
Q

word superiority effect

A

the phenomenon whereby people are better to identify if a letter is present in a real word as compared to a non real word

Cognitive Psychology (10 decks)

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