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PYB102 end of sem > Language and Communication > Flashcards

Language and Communication Flashcards

1
Q

what is psycholinguistics?

A

the study of the relationship between linguistic behaviour and the psychological processes thought to underlie it (ie. memory, attention)

aim to find out about the structures/processes that underlie a humans ability to speak and understand language

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2
Q

the perception of speech

A

recognition and discrimination of speech sounds

acoustic cues and context

named so because of it reliance on the perceptual system

sounds and sound sequences are analysed and identified as they relate to meaning

more than auditory perception
- meaning plays a crucial role in the identification of speech sounds

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3
Q

the perception of speech:
recognition of speech sounds

Phonology

A

study of principles that govern the organisation of sounds in a language and how sounds vary

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4
Q

the perception of speech:
recognition of speech sounds

Phonemes

A

minimum unit of sound (perceptually discriminable) that conveys meaning in a particular language

P vs. B in PAT vs BAT

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5
Q

the perception of speech:
recognition of speech sounds

problems in decoding include

A

speech is not discrete

phonic segments (sound segments at the level of pronunciation) can variate in different words

pronunciations may differ

speech is not always clear but w can selectively attend and meaning pays a role

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6
Q

the perception of speech:

Context in continuous speech

A

speech is to communicate - listen for meaning

effect of content of recognition: the top-down-process
- the use of contextualised information in pattern recognition

syntax and semantics interact to to affect perception

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7
Q

Understanding the Meaning of Language

syntax

A

the rules according to which, words are arranged to convey relationship within and between sentences

syntax of a language is acquired implicitly

syntactic cues:

  • word order
  • word class (n, adj, v) affixes
  • word meaning/semantics (strong cue to syntax and subsequent interpretation of sentence)
  • prosody (rhythm, intonation, stress)
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8
Q

Understanding the Meaning of Language:

meaning is conveyed by

A 
Meaning conveyed by a number of things
• Syntax
• Prosody (stress, rhythm, pitch)
• Rules of conversation
• Shared world knowledge
• Non-verbal cues (non-verbal communication)
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9
Q

Understanding the Meaning of Language:

pragmatics

A

use and comprehension of language in everyday life

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10
Q

Understanding the Meaning of Language:

how do syntax and semantics relate?

A

surface structure - grammatical structure of sentence (concrete)

deep structure- underlying meaning of a sentence (abstract)

Transformational rules - rules showing relationship between sentences with the same meaning but different surface structures

Slips of the tongue - insight into mechanisms of speech planning

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11
Q

How does the brain embody language?

Aphasia

A

Broca’s Aphasia
- able to comprehend speech but unable to produce their own speech

Wernicke’s aphasia
- unable to comprehend speech and written language but production of speech is superficially okay but meaningless

Global aphasia

  • Damage to broca’s and wenicke’s area
  • all of speech and language is effected
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12
Q

Child Language acquisition:

what does a child need to learn

A

phonology (systems of sound)

morphology (combining sounds into meaningful words)

syntax (combining words into sentences)

semantics (meaning system)

Pragmatics (appropriate use of language)

Nonverbal communication

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13
Q

Child Language acquisition:

Infants’ speech perception

A

typical order that responses to different stimuli appear

Neonate
- startle response, head turning , preference for mothers voice, soothed by voice, can discriminate speech sounds

1-2 month
- smiles in response to speech

3-7 month
- response differentially to tone of voice

8-12 months
- responds to name, ‘no’, phrases from routine, recognises some words

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14
Q

Child Language acquisition:

Prelinguistic communication: intentionality

A

evidence suggests intentional communication begins at 6 months

types of intentionaliy shown (latter part of year 1)

  • rejection (pushing toy away
  • request (greeting, gesture to obtain, lifting arms to be held)
  • comment (pointing at object repeatedly to get adult to attend)
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15
Q

Child Language acquisition:

first words and meaning

A

emerge between 9-12 months

Protowords
- preverbal vocalisations used consistently in set situations and containing certain sound patterns. not meaningful to others - invented by he child

First words
- mostly refer to concrete objects in the environment

overestensions and underestensions
- occur when inferences go wrong

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16
Q

Child Language acquisition:

acquisition of grammar

A

Holophrases

  • one word sentences ( child can name, request, demand, question with the single word)
  • tend to refer to a familiar action

use of non verbal gestures

initially one work at a time (12-15 months)

vocalulary spurt at 18 months (~50 words)

telegraphic speech
- two word stage

overregularisation

  • more rules of language are inferred (foots, hitted, goed)
  • reflects active participation in learning language rules
17
Q

Child Language acquisition:

Linguistic environment

A

child directed speech = motherese

  • exaggerated intonation and pitch (babies preference)
  • creates two way interaction

adults interpret any vocalisation as meaningful

adults speech

  • refers to concrete objects and events
  • changes with perception of child’s linguistic competencies
  • involves joint attention
  • can include recasting of children’s speech
18
Q

Child Language acquisition:

Behaviourist theories

A

skinner
- language learned through stimulus response contingencies which are reinforces

Mechanisms
- Classical conditioning, operant conditioning , imitation

19
Q

Child Language acquisition:

Nativist theories

A

chomsky

  • universal grammar - innate set of linguistic principles that is shared across cultures
  • language acquisition device (LAD: inborn mechanism for acquiring language)
20
Q

Child Language acquisition:

Interactionist theories

A

cognitive theory
- language as aspect of general cognitive development - does depend of maturation and experience

social communication theory
- communication and social context of language use are critical

Types of interactionist theories
- both children’s innate abilities and the environment shape the development of language

21
Q

Bilingualism, language, and thought:

The bilingual child

A

no negative effect on language development - bilingual children have equal vocabularies

positive effects on cognition

apparent disadvantages in processing speed but not when controlling social class

higher metalinguistic awareness

22
Q

second language acquisition

A

Critical period = age 2-13

- age of acquisition determine proficiency

PYB102 end of sem (4 decks)

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