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PSY270: Cognitive Psych > Module 10 > Flashcards

Module 10 Flashcards

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1
Q

Language

A

Set of rules used to communicate; natural (spoken and signed) or unnatural (written)

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2
Q

Hockett’s Universal Characteristics of Language

A

Semanticity, Arbitrariness, Flexibility and naming, Duality of patterning, Productivity, Displacement

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3
Q

Semanticity

A

Language conveys meaning

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4
Q

Arbirtrariness

A

Symbols/sounds can’t resemble the referent

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5
Q

Flexibility and naming

A

People can decide what label and object has and change it at will

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6
Q

Duality of patterning

A

Language signal exists in levels (sounds->words->sentences->etc.)

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7
Q

Productivity

A

Create infinite combinations from finite set of items (unique to human language)

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8
Q

Displacement

A

We can communicate about things that are not present in the moment

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9
Q

Behaviorist approach to language

A

Skinner argued language is learned through reinforcement of correct behaviors.

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10
Q

Innatist theory of language

A

Chomsky pointed out kids say things they’ve never heard and don’t say words they hear often. Argued that language is inborn, and we need language input to fine tune the rule set we are born with

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11
Q

Poverty of stimulus argument

A

Kids say things that they don’t hear, hear incorrect examples, and receive no negative evidence and yet learn correct language. Argued behaviorist teaching and theories are inaccurate

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12
Q

Phonology

A

Study of sounds of language

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13
Q

Morphology

A

Study of words

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14
Q

Semantics

A

Study of meaning

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15
Q

Syntax

A

Study of rules of language

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16
Q

Pragmatics

A

Study of how we use language

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17
Q

Phoneme

A

Smallest unit of sound; carries no meaning but can create meaning

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18
Q

Lack of invariance problem

A

The speech signal is variable, but we do not perceive it that way. Same sounds can have different physical signals but we always perceive them as the same (ex: coarticulation of vowel sounds)

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19
Q

Segmentation problem

A

we can hear where words begin and end, even when they don’t match physical pauses in sound energy

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20
Q

McGurk effect

A

We use vision to aid speech perception, which can change our perception of words or sounds

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21
Q

Categorical perception

A

We lump sounds into categories based on ‘close enough’ principle; helps us perceive speech with no delays or variance; unique processing of phonemes

22
Q

Voice Onset Time (VOT)

A

The time between the start of speech and vocal cord vibration. Helps us distinguish between close sounds (like ‘ba’ and ‘pa’). Clear switching boundaries, not fuzzy.

23
Q

Morpheme

A

Smallest meaningful unit of language

24
Q

Free morpheme

A

Can stand alone

25
Q

Bound morpheme

A

Holds meaning but needs to be attached to a word (“-ly”)

26
Q

Lexicon

A

Mental dictionary, type of semantic memory

27
Q

Lexical access

A

How we access the lexicon, studied by psychologists. Assumed to be top-down

28
Q

Phonemic restoration effect

A

When missing sound is interrupted or masked, we can fill in the sound if it occurs in the context of a sentence.

29
Q

Swinney experiment

A

Showed a sentence containing the word ‘bug’ with both meanings primed in the sentence. Performed online and offline lexical decision tasks, measuring response time. Found that for a brief moment we access all meanings of a word, but it quickly fades to the ‘correct’ primed meaning. Falsified top-down processing assumption of the lexicon. (Lexical access is inherently bottom-up upon onset)

30
Q

Prescriptive grammar

A

Grammar rules that are written down and taught

31
Q

Descriptive grammar

A

How we use grammar in everyday speech; linguists attempt to describe these rules using theories of syntax

32
Q

Parsing

A

How we read parts of a sentence and put things together

33
Q

Immediacy principle

A

We parse words as soon as we hear/read them

34
Q

Syntax-first approach to parsing

A

Argues syntax is the first thing we use for parsing. Evidenced by syntactically correct sentences sounding correct even when they have no meaning.

35
Q

Garden-path sentence

A

Start parsing one way but later shown that that parsing is wrong

36
Q

Temporary syntactic ambiguities

A

Ambiguous parsings that are cleared up by the end of the sentence

37
Q

Late closure

A

We like to tack words onto the current phrase as long as we can until it does not make sense. Supports syntax-first parsing. Early closure sentences take longer to parse, supporting the idea.

38
Q

Trueswall et. al experiment

A

Shown four sentences. 2 were syntactically ambiguous with the same structure. Reading time were different between them. Should have been the same since they have the same syntax structure. Rejects syntax-first approach, argues we process meaning while parsing

39
Q

Tanenhaus pragmatics experiment

A

Eye tracking while listening to instructions. Measured direction of eye movement at points in the instructions. Found that looking behavior varies based on the visual environment presented. Argues that surrounding context can be used alongside syntax. Rejects syntax-first parsing

40
Q

Discourse

A

Anything longer than a sentence

41
Q

Levels of discourse

A

Surface, proposition, situations model

42
Q

Surface level of discourse

A

Exact wording of the text

43
Q

Proposition level of discourse

A

Understanding the propositions in the text. Uses only what is given in the text

44
Q

Situations model level of discourse

A

Mental representation of what is described and all possible inferences and outcomes. Incorporates prior knowledge and assumptions

45
Q

Coherence

A

Making a story make sense

46
Q

Local coherence

A

Connecting adjacent sentences; uses simple references (anaphor, bridging)

47
Q

Global coherence

A

Connecting an overall theme or storyline; uses explanatory inferences (Instrument, causal)

48
Q

Anaphor inferences

A

The anaphor gets its meaning from the antecedent (referent) in the prior sentence

49
Q

Bridging inference

A

Filling in info to connect sentences. Takes longer than anaphor because there is no direct connector

50
Q

Instrument inferences

A

Infers things about tools we use for a task

51
Q

Causal inferences

A

Inferences about what causes events to happen

PSY270: Cognitive Psych (11 decks)

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