Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

cognitive 2 > Language and speaking > Flashcards

Language and speaking Flashcards

1
Q

language =

A

an exchange of information, set of spoken/written/signed words combined to communicate meaning, requires understanding of syntax

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

what makes learning a language difficult?

A

depends whether it is your 1st or 2nd language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

what is required to make language special to humans?

A

syntax

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

all animals use speaking (vocal-auditory channel) to communicate. what complex aspects do only humans use?

A

duality of patterning (grammar), specialised adapted speech organ, comprehension (interchangeability)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

describe the Sapir-Whorf theory

A

humans complex language makes us think in a more complex way that sets us apart from other animals. so the way we think is because of the language we use (however less popular theory now)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

describe research that looks at how colour perception is affected by language

A

looked at how we categorise different shades of ‘blue’, in russian they have different words for different shades. this affects an individuals ability to perceive those colours so do we see the same thing?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

what affects ability to remember items on a list?

A

word order in a language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

if you speak a language that is front loaded this means you are ____ at remembering things from the front of the list. if your language has most meaning at the end of sentences then you’re more able to remember things at the ____ of the list

A

better, end

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what is language based on?

A

mental representations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

describe the mental representation process for COMPREHENSION of language

A

in the brain when listening to speech, you activate your existing mental representations that match the sound you hear > link it to meaning > output = comprehension

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

describe the mental representation process for PRODUCTION of language

A

when trying to speak to someone, you activate the concept (thing you want to say) > have to link the concepts to the sounds and syntax that represent the concept words > get meaning across > output = production

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

accessing words and representations of words ‘inside the box’ to either comprehend or produce speech =

A

mental lexicon

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

speaking and writing are examples of?

A

production

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

reading and understanding are examples of?

A

comprehension

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what are the building blocks of language?

A

semantics, syntax, morphology, form (phonology > sound), speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

semantics =

A

meaning/concept

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

to express a concept word, semantics has to link with ____ and ______

A

form, syntax

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

what model best describes semantic memory structure and how?

A

associative network model, semantic relatedness > activation of one concept sparks activation of related concepts in memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

how is the mental lexicon linked to semantic memory?

A

in mental lexicon (store of words) activate things related by sound, written down and meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

syntax =

A

grammar (different word orders in different languages)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

smallest meaningful unit of sound =

A

morphemes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

collection of sounds that combined have meaning =

A

free morpheme

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

suffix =

A

morpheme at end of word

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

prefix =

A

morpheme at beginning of word

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

inflix =

A

emphasis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

within form, what is the sound system of language?

A

phenology

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

constituent sounds that are put together to build up into words =

A

phonemes

28
Q

roughly how many phonemes are there in english?

A

40

29
Q

what symbol is used to represent a sound?

A

/

can be more than 1 letter if it represents a single sound

30
Q

orthography =

A

writing system

31
Q

visual representation of a phoneme, can be made up of a number of letters or 1 letter =

A

graphemes

32
Q

why we choose a certain language =

A

pragmatics

33
Q

what does pragmatics depend on?

A

context, meaning, emphasis, vocabulary, who’s being addressed

34
Q

what are Grice Maxims rules of conversation? (quantity, quality, relation, manner)

A

don’t include more info than necessary, truthful communication, relevant to topic, avoid ambiguity

35
Q

what do cases of aphasia allow us to see?

A

where different language processes may be located in the brain

36
Q

what area is specific to producing speech?

A

Broca’s area

37
Q

what area is specific to comprehending speech?

A

Wernicke’s area

38
Q

what is the evidence that producing and comprehending speech are DISTINCT PROCESSES?

A

it is possible to be able to comprehend but not speak and vice versa

39
Q

how many words do we speak p/s?

A

2-3

40
Q

how many words do we speak p/min?

A

150-200

41
Q

why does speech contain ‘ums’, ‘ers’, pauses and hesitations?

