Language and Thought - Warren (Chap 1-2) Flashcards
- Mental lexicon
Dictionary in our head. Consisting of representations for the forms and contents of words. Ex. When you hear the word “cat,” your mental lexicon retrieves the information that it’s a small, furry animal often kept as a pet.
Word stress
Emphasis placed on a specific syllable within a word when speaking. More clearer, higher pitch and longer duration. This can affect the orally meaning and pronunciation of the word. Ex. “BaNAna”.
Appropriate meaningful content
Make sense in specific situations. Ex. If someone asks you about the weather, an appropriate response would be talking about the current conditions outside.
Appropriate lexical items
Words and vocabulary in language. For instance, when talking about fruits, appropriate lexical items would include “apple,” “banana,” “orange,” etc.
Appropriate grammatical structures
Organized and formed sentences. Ex. Saying “I am going to the store” instead of “I going store.”
Appropriate pronunciation
Intonation and phrasing. For instance, pronouncing “banana” as “buh-NAH-nuh” instead of “buh-NAY-nuh.”
Pronunciation
Saying words in a way you understand the sound clearly.
Intonation
Changing pitch / melody of voice when talking. Ex. Questions or statements differ.
Agreement errors
Agreement errors occur when there is inconsistency or mismatch between different elements in a sentence, such as subject-verb agreement or noun-adjective agreement. For example, saying “The dogs is barking” instead of “The dogs are barking” is a subject-verb agreement error.
Phrasing
How you put words together when speaking. In the right order. Ex. In the sentence “I ate an apple,” the phrasing is important for understanding that the action of eating (ate) is performed on the object (an apple).
Sound errors
Sound errors refer to mistakes or inaccuracies in the pronunciation of sounds or words. For instance, mispronouncing “squirrel” as “squirel” or “library” as “libary” would be examples of sound errors.
Word errors
Word errors involve using incorrect or inappropriate words in speech or writing. For example, saying “I have a lot of paint in my knee” instead of “I have a lot of pain in my knee” is a word error.
Psycholinguistics
Study of the mental representations and processes involved in language use. Including the production, comprehension. And storage of spoken and written language.
Representations (mental)
Stored or constructed mental form of a linguistic unit. For example, the mental representation of the word “dog” includes its meaning, pronunciation, and grammatical properties.
Process
Operation that is part of the production or comprehension of language. Psycholinguistics can be defined as the study of the representations and processes involved in language use.
Bottom-up
Processing based on the sensory input (ex. the speech signal) rather than on higher level (ex. contextual) information. An example would be decoding individual letters to understand a word.
Top-down
Process guided by contextual or utterance/sentence factors rather than by lower level input. For example, using context clues to infer the meaning of a word in a sentence.
Interaction
Influence on one another of different processes in different parts of the cognitive and/or language processing systems. For example, the process of conceptual preparation (preparing to speak based on intentions) may interact with word retrieval (finding the appropriate words) during language production.
Production processes
These are the cognitive processes involved in generating language, such as conceptual preparation, word retrieval, and phonological encoding. For instance, when preparing to speak, a speaker generates a pre-verbal message based on their intentions (conceptual preparation).
Comprehension processes
Comprehension processes involve understanding language, including parsing sentences, interpreting meaning, and integrating information. For example, when listening to speech, a listener must parse the spoken words into meaningful units and interpret their meaning.
Click location
Task used to support claims of clausal processing. Participants had to mark on transcripts where they heard a non-speech signal, and this “migrated” to boundaries between clauses.
Conceptual preparation
Initial stage of language production, where a pre-verbal message is generated based on the speaker’s or writer’s intentions.
Dichotic switch monitoring
Task where participants listen to speech that is louder in one headphone channel than the other and while they listen to this imbalance switched channels. The participants task is to indicate when this happens, and their response can be affected by the processing load at the time of the switch.
