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Cognitive Psychology > Language > Flashcards

Language Flashcards

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1
Q

Linguistics

A

The study of language.
A variety of theoretical approaches and methodologies.
Topics include grammatical rules, animal language, development, and computer speech recognition.

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2
Q

Psycholinguistics

A

the study of how language is used by people

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3
Q

Language

A

shared symbolic system for communication

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4
Q

Language Properties

A

Communicative. Production, transmission, and comprehension of information.

Arbitrary. Use of symbols.

Structured. A grammar specifies rules of symbol combination.

Generative. Large number of possible meanings.

Dynamic. Changes over time.

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5
Q

Phonemes

A

Smallest unit of speech without meaning. Example: “ah” in “father.”

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6
Q

Morphemes

A

Units of speech with meaning. Words or word parts. Example: “s” in “apples” makes plural.

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7
Q

Phonemic Competence

A

understanding of how to pronounce “dumb” b is silent or “ph” is “f”

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8
Q

Categorical Perception

A

sounds in the same set of boundaries are though to be the same even though they’re different

Ex’s
The Japanese perceive R and L as the same phoneme

Cool and keep start with the same category sound

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9
Q

Problem of Invariance

A

never the same word twice except in recording

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10
Q

Coarticulation

A

more than one sound is activated at a time

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11
Q

Grammatical rules

A

Language is governed by a number of rules. Collectively, these rules are called its grammar:

Phonology. Rules governing sounds.

Morphology. Rules governing word structure.

Syntax. Rules for arranging words in sentences.

Semantics. Rules for understanding meaning.

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12
Q

Vocal Auditory Channel

A

language is heard and spoken, not written

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13
Q

Broadcast Transmission and Directional Reception

A

one source to the public and we can understand who is the source

*The professor is speaking and the students are listening
range is the sound of my voice

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14
Q

Transitoriness

A

rapid fading: sound and echoic memory fade

-words don’t linger in the air,

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15
Q

Interchangeability

A

we can receive and transmit in a conversation you are a speaker and a listener

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16
Q

Total feedback

A

we hear what we say

however there is a slight (milliseconds) delay “whoops, I said that”

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17
Q

Specialization

A

words convey meaning; not sound

example: the word lion does sound like the sound a lion makes

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18
Q

Semanticity

A

convey meaning

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19
Q

Arbitrary

A

there is no reason for why a word and its definition are linked

-this is about the shape of the word or word length

20
Q

Discreteness

A

phonemes are discrete, not ugh ugh

-we can tell the difference between sounds

21
Q

Productivity

A

we create new sentences, including one’s we haven’t heard before
“If we encounter a new concept, can create something new”

22
Q

Duality of Patterning

A

we recombine sounds into new ways; contrast this with Skinner—> Slang

23
Q

Cultural Transmission

A

we get language from culture

  • think of accents and various languages
  • displacement is not to be studied; it isn’t as relevant and meaningful
24
Q

Aphasias

A

Language deficits

  • In Broca’s aphasia patients have problems producing speech. They have damage to Broca’s area on the lower left frontal lobe.
  • In Wernicke’s aphasia patients have problems comprehending speech. They have damage to Wernicke’s area on the posterior portion of the left hemisphere.
25
Q

Conduction aphasia

A

Damage to the area between Wernicke’s and Broca’s Areas

-Conduction aphasia is characterized by the inability to repeat words and phrases

26
Q

Pragmatic Analysis

A

Pragmatics are the social rules of language use.

The five types of speech (Searle, 1979):
-Assertives. Assertion of a belief. (stating a certain belief)

-Directives. Instructions.
(Experts and Novices..Expert to speak to novices)

  • Commissives. Commit speaker to an action. (I am going to climb that mountatin…it’s a statement of action)
  • Expressives. Describe psychological states. (Kids usually able to use)
  • Declaratives. The utterance is an action.
27
Q

The Logogen Model

A

*draws connections between spoken and written langauge

Written language is not instictive

28
Q

Jarvella’s Hypothesis

A

once a sentence is completed it is automatically filed into semantic (gist) memory and not verbatim

29
Q

Gernsbacher’s comprehension

A

We build comprehension by gathering facts and inferences

  • First we lay the foundation; this is about “so and so”
  • Second we map the information such as bob caused something here or bob received something from this
  • Third we encounter things that will cause change and we start all over again
30
Q

Whorf’s Hypothesis

A

Also called linguistic relativity hypothesis: the language you know shapes the way you think about events in the world around you
-You can’t think about things you don’t have a language for

***Not true, otherwise we wouldn’t evolve language
Language adapts to suit our needs

31
Q

Dysfluencies

A

irregularities or errors in otherwise fluent speech

32
Q

Two Assumptions of Reading

A
  • Immediacy assumption: readers try to interpret each content word of a text as that word is encountered in the passage
  • Eye-mind assumption: the eye remains fixated on a word as long as that word is being actively processed during reading
33
Q

Just and Carpenter Model

A

*Combined gaze duration across clauses
Working memory is afoot in this
We read almost in outline form

-Reading is influenced by linguistic effects (words used and style) but also cognitive effects (lexicon)

34
Q

Dyslexia

A

impaired ability to read that is not related to low intelligence.
*Mix up letters, and can have alignment issues

35
Q

Dysgraphia

A

impaired ability to write (including spelling).

36
Q

Conversation Rules

A

Relevance: stay on topic; quantity: give detail; quality: be true; manner and tone: be clear

Two additional rules; respond to partner and tell when you are being treated unfairly

Topic maintenance: stick to the topic

37
Q

Direct Theory and Second Order

A
  • Direct theory: what you interpret about your partner

- Second order: what you think your partner infers about you

38
Q

Primate Language use

A
  • Some animals taught to use ASL
  • **But can’t communicate about complex topics, and can’t teach language to other animals

***Showed no evidence of being able to understand human emotion

39
Q

Language Acquisition

A
  • Cooing stage. Begin to utter a wide range of sounds.
  • Babbling stage. Utter a smaller set of phonemic sounds.
  • One-word stage. Speak out words and morphemes.
  • Two-word stage. Production of two-word sentences.
40
Q

Language Deprivation

A

Humans and other animals have a critical period, a time in development during which language or some other cognitive skill is normally acquired.

*If you do not acquire language by 14 years old; can not acquire language at all.

41
Q

Phonemic restoration effect

A

-listeners are unaware that a phoneme has been deleted and replaced by a non-speech sound within a sentence.

42
Q

Parising

A

is to break a sentence into phrases

*Makes things easier to comprehend

43
Q

Surface code, Text base, Situation model

A
  • Surface code: the exact wording of the text
  • Text base: ideas come by parsing out propositions
  • Situation model: deep background knowledge of the context and events going on in the text
44
Q

Bridging interference and Elaborate Interferences

A

-Bridging inference: connecting different areas of the text together

-Elaborate inferences: seek to embellish contexts
Draw up emotion or convey importance
(Expectation of one thing, but things seem to go ary.)

45
Q

Minimalist Hypothesis

A

*when there is not obvious strategy involved only two types of inferences are used

~Believes that these interference are made automatically

Cognitive Psychology (5 decks)

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