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PSYC112 > Language > Flashcards

Language Flashcards

1
Q

Phoneme

A

Single unit sound that changes meaning
Variation of pronunciation of 1 phoneme
Not all languages = same phoneme

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2
Q

Morphemes

A

Smallest units of meaning

Combination of phoneme

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3
Q

Morphemes 2 types

A

Unbound - words - content

Bound - prefix/suffix - function

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4
Q

Semantic processing

A

Content words (concepts, categories)

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5
Q

Syntactic processing

A

Function words

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6
Q

Semantic examples

A

Nouns
Verbs
Adjectives

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7
Q

Syntactic examples

A

Pronouns
Prepositions
Conjunctives

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8
Q

Sementics

A

Cued by syntax

Maps -> Meaning

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9
Q

Syntax

A

Structure of language

Word order and class

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10
Q

Word order

A

Who is doing what to whom

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11
Q

Word class

A

Word order help identify word class = fits/make sense

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12
Q

Language area of brain

A

Left hemisphere

Lower edge frontal, upper edge temporal

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13
Q

Broca’s Area

A

Production of language

Near speech production

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14
Q

Wernicke’s Area

A

Translates sounds into meaning

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15
Q

Wernicke’s Area in brain

A

Left temporal lobe (next to primary auditory cortex)

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16
Q

Aphasia

A

Inability to produce/understand language

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17
Q

Aphasia Broca

A

Focus on content
Struggle to combine words
Effortful

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18
Q

Aphasia Wernicke

A

Void of content
Function morphemes
Fluent

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19
Q

Deep meaning 2 examples

A

2 surface, 1 deep (words different, meaning same)

1 surface, 2 deep (words same, meaning amiguous)

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20
Q

Language development newborn

A

Basic phoneme contrasts

Not restricted to language

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21
Q

High amplitude sucking

A 
Love = constant
Habituation = decrease
New = increase
Old = same
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22
Q

Consonant sounds

A

Categorical by VOT

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23
Q

Voice onset time

A

Time interval b/w release of consonant and onset of voicing

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24
Q

Young producing sounds

A

Limited set of words
Limit movement of vocal tract
Development motor cortex isn’t as fine tuned

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25
Q

Cooing

A

2 months

Limited

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26
Q

Reduplicated babbling

A

6 -7 months

Apparent phoneme of language

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27
Q

Variegated babbling

A

11 - 12 months
Sounds recognizable
Different vowels, consonants

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28
Q

Comprehension vs production

A

Comprehension precedes productive vocab by x2

Sudden increase 18 months/ first 50 words learned

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29
Q

Vocal burst

A

Symbolic nature
Control over articulation
Easier retrieval

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30
Q

Underextension

A

Only one specific meaning

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31
Q

Overextension

A

1 word = extended meaning

% decrease with more vocab

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32
Q

Communicate beyond single words

A

Protowords

Non-verbal function

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33
Q

Holophases

A

Single word = entire sentence

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34
Q

Early sentences

A

Sematic relations

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35
Q

Later syntactic development

A

Resemble adult language

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36
Q

3 theories of how children acquire language

A

Nativist views of language
General learning capacities
Social learning

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37
Q

Nativist views of language

A

Biologically predisposed to learn syntax of language

Rapid, effortless

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38
Q

Language biprogram hypothesis

A

Pidgins language

Creoles

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39
Q

Pidgins language

A

Invented language from many different languages

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40
Q

Creoles

A

Pidgin = native language

More grammatically complex

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41
Q

Sensitive period

A

Ideat time to acquire language
Ends with lateralization
Syntax error decrease with age

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42
Q

General learning capacities

A

Highly developed pattern recognition
Word boundaries
Pick up regularities with needed innate language categories

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43
Q

Social learning before

A

Parentese - simplified speech, exaggerated intonation (make connections)
vocab = amount of language from parents

