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Psychology > Language, thought and communication > Flashcards

Language, thought and communication Flashcards

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1
Q

Piaget’s theory: language and thought

A

We learn through developing schemas (mental structures)

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2
Q

Schemas definition

A

a schema describes a pattern of behaviour or thought that organizes categories of information and the relationships among them.

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3
Q

Language depends on thought - Piaget’s theory

A

Thought and understanding first. Language develops after.

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4
Q

Young children - Piaget’s theory

A

Can have language without understanding but will not be able to use it effectively.

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5
Q

The development of language stages/ages

A 
Sensorimotor stage (0-2 years) - children start to speak,
Pre-operational stage (2-7 years) - Talk about things not present.
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6
Q

Logical thinking stage/age

A

Concrete operational stage (7-11 years) - Children develop own ideas.

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7
Q

Challenging Piaget’s theory of language and thought evaluation

A

Sapir-Whorf hypothesis challenges Piaget’s theory suggesting that sometimes language comes first.

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8
Q

Schemas weakness

A

They can’t be scientifically measured.

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9
Q

Piaget’s theory supporting evidence

A

The order of children’s two-word phrases shows understanding.

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10
Q

Sapir-Whorf hypothesis

A

Not possible to think about something that you have no words for.

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11
Q

Thinking depends on language

A

Language comes first, thought afterwards.

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12
Q

Strong version: language determines thought

A

if there are no words for an object or idea then you can’t think about it.

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13
Q

weak version: language influences thinking

A

words help to “mould” the world. You can still imagine things with no words for them.

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14
Q

The Sapir -Whorf hypothesis evaluation - differences are exaggerated

A

Inuit culture may only have two words for snow, now twenty seven, while the english has four (Pellum)

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15
Q

The Sapir-Whorf hypothesis evaluation - thoughts come before language

A

If there is lots of snow then this changes how we perceive the environment.

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16
Q

The Sapir-Whorf hypothesis evaluation - restricted and elaborated code.

A

Working-class children use restricted language which affects their ability to think, explaining lower intelligence (Bernstein).

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17
Q

variation of recall of events - Native Americans: The Hopi

A

Hopi don’t distinguish the past, present or future from one another. The affects the way they think about time.

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18
Q

Variation of recall of events - Language effects the recall of events

A

Memory effected by the labels given (Carmichael et al.)

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19
Q

Variation of recall of events evaluation - limited sample

A

Only one individual studied from the hopi

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20
Q

Variation of recall of events evaluation - Ambiguous materials

A

Carmichael’s study not reflective on everyday life because of less ambiguity.

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21
Q

Variation in recognition of colours - Native Americans: The Zuni

A

Zuni people only have one world for shades of orange and yellow, and in a research study had difficulty distinguishing them (Brown and Lenneberg)

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22
Q

Variation in recognition of colours - language affects recall of colour

A

Berinmo people had difficulty recalling colours as they only have five words for colour.

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23
Q

Variation in recognition of colours evaluation - difficulties with cross-cultural understanding

A

Participants from other cultures may misunderstand the task or fail to communicate their answers correctly.

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24
Q

Variation in recognition of colours evaluation - opposite results

A

Dani people had no problem matching colour despite only having two words for colour (Rosch and Oliver)

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25
Q

eye contact definition

A

when two people look at each other’s eyes at the same time.

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26
Q

eye contact - regulating flow of conversation

A

participants looked away when about to speak and gave prolonged gaze when finishing (Kendon).

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27
Q

eye contact - expressing emotions

A

People who use eye contact are judged as more attractive (Conway et al.).

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28
Q

eye contact - signalling attraction

A

Participants judged emotion as more intense if faces looking straight at them (Adams and Kleck)

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29
Q

eye contact evaluation - real life application

A

people with autism find eye contact difficult, so we should all be more understanding of people who don’t use this form.

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30
Q

eye contact evaluation - use of rating scales

A

Rating ‘attractiveness’ can lack objectivity

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31
Q

eye contact evaluation - artificial studies

A

Studies of eye contact involve artificial tasks which lack validity.

