Language Flashcards
1
Q
Phoneme
A
Single unit sound that changes meaning
Variation of pronunciation of 1 phoneme
Not all languages = same phoneme
2
Q
Morphemes
A
Smallest units of meaning
Combination of phoneme
3
Q
Morphemes 2 types
A
Unbound - words - content
Bound - prefix/suffix - function
4
Q
Semantic processing
A
Content words (concepts, categories)
5
Q
Syntactic processing
A
Function words
6
Q
Semantic examples
A
Nouns
Verbs
Adjectives
7
Q
Syntactic examples
A
Pronouns
Prepositions
Conjunctives
8
Q
Sementics
A
Cued by syntax
Maps -> Meaning
9
Q
Syntax
A
Structure of language
Word order and class
10
Q
Word order
A
Who is doing what to whom
11
Q
Word class
A
Word order help identify word class = fits/make sense
12
Q
Language area of brain
A
Left hemisphere
Lower edge frontal, upper edge temporal
13
Q
Broca’s Area
A
Production of language
Near speech production
14
Q
Wernicke’s Area
A
Translates sounds into meaning
15
Q
Wernicke’s Area in brain
A
Left temporal lobe (next to primary auditory cortex)
16
Q
Aphasia
A
Inability to produce/understand language
17
Q
Aphasia Broca
A
Focus on content
Struggle to combine words
Effortful
18
Q
Aphasia Wernicke
A
Void of content
Function morphemes
Fluent
19
Q
Deep meaning 2 examples
A
2 surface, 1 deep (words different, meaning same)
1 surface, 2 deep (words same, meaning amiguous)
20
Q
Language development newborn
A
Basic phoneme contrasts
Not restricted to language
21
Q
High amplitude sucking
A
Love = constant Habituation = decrease New = increase Old = same
22
Q
Consonant sounds
A
Categorical by VOT
23
Q
Voice onset time
A
Time interval b/w release of consonant and onset of voicing
24
Q
Young producing sounds
A
Limited set of words
Limit movement of vocal tract
Development motor cortex isn’t as fine tuned
25
Cooing
2 months
| Limited
26
Reduplicated babbling
6 -7 months
| Apparent phoneme of language
27
Variegated babbling
11 - 12 months
Sounds recognizable
Different vowels, consonants
28
Comprehension vs production
Comprehension precedes productive vocab by x2
| Sudden increase 18 months/ first 50 words learned
29
Vocal burst
Symbolic nature
Control over articulation
Easier retrieval
30
Underextension
Only one specific meaning
31
Overextension
1 word = extended meaning
| % decrease with more vocab
32
Communicate beyond single words
Protowords
| Non-verbal function
33
Holophases
Single word = entire sentence
34
Early sentences
Sematic relations
35
Later syntactic development
Resemble adult language
36
3 theories of how children acquire language
Nativist views of language
General learning capacities
Social learning
37
Nativist views of language
Biologically predisposed to learn syntax of language
| Rapid, effortless
38
Language biprogram hypothesis
Pidgins language
| Creoles
39
Pidgins language
Invented language from many different languages
40
Creoles
Pidgin = native language
| More grammatically complex
41
Sensitive period
Ideat time to acquire language
Ends with lateralization
Syntax error decrease with age
42
General learning capacities
Highly developed pattern recognition
Word boundaries
Pick up regularities with needed innate language categories
43
Social learning before
Parentese - simplified speech, exaggerated intonation (make connections)
vocab = amount of language from parents
44
Social learning
Words = things
Social rountines
Self - construal
45
Self - construal
Varies with culture
Interdependent
Independent
46
Interdependent
Social role within group
| Group ideas and relationships
47
Independent
Internal attributes
Self concepts separate from group
Personal goals
48
Feedback
Child-centred
| Situation-centred
49
Child-centred
Talk at child's level
50
Situation-centred
Child adapt to situation
| Harmony within group
51
Representation
Knowledge of world to form content of our thoughts
52
Analogical representation
Mental images
| Concept but with many similarities to actual external stimulus
53
Symbolic representation
Propositional thoughts
Express ideas
Categorisation of concepts (shows predicted behaviour)
54
Deductive reasoning
General tospecific
| Logical problems - validity of conclusion
55
Inductive reasoning
Test hypotheses
| Specifics infer to general principles
56
Belief bias
Reason on basis of plausibility rather than logical rules
57
Confirmation bias
Seek info/conformation vs to falsify hypotheses
58
Heuristics
Shortcuts correct majority of the time
| Drawing conclusion from experiences
59
Availability heuristic
Probability estimate influences by how easy info is retrieved
More available = more frequent = more likely to happen
60
Saliency bias
Uses of images to connect with another topic usually negative way
More available vs facts/figures
61
Problem solving
Trial and error
Algorithm
Heuristic
62
Algorithm
Rule -> solution
| Impricise, can't guarantee same solution
63
Heuristic
Stagery that doesn't always guarentee solution
| Saves time
64
Means - end analysis
Sub - goals to final goal
| Less demanding and evaluate after each goal
65
Hill climbing
Change current state of problem, closer to solving it
66
Creativity in problem solving
Divergent thinking
Change representation of problem
Analogy
67
Analogy
Using method from past to solve current problem
| Structural/ context similiar
68
