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PS2017 > Language and Cognition > Flashcards

Language and Cognition Flashcards

1
Q

Alex the parrot

A
  • trained by pepperberg
  • understands questions and produces short sequences of words
  • few verbs and few function verbs though
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2
Q

Washoe

A
  • Chimpanzee trained by Gardner & Gardner

- was taught American sign language

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3
Q

Kanzee

A
  • Bonobo chimpanzee
  • learned 50 symbols with 800 combinations
  • but lacked grammatical knowledge, no functional words, no morphology
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4
Q

What does the Sapir-Whorf Hypothesis state?

A

relationship between grammatical categories of the language the person speaks and how that person understands the world and behaves in it
Miller and McNeal:
- Strong: language determines thought
- Weak: language only affects perception
- Weakest: language differences affect processing on certain tasks

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5
Q

Who is the Cohort Model by? What are the key terms?

A
  • By Marlsen Wilson
  • cohort: set of possibilities (candidates) of what the word might be
  • Uniqueness point: point at which a word can be distinguished from other similar words
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6
Q

What are the three main stages of the cohort model?

A
  1. Access stage: generate cohort of possible words
  2. Selection stage: one item is chosen from set
  3. Integration stage: syntactic and semantic information is received.
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7
Q

Early version of the Cohort Model:

A
  • an element of top down processing
  • only listen to complete word when there is no useful sentence information
  • context of the sentence helps you recognise the word
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8
Q

Late version of the Cohort Model:

A
  • context only affects integration stage
  • can retain words with similar phonemes
  • not the all or none
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9
Q

Evidence of the Cohort Model:

A
  1. Listening to mispronunciation task:
    - listen to speech where sound is distorted at beginning or end
    - results indicate the participants were more sensitive to distortions at the beginning
  2. Semantic priming task:
    - easier to recognise a word if you have just seen a related word before (e.g. Bread and Butter)
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10
Q

Short term memory (STM)

A

STM is the capacity for holding a small amount of information in mind in an active, readily available state for a short period of time
- Miller (1956) found that STM capacity is: 7±2 chunks

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11
Q

What does Baddeley’s working memory model consist of?

A
  1. central executive
  2. phonological loop
  3. visual spatial sketchpad
  4. Episodic Buffer
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12
Q

What does the central executive do?

A
  • the boss of the WM
  • decides what WM pays attention to
  • more of a controlling system than a memory storage
  • controls and regulates cognitive processes
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13
Q

what is the phonological loop?

A
  • focuses on the spoken and written material
  • The inner voice/ ear
    1. phonological store: holds auditory info passively online
    2. rehearsal process: refreshes info in the phonological store, item by item
    evidence: Word Length Effect
  • -> the recall decreases as the length of the word increases
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14
Q

what is the visuospatial sketchpad?

A
  • focuses on visual and spatial information
  • the inner eye
    1. visual cache: information about visual form and color
    2. inner scribe: process of spatial and movement information
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15
Q

What did Miyake et al. define as the 3 central executive functions?

A
  1. inhibition function: to override dominant responses and resist distraction
    - Stroop task
  2. Shifting function: to switch between tasks or mental sets
    - Number-letter task
  3. Updating function: to monitor and engage in rapid attention or deleting of working memory content
    - N-back task
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16
Q

What is the Episodic buffer?

A
  • holds integrated information from phonological loop

- capacity is about 4 chunks

17
Q

What are the WM model strengths?

A
  • concerned with active processing and transient info storage
  • consists of independent subsystems
  • can be applied for more real life tasks
18
Q

What are the WM model weaknesses?

A
  • lack of knowledge of the central executive and the episodic buffer
  • lack of knowledge on interactions of different components
19
Q

What is the semantic memory and what does it consist of?

A
  • SM stores general knowledge about the world
  • has 3 forms
    1. concepts: mental representations of categories
  • superordinate, basic level, and subordinate
    2. schemas: chunks of knowledge about the world
  • core: constant info
  • slots: variable info
    3. scripts: sequence of expected behaviour for given situation
20
Q

What is the Episodic memory?

A
  • stores personal experience and episodes in a given place and time
  • primarily visual images (but also: places, emotions, smells)
  • subject to rapid forgetting
  • prone to errors and illusions
21
Q

What is the non-declarative procedural memory?

A

is the memory for the performance of a particular action

22
Q

Patient K.C

A
  • had damage to the hippocampus
  • no episodic memory left: could not relive any past memories
  • but semantic memories were still intact
23
Q

Depth of processing theory

A
  • by Craik and Lockhart

- deeper levels of analysis leads to stronger memory traces

24
Q

How do we learn?

A
  • depth of processing theory
  • transfer appropriate processing theory
  • distinctiveness of processing theory
  • testing effect
  • implicit learning
25
Q

How do we forget?

A
  • failure of consolidation (synaptic and systemic)

- failure of retrieval (decay, interference, context/cue mismatch, motivated forgetting)

26
Q

forgetting: sleep and consolidation

A

during sleep, neurochemical activity consolidates memory

27
Q

forgetting: alcohol and consolidation

A

LTM is impaired when drinking before learning

28
Q

forgetting: Decay

A

information is lost from memory over time

29
Q

forgetting: Interference

A

Retroactive: disruption of memory for old information by newly learned information
Proactive: disruption of memory for new information by previous learned information

30
Q

What are context effects?

A

Golden + Badly (1975)

  • tested scuba divers - presented 40 words
  • recall was better when study environment matched test environment
  • also memory is better when mood is the same in test and study environment
31
Q

forgetting: motivated forgetting

A
  • Sigmund Freud

- threatening or traumatic memories re often repressed and cannot gain access to conscious awareness

32
Q

memory in children:

A
  • recall and recognition developed early

- implicit memory developed early

33
Q

memory in elderly

A

memory changes during ageing but not all in the same way

34
Q

Nadean Cool

A
  • 1986
  • nurses aid in wisconsin went into therapy to help her cope with the effects of a traumatic event experienced by her daughter
  • convinced she had repressed memories: eating babies, being raped, watching murder, sex with animals, 120 personalities
    victim of being implanted false memories
35
Q

What is the DRM paradigm?

A
  • Deese, Roedinger, Mcdermott
  • oral presentation of a list of words that are related
  • participants recall related words but that were not presented before
  • as the number of words on list increase the rate of false recognition increases too
36
Q

activation monitoring theory

A
  • encoding phase: presented words activate the lure presentation word –> word that is not actually present
  • retrieval phase: a failure to distinguish if word is own or one of the presented words on the list
37
Q

Fuzzy trace theory

A
  • verbatim (precise details) and gist traces (general representations)
  • gist trace: ordered food last Friday in the canteen
  • verbatim trace: what kind of dish you ordered e.g. thai dish
38
Q

what is eyewitness testimony

A

an account given by people of an event they have witness

- 37% of americans believe that 1 testimony should be enough t convict a defendant

39
Q

why is eyewitness testimony inaccurate?

A
  • confirmation bias: tendency for eyewitnesses memory to be distorted by the observers prior expectations
  • misinformation effect: memories can be distorted by misleading information presented after an event

PS2017 (3 decks)

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