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Language & Mind > Language & Mind Quiz > Flashcards

Language & Mind Quiz Flashcards

Quiz: March 7th

1
Q

Interchangeability

A

the sender of a message also perceives the message. That is, you hear what you say

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2
Q

Traditional/Cultural transmission

A

the system of communication is transmitted from one generation to the next primarily through a process of teaching and learning

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3
Q

Displacement

A

It is possible to communicate about things and events remote in space or time

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4
Q

Learnability

A

language is teachable and learnable. A speaker can learn another language

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5
Q

Duality of Patterning

A

large numbers of meaningful signals (e.g. morphemes or words) are produced from a small number of meaningless units (i.e. morphemes)

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6
Q

Prevarivation

A

linguistic messages can be false, deceptive or meaningless. Speakers have the ability to lie and deceive

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7
Q

Broadcast Transmission

A

the signal sent out in all directions and can be heard by any auditory system within earshot

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8
Q

-Auditory-vocal channel

A

sound is used between mouth and ear, as opposed to visual, tactile or other means

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9
Q

Rapid Fading/ transitoriness

A

auditory signals are transitory, i.e. lasting a short time

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10
Q

Discreteness

A

language is composed of individual sounds (phonemes) which we combine to construct words, sentences and discourse

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11
Q

Total Feedback

A

Speakers of a language can produce any linguistic message they can understand

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12
Q

Productivity

A

Language is an open system. Users can create and understand novel utterances by combining elements in different ways

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13
Q

Arbitrariness

A

There is no relationship between the language form itself and the thing it represents. the signal is related to the meaning by convention

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14
Q

Semanticity

A

There is a fixed relationship between a signal and a meaning

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15
Q

Specialisation

A

the signal produced is specialized for communication and is not the side effect of some behavior. the organs used for producing speech are specially adapted to that task

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16
Q

Reflexiveness

A

Language can be used to talk about and reflect on language

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17
Q

Prefrontal Cortex

A

problem solving, emotion, complex thought

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18
Q

Motor association cortex

A

coordination of complex movement

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19
Q

Primary motor cortex

A

initiation of voluntary movement

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20
Q

Primary somatosensory cortex

A

receives tactile information from the body

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21
Q

Sensory association area

A

processing of multisensory information

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22
Q

Visual association area

A

complex processing of visual information

23
Q

Visual cortex

A

detection of simple visual stimuli

24
Q

Wernicke’s area

A

language comprehension

25
Q

Auditory association area

A

complex processing of auditory information

26
Q

Auditory Cortex

A

detection of sound quality (loudness,tone)

27
Q

Speech center (Broca’s area)

A

speech production and articulation

28
Q

Left hemisphere

A

logical and analytical operations, language, mathematical skills

29
Q

Right Hemisphere

A

recognition of faces, emotions. Visual-spatial skills. Non-linguistic sounds, music. Processing single words and their relations. Understanding discourse

30
Q

Hemispherectomy

A

Removal of one hemisphere, other hemisphere take over the functions.

31
Q

Split-brain effects

A
  • cutting the corpus callosum: results in split-brain effects
  • if a picture is shown to the right of the dot, the patient can name the picture
  • if a picture is shown to the left, the patient can not name the picture
32
Q

Word reptition

A

-information must first get to the primary auditory cortex
-information is then transmitted to Wernicke’s area
-from there it travels to Broca’s area, then to the primary motor

33
Q

Word reading and reptition

A

-information must first get to the primary visual cortex
-information is then transmitted to Wernicke’s area
- From there it travels to Broca’s area, then to the primary motor cortex

34
Q

Broca’s Aphasia

A

-Broca’s area
-Production of speech issues (speech disfluencies)
-results from damage to the from portion of the language dominant side of the brain

35
Q

Jargon Aphasia

A

-Wernicke’s area
-producing language that isn’t correct or accurate
-using words that are different form
-results from damage to the back portion of the language dominant side of the brain

36
Q

Anomic Aphasia

A

-memory for words effect (loss of memory for words)
-can’t remember
-can’t recall certain things
-word finding problems in spontaneous speech with good comprehension and word reptition

37
Q

Word meaning deafness

A

-deaf to the meaning of words when hearing but not when it is written down
-processing auditory information
-* Speech sounds are recognized but meaning cannot be accessed

38
Q

Transient ischemic attack

A

-not permanent, just temporarily forgetfulness
-blood flow to the brain was temporarily cut off
-isolated incident
-involving a common command

39
Q

Word Deafness

A

no recognition of speech sounds

40
Q

Global aphasia

A

all aspects of language are severely affected

41
Q

Holophrases

A

one-word utterances can have different meanings (naming, requesting, action, object, possessor, location)

42
Q

overextension

A

‘all animals are dogs’

43
Q

under-extensions

A

a word is produced only in response to a particular item

44
Q

reduction

A

children delete or eliminate sounds
- tore for store

45
Q

coalescence

A

phonemes from different syllables are combined into a single syllable
- paf for pacifier

46
Q

assimilation

A

one sound is changed to make it similar to another sound in the same words
-nance for dance

47
Q

reduplication

A

one syllable of a multisyllabic word is repeated
-dada for daddy

48
Q

open class (content words)

A

word types containing an infinite number of words
nouns, verbs, adjectives, adverbs

49
Q

closed class (function words)

A

word types containing a finite number of words
pronouns, auxiliaries, prepositions, determiner, question words, conjunctions

50
Q

observability of referent

A

the more easily the referent is perceived the more likely it is to be stored in memory

51
Q

meaningfulness

A

referents and situations of interest to the child will be learned faster

52
Q

distinctiveness

A

in order to learn a morpheme, the child needs to be able to identify the sounds

53
Q
A

Language & Mind (1 decks)

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