Obstacles to problem solving
Mental set
| Functional fixedness
69
Mental set
Fixed mindset - hinders problem solving
70
Functional fixedness
Fixed usual function of objects
71
Overcoming obstacles
Mental rest
| Practice divergent thinking
72
Whorfian Hypothesis
Having specific language determines or influences how we think
Affects view of world and limit thinking
73
Evidence for Whorfian Hypothesis
Colour processing
Space and time
Culture and thinking style
74
Focal colour
Most representative colour of colour category
| Set of systemic terms for basic colours
75
Universal focal colour
Memory, without label
| Difficult to separate from other colours
76
Against colour processing
Dani tribe
2 colour terms (light and dark)
Perception, memory similar to speeches with many colour terms
77
For colour processing
Russian Blues Experiment
English - all blues spectrum in 1 category
Russian - goluboy (light blue) & siniy (dark blue)
78
Russian Blues Experiment findings English
High accuracy, slower
No categorical advantage
Not affected by verbal interference
79
Russian Blues Experiment findings Russians
High accurary, faster
| Affected by verbal interference - stop recruiting categories
80
Space and time
Language change thinking about space or time
81
Relationship b/w spatial motion and abstract concept of time
Ego - moving
Moving towards time
Time - moving
Time moving towards you
82
Temporal relations marked by spatial metaphors
Varies b/w languages
Mardarian - time vertical
English - time horizontal
83
Culture
Interdependent vs independent
84
Thinking styles
Western vs eastern
| Analytic vs holistic
85
Analytic
Focus on objects
Ignore contextual info
Avoids contradictions
86
Holistic
Emphasise context and relation b/w elements
Incorporate contextual info
Tolerate contradictions
87
Intelligence definition
Application of knowledge
| Adapt effectively with environment and learn quickly from experience
88
Samuel Morton
Head size
Bigger = better
Racial bias
89
Broca
Heavier = more intelligence
Gender bias
0.33 correlation
90
IQ and brain imaging
Brains more efficient
| Cortex of intelligent children thinner = more time to develop cognitive neuron circuits
91
Galton
Building blocks of intelligence
Abiltiy to perceive
Quickness
Strength
92
Galton findings
```
No relation to social class
Developed stats technique -> Pearson's r
```
93
Binet
Stanford Binet IQ Test
| Predict school success
94
Binet intelligence
Performance on complex tasks, with levels of difficulty
95
Intelligent quotient
Mental age/Chronological age x 100
| AvIQ = 100
96
Lewis Terman
Mass tests for America
Stanford - Binet Intelligence test
Intelligence quotient
97
Goddard
Translated to english
Promoted mass testing
Measuring IQ for military and immigration (bias and culture, range of education)
98
Comtemporary IQ test
IQ relative to other scores
Normal bell curve
Range 85 - 115
99
Flynn effect
2 - 25 point increase in IQ over generations
Tests aren't changing
Environment/world more complex
Better education & nutrients
100
Correlation coefficient (r)
Relation b/w 2 variables
+ - both increase
- - one increase, one decrease
Doesn't imply causality
101
Spearman's Two-factor theory
G (general)
| S (specific)
102
G
Performance on all intelligence subtest
103
S
Performance to type of task
104
2 forms of G
Fluid
| Crystallised
105
Fluid
Ability to learn, deal with new problems
| Decline after adolescence
106
Crystallised
Accquire knowledge from culture/experience
| Increase with age
107
Prediction from scores
r^2 (x100)
| Percentage of variance from 1 measure by another
108
Prediction from scores irl
Job performance
| Health and wellbeing
109
Sternberg's Triarchic Theory
Analytic intelligence
Creative
Practical
110
Gardner's Theory
Multiple intelligences
Mixture of all
Interpersonal and intrapersonal
Depends on localisaed areas of brain
111
Culture and intelligence
Skills valved by society = intelligent
112
Heritability studies
Monozygotic vs dizygotic twins
| Same and different environments
113
Mono results
Higher correlation in similar intelligence
| More in same environment
114
Diz results
Lower correlation in similar intelligence
115
Limitation heritability studies
Environment similar in all studies
116
Abecedarian Project
Intervention vs non-intervention
Shows strong effect of environment om cognitive development
Assessed to 21
117
Abecedarian Project results interventation
Full time, high quality
| Higher cognitive, language, high quality job
118
Abecedarian Project results non-interventation
No change in environment
119
Limitations Abecedarian Project
Overestimate genetic components
| Influence IQ through development
120
Overestimate genetic components why?
Gene x environment interaction
| Gene invites certain environment influnces
121
Influence IQ through development why?
Schooling, trauma, teratogens (drugs assumed during pregnancy)
122
Race and intelligence
Mean difference of IQ b/w is changing
Environment influence development of particular cognitive abilities
African - American children high SES vs low SES
123
African - American children high SES vs low SES why?
Bigger difference for high SES
| Heritability estimates differ b/w SES groups
124
Stereotype on performance
Negative
General assumption
Minimize motivation