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44
Q

Social learning

A

Words = things
Social rountines
Self - construal

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45
Q

Self - construal

A

Varies with culture
Interdependent
Independent

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46
Q

Interdependent

A

Social role within group

Group ideas and relationships

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47
Q

Independent

A

Internal attributes
Self concepts separate from group
Personal goals

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48
Q

Feedback

A

Child-centred

Situation-centred

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49
Q

Child-centred

A

Talk at child’s level

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50
Q

Situation-centred

A

Child adapt to situation

Harmony within group

51
Q

Representation

A

Knowledge of world to form content of our thoughts

52
Q

Analogical representation

A

Mental images

Concept but with many similarities to actual external stimulus

53
Q

Symbolic representation

A

Propositional thoughts
Express ideas
Categorisation of concepts (shows predicted behaviour)

54
Q

Deductive reasoning

A

General tospecific

Logical problems - validity of conclusion

55
Q

Inductive reasoning

A

Test hypotheses

Specifics infer to general principles

56
Q

Belief bias

A

Reason on basis of plausibility rather than logical rules

57
Q

Confirmation bias

A

Seek info/conformation vs to falsify hypotheses

58
Q

Heuristics

A

Shortcuts correct majority of the time

Drawing conclusion from experiences

59
Q

Availability heuristic

A

Probability estimate influences by how easy info is retrieved
More available = more frequent = more likely to happen

60
Q

Saliency bias

A

Uses of images to connect with another topic usually negative way
More available vs facts/figures

61
Q

Problem solving

A

Trial and error
Algorithm
Heuristic

62
Q

Algorithm

A

Rule -> solution

Impricise, can’t guarantee same solution

63
Q

Heuristic

A

Stagery that doesn’t always guarentee solution

Saves time

64
Q

Means - end analysis

A

Sub - goals to final goal

Less demanding and evaluate after each goal

65
Q

Hill climbing

A

Change current state of problem, closer to solving it

66
Q

Creativity in problem solving

A

Divergent thinking
Change representation of problem
Analogy

67
Q

Analogy

A

Using method from past to solve current problem

Structural/ context similiar

68
Q

Obstacles to problem solving

A

Mental set

Functional fixedness

69
Q

Mental set

A

Fixed mindset - hinders problem solving

70
Q

Functional fixedness

A

Fixed usual function of objects

71
Q

Overcoming obstacles

A

Mental rest

Practice divergent thinking

72
Q

Whorfian Hypothesis

A

Having specific language determines or influences how we think
Affects view of world and limit thinking

73
Q

Evidence for Whorfian Hypothesis

A

Colour processing
Space and time
Culture and thinking style

74
Q

Focal colour

A

Most representative colour of colour category

Set of systemic terms for basic colours

75
Q

Universal focal colour

A

Memory, without label

Difficult to separate from other colours

76
Q

Against colour processing

A

Dani tribe
2 colour terms (light and dark)
Perception, memory similar to speeches with many colour terms

77
Q

For colour processing

A

Russian Blues Experiment
English - all blues spectrum in 1 category
Russian - goluboy (light blue) & siniy (dark blue)

78
Q

Russian Blues Experiment findings English

A

High accuracy, slower
No categorical advantage
Not affected by verbal interference

79
Q

Russian Blues Experiment findings Russians

A

High accurary, faster

Affected by verbal interference - stop recruiting categories

80
Q

Space and time

A

Language change thinking about space or time

81
Q

Relationship b/w spatial motion and abstract concept of time

A

Ego - moving
Moving towards time
Time - moving
Time moving towards you

82
Q

Temporal relations marked by spatial metaphors

A

Varies b/w languages
Mardarian - time vertical
English - time horizontal

83
Q

Culture

A

Interdependent vs independent

84
Q

Thinking styles

A

Western vs eastern

Analytic vs holistic

85
Q

Analytic

A

Focus on objects
Ignore contextual info
Avoids contradictions

86
Q

Holistic

A

Emphasise context and relation b/w elements
Incorporate contextual info
Tolerate contradictions