A

in the mental lexicon we have huge amount of info that is activated when speaking and listening so makes sense that speech can be disfluent. our brain filters out this disfluency when hearing speech.

42
Q

how are the building blocks formed when writing language?

A

activate concept > link to phenological sound representations > link to semantic meaning > activate syntactic elements > activate the orthographic text

43
Q

what is the process in the mental lexicon that occurs unconsciously when a word is activated?

A

spreading activation

44
Q

what types of relevant concepts can be activated from the word ‘tiger’?

A

other cats (semantic), other words that sound similar (phonological), orthographic

45
Q

how does spreading activation work?

A

causes a ripple effect from one word or concept activated in the mental lexicon through the SEMANTIC, PHONOLOGICAL, ORTHOGRAPHIC RELATEDNESS

46
Q

how does spreading activation cause an underlying process of competition? give an example

A

huge level of info is activated so is competing for attention and selection.

e.g. activate word ‘tiger’ in mental lexicon but may say the word ‘lion’ as it is activated strongly

47
Q

in response to activation of a concept:

A

related words are activated in the mental lexicon and activated words compete for selection

48
Q

what are the measures for competitive processes with selection of concepts?

A

hesitations in speech, blend errors, tip of the tongue states

49
Q

what are the different methods used to test speech production?

A

timing of speech onset/hesitations/pauses, speech errors, tip of the tongue state

50
Q

what might a delay in initiating speech show?

A

language processing problems

51
Q

In the study conducted by Schacter et al (1991) testing hesitations in 2 lecturers subjects, why were more ‘ahs’ and ‘ums’ found in speech for humanities lecture compared to natural science lecture?

A

humanities talks about related concepts, synonyms, words that share meaning whereas science might have less words that mean the same thing in their mental lexicons. humanities = more words activated > more competition for attention > less fluid speech. science = less activation > less competition > more fluid speech

52
Q

idea that you know what you want to say but retrieve the wrong word to say it =

A

speech errors

53
Q

why does a larger number of words in the lexicon result in more hesitations?

A

concepts compete for articulation

measurable by level of fluid speech produced

54
Q

what do Vigliocco & Hartsuiker (2002) estimate how many time a speech error occurs?

A

every 500 sentences

55
Q

what would the WORD slip of the tongue be for ‘the prong of a fork’?

A

the fork of a prong

56
Q

what would the MORPHEME slip of the tongue be for ‘sliced thinly’?

A

slicely thinned

57
Q

what would be the PHONEME slip of the tongue for ‘york library’?

A

lork yibrary

58
Q

what would be the CONCEPT slip of the tongue for ‘spoon and fork’?

A

spork

59
Q

do exchanges usually come from the same or different category?

A

same

60
Q

what does the fact that we switch across whole words with word errors suggest?

A

there is a word level of processing

61
Q

what speech errors are produced from sematics?

A

conceptualisation, semantic blend errors (‘spork’)

62
Q

what speech errors are produced from syntax and morphemes?

A

formulation, syntactic and morpheme exchange (switching the morphological elements of words)

63
Q

what speech errors are produced from articulation?

A

word and phoneme exchange e.g. forks of a prong, lork yibrary (exchange complete words or parts of words)

64
Q

what are some of the rules with speech errors?

A

exchanges or blend errors result in ‘legal’ non words (make sense to say e.g. spork not fpoon), phoneme combinations are restricted by rules

65
Q

idea of knowing what you want to say but you can’t retrieve the word to say it =

A

tip of the tongue state

66
Q

what can result in hesitation or tip of the tongue state?

A

interference from conflicting info > activation and competition between related terms BLOCKS retrieval of the target word

67
Q

what were Smith & Tindell’s results in their tip of the tongue experiment?

A

looked at competition in mental lexicon. found activation of related information (anchovy) interferes with access of target information (anatomy). found activation of unrelated information (failure) doesn’t interfere with access of target information (baggage)

SHOWS THAT RELATED ITEMS COMPETE FOR ACTIVATION

cognitive 2 (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions