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psych 251 > language - final > Flashcards

language - final Flashcards

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1
Q

power of human language

A
  • communicated info quickly
  • facilitates interactive social network
  • stores knowledge outside individuals
  • allows wisdom to accrue over generations
  • refers to any time or place, real or imaginary
  • enables creative expression due to generatively and compositionality
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2
Q

phonemes

A
  • smallest unit of speech
  • different in each language (tonal, clicking sounds, pronunciation)
  • 10-150 per language
  • language specific rules for combining (phonology)
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3
Q

morphemes

A
  • smallest unit that signals meaning
  • combination of phonemes
  • prefixes, suffixes, roots, or entire words
  • thousands per language
  • language specific rules for combining (morphology)
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4
Q

words

A
  • smallest stand-alone units of meaning
  • combinations of one or more morphemes
  • many many per language
  • language specific rules for combining (syntax)
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5
Q

phrases

A
  • organized grouping of one or more words
  • play role in grammatical structure of a sentence
  • limitless number
  • syntax
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6
Q

sentences

A
  • a set of words/phrases that tell a complete thought
  • can express a statement, question, exclamation, request, command, suggestion
  • limitless number
  • can be combined to form larger linguistic units (paragraphs)
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7
Q

generativity of language

A
  • we combine words in novel ways to express novel ideas
  • language learning cannot be based solely on imitation, association, and reinforcement
  • must learn grammar
  • must be determined by an inborn biological program
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8
Q

grammar

A

rules for language structure :

  • morphology : rules for combining morphemes into words
  • syntax: rules for combining words into phrases into sentences
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9
Q

semantics

A

how meaning is derived from morphemes, words, phrases and sentences

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10
Q

phrase structure

A
  • each word is assigned a role

- generative grammar: rules specify what orders and combinations these roles can occur in

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11
Q

problems with relying on phrase structure alone

A
  • one phrase structure, two meanings : the shooting of the hunters was terrible
  • two phrase structures, one meaning : the boy hit the ball, the ball was hit by the boy
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12
Q

surface structure

A

phrase structure that applies to order in which words are actually spoken

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13
Q

deep structure

A

fundamental, underlying phrase structure that conveys meaning

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14
Q

transformational grammar

A

rules that transform among surface structures having same deep structure

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15
Q

ambiguity

A
  • examples of language with multiple interpretations

- like illusions for perception, ambiguity can provide insight into cognitive processing of language

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16
Q

lexical ambiguity

A
  • when a word has two different meanings
  • ex. he was bothered by the cold
    ex. Rose rose to put rose roes on her rows of roses
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17
Q

syntactic ambiguity

A
  • when same words can be grouped together into more than one phrase structure
  • ex. they are cooking apples
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18
Q

lexical and syntactic ambiguity

A
  • lexical but not syntactic : she noticed the part ( 1 phrase structure, 2 word meanings)
  • syntactic but not lexical: i saw the man with the binoculars ( 2 phrase structures, 1 word meaning)
  • syntactic and lexical: we saw her duck (2 phrase structures, 2 word meanings)
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19
Q

referential ambiguity

A
  • when same word/phrase can refer to 2 different things within a sentence
  • ex. john grabbed his lunch, sat on a rock, and ate IT
  • ex. susan told elizabeth that SHE had to write a paper
20
Q

phonemes

A

actual sounds : phones
perceived sounds : phonemes
-multiple phones are head as the same phoneme
- evident by 6months of age

21
Q

challenges in learning morphemes/words

A
  • detecting words in a stream of speech
  • figuring out riles for combining morphemes to make words
  • figuring out what words mean
22
Q

past tense acquisition (3 stages)

A
  • stage 1 : small number of irregular verbs (came, got, gave, looked, needed)
  • stage 2: learns -ed rule (roll- rolled), regularization (pop- popped), and over regularization (give-giver
  • stage 3 : corrects over regularization ( give - gave)
23
Q

mental lexicon

A
  • associating words together
    ex. chair to table, to table leg, to human leg
    ex. chair to sofa to cushion to comfy position
24
Q

universal grammar

A
  • poverty of the stimulus : children are not exposed to enough examples to learn grammar without a head start
  • we have a hard-wired language acquisition device
  • all languages follow same general rules, with different parameters
  • learning a language requires learning parameter settings
25
Q

statistical pattern recognition

A
  • children are able to learn grammar solely from examples
  • general machinery in brain for detecting patterns is sufficient to learn rules of language as we actually practice them
26
Q

speech production

A
  • fundamentally a motor act dependent on hierarchical planning
  • depends on pre-frontal areas
  • broca’s area : left hemisphere only
27
Q

broca’s aphasia characteristics

A
  • speech is laboured, slow and confluent with awkward articulation
  • phonemic errors
  • written output shows same errors as speech
  • better fluency for memorized phrases
  • singing may be more fluent than speech
  • comprehension is relatively spared
  • problems with language planning and production, not motor
28
Q

broca’s aphasia speech barriers

A
  • greatest difficulty with verbs, articles, pronouns
  • no verb inflection
  • responses make sense but are ungrammatical
  • poor syntax comprehension
  • poor at judging grammaticality
  • difficulty reading and producing function words
  • problems with understanding and using syntax
29
Q

speech comprehension

A
  • fundamentally a perceptual process
  • depends on the ventral ‘what’ stream
  • wenicke’s area: in left hemisphere only
30
Q

Wernicke’s aphasia characteristics

A
  • speech is phonetically & grammatical normal but meaningless
  • generally fluent, unlabored, well articulated
  • normal intonation
  • words used inappropriately, or nonsense words
  • meaning expressed in roundabout way
  • comprehension is severely impaired
31
Q
  • Wernicke’s aphasia speech barriers
A
  • problems translating auditory input into phonological forms that can then access semantics
  • problems with language comprehension
  • problems with understanding and using semantics
32
Q

left vs right hemispheres

A
  • left hemisphere can name objects, right cannot
33
Q

handedness

A
  • right handed : 70-90%
  • left handed: ~10%
  • cross-dominant/mix handed: ~20%
34
Q

language lateralization

A
  • right handed: 95% left hemisphere dominant, 5% right hemisphere dominant
  • left handed: 70% left hemisphere dominant, 15% right hemisphere dominant, 15% bilateral
35
Q

prosody

A
  • right hemisphere
  • intonation, tone, stress, and rhythm
  • used for emotion state, form (statement, question, or command), irony or sarcasm, emphasis, contrast, focus
36
Q

aprosodia

A
  • difficulty processing prosody
37
Q

productive aprosodia

A

monotonic, robotic speech lacking emotion, associated with damage to R hemisphere, Broca’s equivalent

38
Q

receptive aprosodia

A
  • difficulty detcting and understanding emotion tone in speech
  • associated with damage to R hemisphere Wernicke’s equivalent
39
Q

localization and distribution of processing

A
  • broca’s area (syntax & planning for production)
  • Wernicke’s area (word perception & semantics)
  • sensory cortices ( auditory cortices for speech)
  • motor cortices (motor cortex for speech)
  • association cortices (semantics)
40
Q

sources of information

A
  • genes (info learned on timescale of evolution)
  • past experience
  • internal state (info learned on timescale of current episode)
  • environmental context (info learned now)
  • proximal stimulus (stimulus itself)
41
Q

interactive activation theory

A
  • model of letter and word perception

- integrates bottom-up and top-down processes

42
Q

Mcgurk effect

A

isinterpretation due to conflicting stimuli

43
Q

what is an fMRI

A

functional magnetic resonance imaging

- measures changes in magnetization, using electromagnetic radiation and nuclear magnetic resonance

44
Q

fMRI

A
  • good spatial resolution (mm)
  • ok temporal resolution (sec)
  • non-invasive
  • low risk (high magnetic field, risks include flying metallic objects, shifting internal metal objects)
45
Q

meaning in the brain

A

are relationships between concepts basic neural building blocks of meaning?

  • concepts are represented by highly distributed patterns of activation across the brain
  • perceptual and motor brain areas involved in representing meaning
  • association btwn concepts used to predict brain activation for those concepts

psych 251 (10 decks)

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