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PSYC101 > Language & Thought > Flashcards

Language & Thought Flashcards

1
Q

Phoneme

A

Smallest unit of sound that is recognizable as speech rather than random noise.
—> Phonological Rules: Set of rules that indicate how phonemes can be combined to produce speech sounds.

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2
Q

Morphemes

A

The smallest meaningful units of language.

  • –> Morphological Rules: Set of rules that indicate how morphemes can be combined to form words.
  • –> Syntactical Rules: Set of rules that indicate how words can be combined to form phrases and sentences
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3
Q

Complex Structures

A

Deep: Meaning of a sentence
Surface: How a sentence is worded

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4
Q

Language Development Characteristics

A

1) Children learn languages at an astonishing rate.
2) Children make few errors while learning to speak.
3) Children’s passive mastery develops faster than their active mastery.

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5
Q

Distinguishing Speech and Sounds (Infants)

A

Infants can distinguish between all human phonemes before 6 months of age.
Comprehension comes before production.
All infants go through the same babbling sequence (auditory ability is linked)

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6
Q

Language Milestones

A

First words.
- Toddlers learn nouns (concrete objects) before verbs
Fast mapping.
- Fact that children can map a word onto an underlying concept after only a single exposure
Two-word speech: occurs at around 24 months of age
- Telegraphic speech: speech that is devoid of function morphemes and consists mostly of content words
Children overgeneralize grammar rules.
3 Years of age: Children generate complete simple sentences.
4-5 years of age: many aspects of the language acquisition process are complete

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7
Q

Grammatical Rules

A

Evidence of the ease with which children acquire grammatical rules comes from some interesting errors that children make while forming sentences.

  • Incorrect verb forms (“I want to jumping ___”)
  • Overgeneralizations (“wented to the mall”)
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8
Q

Language Development

A

General cognitive development (brain delays, etc.) or experience with a specific language (emphasis of certain emotions/concepts in certain languages).

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9
Q

Behaviourist Explanations

A

State that language is learned through operant conditioning and imitation.
However,
- parents spend little time teaching language
- children generate more than simply what they hear
- the errors made cannot be explained through conditioning or imitation

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10
Q

Nativist Explanations

A

Language is innate.

  • Theory: Language development is best explained as an innate biological capacity.
  • LAD: Collection of processes that facilitate language learning
  • Genetic Dysphasia: syndrome characterized by an inability to learn the grammatical structure of language, despite having otherwise normal intelligence.
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11
Q

Puberty

A

Language is harder to learn after puberty.
LA possible during a restricted period of development.
Second language learned in early childhood results in different brain representations than when learned later.

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12
Q

Interactionist Explanations

A

Social interactions play a crucial role in language.
Social experience interacts with innate, biological language abilities.
EX: Nicaraguan deaf children’s sign language; innate ability to dissect social experiences and organize experiences

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13
Q

Broca’s Area

A

Left frontal cortex; Language PROduction

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14
Q

Wernicke’s Area

A

Left temporal cortex; language COMprehension

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15
Q

Aphasia

A

Difficulty in producing or comprehending language

Aphasia can be in either area.

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16
Q

Right Hemisphere

A

Contributes to language abilities.
Damage = some problems with comprehension
Activated during language tasks.

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17
Q

Bilingualism

A

Learning a second language seems to increase the ability of the left parietal lobe to handle linguistic demands.
Makes brain matter more dense

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18
Q

Non-human species

A

Ape vocal tracts not well equipped.
Limitations in size of vocab, types of words, complexity.
Success with ASL and computerized keyboards

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19
Q

Linguistic Relativity

A

Language shapes the nature of thought; Sapir-Whorf

However, some researchers reject the idea that language ENTIRELY determines thought.

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20
Q

Language and Time

A

Horizontal vs. Vertical concepts of time

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21
Q

Concept

A

Mental representation that groups or categorizes shared features of related objects, events, and stimuli

22
Q

Necessary Condition

A

Something that must be true of the object to belong to the category

23
Q

Sufficient Condition

A

Something that if it is true, proves the object is part of the category

24
Q

Family Resemblance Theory

A

Members of a category have features that appear to be characteristic of category members.
Not featured in every member.