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32
Q

Body language definition

A

communication through unspoken movements and gestures.

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33
Q

Body language - open and closed posture

A

Closed = arms and/or legs crossed, shows disagreement

Open = uncrossed legs and/or arms, shows acceptance

McGinley et al.: Arguments given by a person with open posture led to a greater opinion change than closed posture.

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34
Q

Body language - postural echo

A

Copying each others body position.

Tenner and Cartrand: Participants rated a new drink more highly when presented with postural echo.

35
Q

Body language - touch

A

includes high fives, slapping, hand on shoulder etc.

Fisher: if librarian touched student on the hand while returning a book the librarian would be judged more positively.

36
Q

Body language evaluation - real-world application

A

People can use body language to build good relationships

37
Q

Body language evaluation - Body language studies lack control

A

Could be other reasons (EVs) why participants like or dislike confederates.

38
Q

Body language evaluation - Body language studies are unethical

A

lack of informed consent for being in field experiments, lowers trust in psychologists.

39
Q

Personal space definition

A

The distance we keep between ourselves and others

40
Q

Personal space - cultural differences

A

Sorowkoska et al.: large cultural differences in preferred distances of personal space. Saudi Arabia larger distances than England.

May be explained by climate (warmer climate closer to strangers, farther from friends).

41
Q

Personal space - gender differences

A

Fisher and Bryne: women feel most uncomfortable when personal space is invaded from the side, for men it is from the front.

42
Q

Personal space - status differences

A

Zahn: people with similar status stand closer than those of unequal status.

43
Q

Personal space evaluation - over simplistic

A

Research investigates one factor at a time and not the interaction between them

44
Q

Personal space evaluation - real-life application

A

Useful in everyday life such as doctors using knowledge about cultural differences.

45
Q

Personal space evaluation - Unrepresentative samples

A

experiments use samples of people who may not all genders or people within a culture.

46
Q

Von Frisch’s bee study why was it so important?

A

changed the way scientists thought about animal communications.

47
Q

Von Frisch’s bee study aim

A

to describe the dances of honey bees to understand their communication.

48
Q

Von Frisch’s bee study method

A

Put food close to hive (10-20 meters) and far away (up to 300 meters)

Observed bees 6000 times over 20 years.

49
Q

Von Frisch’s bee study results

A

Round dance: Move in circle to show pollen less than 100 meters away

Waggle dance: Figure of eight shape points direction.

60% of bees went to sources at the distance indicated by the dances

50
Q

Von Frisch’s bee study conclusion

A

Sophisticated communication system

51
Q

Von Frisch’s bee study evaluation

A

Scientific value - opened eye to the capabilities of animals

Sound matters too - dances performed in silence were ignored (Esch)

Extra: other factors are important - Bees don’t respond to the waggle dance if they have to fly over water (Gould).

52
Q

the four functions of animal communication

A

reproduction, food, survival and territory.

53
Q

Animals communication survival examples

A

vocal signals: Velvet monkeys communicate danger with an alarm call

Visual signals: rabbit lift tail, pin ears back and leap forward.

enhances survival of the individual (and group).

54
Q

Animal communication reproduction examples

A

Peacocks stretch out their feathers like an umbrella to communicate genetic fitness.

55
Q

Animal communication territory examples

A

Rhinos leave piles of dung to communicate territorial boundaries

56
Q

Animal communication food examples

A

Ants leave a pheromone trail to communicate food source.

57
Q

properties of human communication not present in animal communication

A

creativity, plan ahead and discuss future events, single versus multiple channels

58
Q

plan ahead and discuss future events - human vs animal

A

humans can discuss things that aren’t present or haven’t happened yet (displacement)

Animals are focused on the present e.g. food and predators

59
Q

Creativity - human vs animal

A

humans have an open system of communication and can combine many words together.

Animals have a closed system using communication for specific events.

