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psycholinguistics > midterm 1 > Flashcards

midterm 1 Flashcards

1
Q

Noam Chomsky

A

father of linguistics, thought language was unique to humans

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2
Q

psycholinguistics

A

mental processes involved in producing and understanding language.
1. language is processed and represented in the mind and brain
2. how do we produce and understand language so quickly and effortlessly

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3
Q

language process

A

mapping between sound and meaning

  • see dog, find word in mental lexicon, pronounce dog
  • expression and understanding complex meanings
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4
Q

rudimentary model of production

A

intended meaning/thought -> select words -> put words in order -> translate words into instructions for pronunciation (thoughts/meanings are encoded by speaker into particular form)

hear sound->identify speech sound->recognize words->figure out phrase structure (listener receives message and decodes it to get intended meaning)

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5
Q

continuous speech

A

no pause between spoken words, where word ends next begins

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6
Q

scientific method

A

OBSERVE: phenomenon

HYPOTHESIZE: likely explanation

TEST: whether model makes right prediction

UPDATE/REVISE: in response to observations

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7
Q

perceiving speech sounds

A

combine auditory and visual info, understanding sentence requires building syntactic structure of that sentence

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8
Q

lexical decision procedure

A
  • create list of stimuli
  • randomize order list
  • show words one at a time, have them press button
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9
Q

does frequency affect recognition?

A

yes. faster access to word in mental lexicon

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10
Q

domain specific

A

processes and representations in language are specific to language

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11
Q

domain general

A

processes and representations not specific to language
(showed by other domains: memory, vision, attention etc.)

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12
Q

double dissociation

A

can find both evidence: disorder in general condition while language ability in tact AND disorder in language ability only

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13
Q

specific language impairment (SLI)

A

disorder in language ability
- hereditary
- difficult at multiple levels of linguistic representations
- no neurological damage
- no abnormal home environment

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14
Q

characteristic difficulties

A

hard to pronounce consonant clusters
- phonological decomposition: breaking words down into individual sounds
- speech perception: difficulty categorizing speech sounds

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15
Q

morphology

A

using right grammatical markers for plural, tense etc. applying rules to novel terms

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16
Q

syntax

A

meaning of sentences with complex structures

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17
Q

other deficits

A

oral-motor control: planning complex oral-motor programs

working memory: shorter working memory spans

analogical reasoning: cat->kitten is like dog->puppy

visual imagery: mental rotation

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18
Q

williams syndrome (WMS)

A

disorder in cognitive ability

deletion of multiple genes on chromosome 7, significant impairment with general cognitive abilities, language ability in tact

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19
Q

Bellagi

A

compared WMS and down syndrome

-matched in IQ
- WMS participants dont perform as well as their mental age matched normal conditions
- structural aspects of language are a strength in WMS

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20
Q

Angelo mosso

A

human circulation balance: brain needs more blood when it works harder

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21
Q

frank Jospeh gall

A

father of phrenology

introduced idea cognitive abilities and traits were connected to localizable regions in the brain

brain is centre for emotions not the heart

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22
Q

Phineas gage

A

railroad spike destroyed most of left frontal lobe, drastic personality change

became impulsive with excessive profanity, language was in tact

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23
Q

aphasia

A

language deficits caused by brain damage from stroke or external trauma

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24
Q

Paul broca (on louis)

A
  • patient could only utter syllable “tan”, can understand language but cant speak or write it
  • lesion to left inferior frontal cortex (region associated with speech production)
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25
Q

Louis victor leborgne

A
  • paralysis of right side limbs
  • could understand language
  • able to communicate with gestures from left hand and facial expressions
  • able to move left limbs
  • tongue and mouth not paralyzed
  • voice normal
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26
Q

brocas aphasia (expressive aphasia)

A
  • caused by lesion to left inferior frontal gyrus (brocas area)
  • traditionally assumed to be speech production deficit
  • brocas area hypothesized to be region where speech motor commands are stored
  • perception/comprehension remain intact
  • halting, disfluent speech
  • stopping: bath-> bat
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27
Q

features for describing articulation of consonant sounds

A
  • voicing
  • manner of articulation: complete closure, air is stopped, oral stops
  • place of articulation
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28
Q

carl wernicke

A

patients with speech sounded fluent but was nonsensical, didnt understand what was said to them, difficulty comprehending language, unaware of deficit

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29
Q

wernickes aphasia (receptive aphasia)

A
  • lesion in posterior regions of superior temporal gyrus (wernickes area)
  • language comprehension deficit
  • syntax in tact
  • speech is meaningless
  • lexical errors
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30
Q

brodmann areas

A

distinct regions of cortex that perform different functions

Broca: production
Wernicke: perception

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31
Q

laterality of language

A

lesions to Broca and wernicke areas in left hemisphere almost always result in some language deficit

lesions to right hemisphere areas rarely result in language deficits

language is left lateralized

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32
Q

contralateral organization

A

cerebrum split in 2 hemispheres, sensory input from right side of body is first sent to left hemisphere and vice versa

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33
Q

dichotic listening

A

better hearing language through right ear. language is left lateralized

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34
Q

right vs left hemisphere functions

A

RIGHT: emotional prosody, visual spatial processing, left visual field

LEFT: language, writing, right visual field

35
Q

split brain paradigms

A

CORPUS CALLOSUM: connects to hemispheres

EPILEPSY: corpus callosotomy

36
Q

fMRI

A

most used
- measures blood oxygen flow from outside, brain region with higher blood flow and oxygen are more active
- low temporal resolution, amazing spatial resolution
- good for mapping brain areas

37
Q

EEG

A
  • brains electrical activity from outside of scalp
  • high temporal resolution
  • fast language processing
38
Q

ERP

A

neg voltage peak at 400ms after odd word presented (N400) processing of semantics (meaning)

pos voltage peak at 600ms after odd word presented (P600) processing of syntactic structure (grammar)

39
Q

syntactic specialization

A

superior temporal sulcus in left anterior temporal lobe was more activated with sentences than with word lists

40
Q

ASL aphasics

A

BROCAS APHASIA: trouble producing signs but can comprehend them

WERNICKES APHASIA: can produce signs rapidly but trouble understanding them

41
Q

phonetics vs phonology

A

PHONETICS: study of physical properties of speech sounds, how sounds are produced

PHONOLOGY: study of mental representation of speech sounds, how sounds are categorized

42
Q

2 classes of speech sounds

A

CONSONANTS: obstruction of air created by articulators (tongue, lips)

VOWELS: unobstructed vocal tract, allowing air to pass freely

43
Q

3 dimensions for describing the articulation of consonant sounds

A

VOICING: whether vocal cords vibrate or not

PLACE OF ARTICULATION: where airflow is obstructed

MANNER OF ARTICULATION: manner airflow is obstructed

44
Q

voicing

A

sssss (voiceless, no vibration)

zzzz (voiced, vibration

if you whisper everything becomes voiceless

45
Q

manner of articulation

A

stops: complete closure, air is stopped
oral stops: raised velum with no air passing through nasal cavity

fricatives: continuous airflow through mouth, narrow constriction causes frication

46
Q

hard palate

A

top of mouth

47
Q

alveolar ridge

A

ridge behind upper teeth

48
Q

velum

A

soft part of top of mouth

49
Q

bilabial

A

air is completely stopped at the 2 lips(pub,m)

50
Q

alveolar

A

air is stopped at alveolar ridge because lounge is touching it (t,d,s,z,n)

51
Q

velar

A

air obstructed at velar because lounge is raised toward the back (k,g)

52
Q

features of consonants

A

voicing, place of articulation, manner of articulation

53
Q

phoneme vs allophone

A

PHONEME: abstract mental representation of distinctive sound in a language (different ways to say “T”)

ALLOPHONE: set of predictable phonetic variants of phoneme (what you actually pronounce)

54
Q

aspiration

A

puff of air after release of the stop before following vowel

55
Q

voice onset time (VOT)

A

time between release of burst and onset of vocal fold vibrations

56
Q

speech perception

A

fast, automatic, continous

57
Q

perceptual invariance

A

ability to perceive highly variable stimuli as instances of same category

58
Q

A-X discrimination task

A

play sounds side by side and ask people if they were the same or different sounds in task by changing VOT

59
Q

Myers fMRI results

A

left superior temporal gyrus: activation upon hearing different variant of the same category, acoustic processing of speech sounds

left inferior frontal sulcus activation for between category change but not within category change

60
Q

bottom up processing

A

receive acoustic signal, words, syntactic structure, semantic interpretation

sensory input->identification

61
Q

top down processing

A

knowledge and expectations-> identification

62
Q

context cues that facilitate speech perception

A

lexical knowledge, sentence context, visual information

63
Q

ganong effect

A

lexical information has influence on phoneme recognition but cant completely override basic acoustics

WORD KNOWLEDGE

64
Q

phoneme restoration effect

A

illusion non speech sound replaces a speech sound within recognizable word, people hear non speech sound and hear missing speech sound.

Gap= cant hear
noise= can hear

65
Q

Mcgurk effect

A

mix of auditory and visual info to decide what sound were hearing, when there is a mismatch we get an auditory illusion.

66
Q

what can we identify about a talker from their speech

A

-age
-gender
-side
-origin

67
Q

Kraljic and Samuel

A

speakers can adjust their phonemic boundaries in response to specific talker pronounciation

68
Q

lexical decision task

A

decide as quickly and accurately as possible whether stimulus is word or not

69
Q

mental lexicon organization results from lexical decision task

A

not arranged by alphabetical list that can be searched easily.

70
Q

word frequency effects

A

high frequency words are faster than low frequency. mental lexicon is influenced by word frequency

71
Q

semantic effects

A

mental lexicon organized in way that represents semantic association/relations

72
Q

eye tracking

A

display of objects on screen, measure location of eye gazes to auditory stimulus ( look to nails when hearing hammer)

73
Q

probing organization: semantic effects

A

semantically related words prime one another in lexical decision tasks DUCK primes GOOSE

74
Q

masked priming

A

prime word presented too quick to recognize

75
Q

activation

A

words must reach activation threshold to be retrieved, activation can increase and decrease

76
Q

phonological neighbourhood effects

A

a words phonological neighbour (differs in 1 phoneme)
rose (many neighbours): roam, rise, nose, road, wrote
death (few): den, meth

more neighbours=slower to respond

77
Q

localist lexical representations

A

specific coherent units for different words that mediate between phonemes and semantic features

78
Q

distributed lexical representations

A

no specific units for individual words

79
Q

homophones

A

words that sound the same but have separate meaning (read vs read, here vs hear, sun vs son)

80
Q

cues for disambiguation

A

context cues

81
Q

modular system

A

uses bottom up processing first then top down knowledge later

82
Q

interactive system

A

employs both bottom up and top down processing

83
Q

lexical ambiguity resolution

A

modular view: access all meanings, use context cues to pick appropriate one

interactive view: use context to block out inconsistent meanings and only access one

84
Q

evidence for modularity

A

access section model: access all items consistent with input then select one congruent with context

psycholinguistics (2 decks)

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