25
Q

Prototype Theory

A

People make category judgments by comparing new instances to the category’s prototype

26
Q

Exemplar Theory

A

People make category judgments by comparing a new instance with stored memories for other instances of the category

27
Q

Brain Regions

A

Left hemisphere & visual cortex for Prototype.
Right hemisphere & prefrontal cortex & basal ganglia for Exemplars.
Prototype formation is more holistic, where exemplars is similar to decision making.

28
Q

Category-specific deficit

A

Inability to recognize objects that belong to a particular category; ability to recognize objects outside that category remains.
Categorizing is an evolutionary or genetic adaptation important for humans.

29
Q

Brain Areas activated

A

Regardless of sight ability, categories of things such as animals and tools are activated in the same place in both groups.

30
Q

Rational Choice Theory

A

Classical view that we make decisions by determining how likely something is to happen, judging the value of the outcome, and then multiplying the two

31
Q

Irrational Reality

A

People are good at estimating frequency of an event.
Harder to think in actual probabilities.
When asking advice, use frequencies rather than probabilities.

32
Q

Availability Bias/Heuristics

A

Fast and efficient strategy that may facilitate decision making, does not guarantee a solution will be reached.

33
Q

Availability Bias

A

Items more readily available in memory are judged as having occurred more frequently.

34
Q

Algorithm

A

Well-defined sequence of procedures or rules that guarantees a solution to a problem

35
Q

Conjunction Fallacy

A

When people think that two events are more likely to occur together than either as an individual event.

36
Q

Representativeness Heuristic

A

Making a probability judgement by comparing an object or event to a prototype of the object or event

37
Q

Framing Effects

A

When people give different answers to the same problem depending on how the problem is phrased (or framed)

38
Q

Sunk-cost Fallacy

A

People make decisions about a current situation based on what they have previously invested in the situation.
- Loss Aversion

39
Q

Optimism Bias

A

Human decision making often reflects the effects of optimism bias, whereby positive events are expected more than negative ones.

40
Q

Prospect Theory

A

People choose to take on risk when evaluating potential losses and avoid risks when evaluating potential gains.
(More likely to be risky if they are going to lose something)

41
Q

Decision Making and the Brain

A

People with prefrontal lobe damage do not show emotional reactions during risky decision making.

42
Q

SMART Design

A 
Specific
Measurable
Achievable
Relevant
Timely
43
Q

Means-end analysis

A

Process of searching for the means or steps to reduce the differences between the current situation and the desired goal.
**All endeavors should be based on trying to increase knowledge.

44
Q

Analogical Problem Solving

A

Solving a problem by finding a similar problem with a known solution and applying that solution to the current problem.

45
Q

Insights

A

Involve spontaneous restructuring of a problem or unconscious incremental processes.
Different brain activity shown with problems solved by SUDDEN insight, vs. deliberate strategies.

46
Q

Functional Fixedness

A

Tendency to perceive the functions of objects as fixed

47
Q

Genius and Insight

A

Friedrich Gauss

Use depths of frontal lobe

48
Q

Sudden Insight and Brain

A

Difference in subjective experience between sudden insight, and analytic strategies.
Compound associates task.
Insight solvers had brain activity 1/3 second before making choice

49
Q

Insightful Strategies

A

More likely to be creative the more the problem is shown. More often used by people with more-positive moods.
Usually right-brain activity

50
Q

Reasoning

A

Mental activity that consists of organizing information or beliefs into a series of steps to reach conclusions.
Practical: Figuring out what to do, or reasoning directed towards ACTION
Theoretical/Discursive: Reasoning directed towards arriving at a BELIEF

51
Q

Belief Bias

A

People’s judgments about whether to accept conclusions depend more on how believable the conclusions are, rather than whether the arguments are logically valid.
Syllogistic Reasoning: Determining whether a conclusion follows from two statements that are assumed to be true

52
Q

Illusion of Explanatory Depth

A

Overestimation of depth of understanding; can occur as a consequence of attempting to generate detailed explanations

PSYC101 (5 decks)

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