60
Q

Single versus multiple channels - humans vs animals

A

Human communication expressed through many channels - spoken, written, sign language and social media

Animals tend to communicate with a single channel, e.g. pheromones

61
Q

Darwin and evolution - evolutionary theory of non-verbal behaviour

A

the theory of natural selection: Genes for behaviours that promote survival are passed to the next generation.

62
Q

NVC as evolved and adaptive - evolutionary theory of non-verbal behaviour

A

NVC evolved in animals to express emotion.

For example, baring teeth is adaptive because it reduces death in a conflict and therefore protects the survival of the individual (and group).

63
Q

comparisons of human behaviour - evolutionary theory of non-verbal behaviour

A

in our distant ancestors opening eyes widely was adaptive because they could see route to safety more easily.
This behaviour passed down to humans and continues to express surprise.

64
Q

serviceable habits - evolutionary theory of non-verbal behaviour

A

Behaviours used by ancestors to promote survival.

Still used by humans but may not serve the same purpose.

65
Q

Evolutionary theory of non-verbal behaviour - research into facial expressions

A

Ekman found six emotions in all cultures, so emotion must be innate

66
Q

Evolutionary theory of non-verbal behaviour - research into newborns

A

Babies are born with the ability to make eye contact and smile which suggests these NVCs are innate and evolved.

67
Q

Evolutionary theory of non-verbal behaviour - Cultural differences in NVC

A

Cultural differences in NVCs such as personal space means that the evolutionary theory cannot explain all NVC.

68
Q

Evidence that NVC is innate - neonate research

A

If NVCs are displayed by newborn babies this suggests the behaviour is innate.

69
Q

Evidence that NVC is innate - social releasers

A

Certain neonate behaviours (e.g. smiling) make others want to provide care, therefore they ae adaptive (Bowley).

70
Q

Evidence that NVC is innate - facial expressions

A

Neonates display an expression of disgust when given sour tastes (citric acid), suggesting it’s innate (Rosenstien and Oster).

71
Q

Evidence that NVC is innate - sensory deprived

A

An animal or human without sensory ability.

Thompson found that blind children show similar facial expressions to sighted children.

72
Q

Evidence the NVC is learned - cross-cultural research

A

comparing behaviours from different cultures shows if they are learned

73
Q

Evidence that NVC is learned - contact vs non-contact cultures

A

contact countries: Mediterranean and Latin American prefer smaller personal space.

Non-contact countries: UK and USA prefer larger personal space.

74
Q

Evidence that NVC is learned - gestures

A

pointing index finger is offensive in Hindu culture (Black).

75
Q

Evidence that NVC is learned - explaining cultural differences

A

Social learning theory: Observe other people in your culture and imitate e.g. learn which gestures are okay.

76
Q

Yuki’s study of emoticons (what is it comparing)

A

comparing cultural understanding of non-verbal behaviours can show whether it is universal or learned.

77
Q

Yuki’s study of emoticons - Aim

A

To find out if there is a difference in interpretation of emoticons in Japan and America.

78
Q

Yuki’s study of emoticons - Method

A

Six emoticons shown with different variations of eyes and mouths (sad, happy, neutral).

Participants rated the faces in terms of the happiness the emoticons expressed (9 point scale)

79
Q

Yuki’s study of emoticons - Results

A

Japanese: higher rating for happy eyes than Americans

Americans: higher happiness rating for when there was a happy mouth, even if the eyes were sad.

80
Q

Yuki’s study of emoticons - Conclusion

A

Cultural differences in the way emotions is interpreted in facial expressions. Japanese may use eyes because cultural norms lead to hiding emotions but hard to control the expression from the eyes.

81
Q

Yuki’s study of emoticons evaluation - artificial materials

A

emoticons leave out features such as wrinkles which may be important when judging emotion.

However follow up study using real faces found the same results.

82
Q

Yuki’s study of emoticons evaluation - only tested one emotion

A

In everyday life faces express a range of emotions not just happy and sad.

83
Q

Yuki’s study of emoticons evaluation - using rating scales

A

emotions are very complex and rating scales reduce emotion to a single score.

Psychology (7 decks)

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