87
Q

Intelligence definition

A

Application of knowledge

Adapt effectively with environment and learn quickly from experience

88
Q

Samuel Morton

A

Head size
Bigger = better
Racial bias

89
Q

Broca

A

Heavier = more intelligence
Gender bias
0.33 correlation

90
Q

IQ and brain imaging

A

Brains more efficient

Cortex of intelligent children thinner = more time to develop cognitive neuron circuits

91
Q

Galton

A

Building blocks of intelligence
Abiltiy to perceive
Quickness
Strength

92
Q

Galton findings

A 
No relation to social class 
Developed stats technique -> Pearson's r
93
Q

Binet

A

Stanford Binet IQ Test

Predict school success

94
Q

Binet intelligence

A

Performance on complex tasks, with levels of difficulty

95
Q

Intelligent quotient

A

Mental age/Chronological age x 100

AvIQ = 100

96
Q

Lewis Terman

A

Mass tests for America
Stanford - Binet Intelligence test
Intelligence quotient

97
Q

Goddard

A

Translated to english
Promoted mass testing
Measuring IQ for military and immigration (bias and culture, range of education)

98
Q

Comtemporary IQ test

A

IQ relative to other scores
Normal bell curve
Range 85 - 115

99
Q

Flynn effect

A

2 - 25 point increase in IQ over generations
Tests aren’t changing
Environment/world more complex
Better education & nutrients

100
Q

Correlation coefficient (r)

A

Relation b/w 2 variables
+ - both increase
- - one increase, one decrease
Doesn’t imply causality

101
Q

Spearman’s Two-factor theory

A

G (general)

S (specific)

102
Q

G

A

Performance on all intelligence subtest

103
Q

S

A

Performance to type of task

104
Q

2 forms of G

A

Fluid

Crystallised

105
Q

Fluid

A

Ability to learn, deal with new problems

Decline after adolescence

106
Q

Crystallised

A

Accquire knowledge from culture/experience

Increase with age

107
Q

Prediction from scores

A

r^2 (x100)

Percentage of variance from 1 measure by another

108
Q

Prediction from scores irl

A

Job performance

Health and wellbeing

109
Q

Sternberg’s Triarchic Theory

A

Analytic intelligence
Creative
Practical

110
Q

Gardner’s Theory

A

Multiple intelligences
Mixture of all
Interpersonal and intrapersonal
Depends on localisaed areas of brain

111
Q

Culture and intelligence

A

Skills valved by society = intelligent

112
Q

Heritability studies

A

Monozygotic vs dizygotic twins

Same and different environments

113
Q

Mono results

A

Higher correlation in similar intelligence

More in same environment

114
Q

Diz results

A

Lower correlation in similar intelligence

115
Q

Limitation heritability studies

A

Environment similar in all studies

116
Q

Abecedarian Project

A

Intervention vs non-intervention
Shows strong effect of environment om cognitive development
Assessed to 21

117
Q

Abecedarian Project results interventation

A

Full time, high quality

Higher cognitive, language, high quality job

118
Q

Abecedarian Project results non-interventation

A

No change in environment

119
Q

Limitations Abecedarian Project

A

Overestimate genetic components

Influence IQ through development

120
Q

Overestimate genetic components why?

A

Gene x environment interaction

Gene invites certain environment influnces

121
Q

Influence IQ through development why?

A

Schooling, trauma, teratogens (drugs assumed during pregnancy)

122
Q

Race and intelligence

A

Mean difference of IQ b/w is changing
Environment influence development of particular cognitive abilities
African - American children high SES vs low SES

123
Q

African - American children high SES vs low SES why?

A

Bigger difference for high SES

Heritability estimates differ b/w SES groups

124
Q

Stereotype on performance

A

Negative
General assumption
Minimize motivation

PSYC112 (4 decks)

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