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SPHY103 EXAM 1-11 > Module 11 - Reclaiming language, Psycholinguistics, Neurolinguistics > Flashcards

Module 11 - Reclaiming language, Psycholinguistics, Neurolinguistics Flashcards

1
Q

How many Aboriginal Languages in 1788?

A

250+ aboriginal languages

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2
Q

How many Aboriginal languages dialects were there?

A

800+ dialects

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3
Q

How many Aboriginal Languages continue to be spoken?

A

100 languages

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4
Q

How many traditional aboriginal languages are spoken now by children?

A

13 languages spoken by children

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5
Q

How many Aboriginal languages are now increasing in speakers?

A

30 languages

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6
Q

What languages have the largest speaker numbers in recently developed languages (2)

A

Kriol & Yumplatok

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7
Q

Why is there a language shift from Stolen languages -> Home languages (Aboriginal English) (5)

A
  • Imperialism/ Colonialism / Globalisation /Economic expansion
  • Superiority given to English
  • Government Polices (White Australia Policy)
  • Educational language
  • Employment
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8
Q

Aboriginal English developed during?

A

European Invasion

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9
Q

Aboriginal English developed when?

A

When Aboriginal people were removed to Missions / Reserves and were no longer allowed to speak their Traditional languages
Developed from Pidgin

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10
Q

What does a heavy dialect of Aboriginal English mean?

A

Dialect is closer to Traditional Aboriginal Languages

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11
Q

What does a light dialect of Aboriginal English mean?

A

Dialect is closer to AusE.
Mutually comprehensive
Grammar is the same

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12
Q

According to the UN Declaration of Human Rights, Indigenous peoples have the right to…

A

Revitalise, use and develop and transmit to future generations their histories, languages, oral traditions, philosophies, writing systems and literatures

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13
Q

Neurolinguistics:

A

How language is processed in the brain

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14
Q

Psycholinguistics

A

Psychology of language
Links language to cognitive processes

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15
Q

Cognitive model of single word processing

A

Model of boxes that show cognitive processes of
Listening and understanding words
Reading and understanding words
Speech process
Writing processw

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16
Q

Cognitive model of single word processing - naming a picture

A

Picture ->
visual object recognition system ->
semantic system ->
phonological output lexicon ->
speech

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17
Q

Understanding a word we hear
(Cognitive model of single word processing)

A

Sound -> Acoustic Analysis -> Phonological Input lexicon -> semantics

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18
Q

Hearing a word and saying it
(Cognitive model of single word processing)

A

Sound -> Acoustic Analysis -> Phonological Input Lexicon -> Semantics -> Phonological Output Lexicon -> Speech

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19
Q

Lexical Decision - what does it test?
(Psycholinguistic Experiments)

A

Phonological Input Lexicon storage

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20
Q

Lexical Decision - how does it test?
(Psycholinguistic Experiments)

A

Presented with word form (written / spoken)
Real word or not?

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21
Q

Lexical Decision - what does it show?
(Psycholinguistic Experiments)

A

If phonological input is ok

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22
Q

Priming - what does it test?
(Psycholinguistic Experiments)

A

Semantic System

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23
Q

Priming - how does it test?
(Psycholinguistic Experiments)

A

Measures speed of a response to a target item depending on features of previous “prime”

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24
Q

Semantic priming

A

Effect of being able to respond more quickly to an item (cat) after seeing a semantically related item (dog -cat) comparted to semantically unrelated word (bag - cat)

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25
Q

Priming - what does it show?
(Psycholinguistic Experiments)

A

If semantic system is okay

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26
Q

2 models used to explain semantic priming

A

Model of Semantic Memory
Distribution network Model

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27
Q

Model of Semantic Memory
(2 models of semantic priming)

A

Spreading activation model
Tree diagram
Where associated words linked closer together

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28
Q

Distribution network model

A

Semantic features in bubbles
Bubbles are highlighted to represent the stimulus

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29
Q

Repetition priming:

A

Effect of responding faster to an item you have seen before

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30
Q

Phonological priming

A

Effect of being faster at producing/responding to items after the presentation of an item with similar phonological features. Eg Doc - Doctor

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31
Q

Priming tasks demonstrate mental lexicon is organised by (4)

A
  • Phonological relatedness
  • Orthographical relatedness
  • Semantic relatedness
  • Constituent morphemes (morphemes)
32
Q

2 processes of language comprehension of sentences

A

Bottom-up processing
Top-down processing

33
Q

Bottom-up processing (3)
(Sentence Comprehension processing)

A

Step by step progression, builds piece by piece
Does not predict, so can maintain possible meanings
From phones (/d ɔ g/ ) -> process a word (dog) -> process sequence of words (the dog) -> until entire input is processed

34
Q

Top-down processing
(Sentence Comprehension processing)

A

Predicts what is coming next when someone is talking
Using semantic and syntactic information

Eg. “the” suggests “the dog”

35
Q

When do people make errors when using top-down processing?

A

When identifying words read out in isolation

36
Q

When do people make less errors with top-down processing?

A

When words are read out in sentences

37
Q

The furry ___ that barked.
Is an example of what processing?

A

Top-down processing

38
Q

What helps with ambiguous situations when using top-down processing?

A

context

39
Q

Parsing

A

Breaking a sentence into parts by their syntactic & semantic relations among words & phrases

40
Q

Garden path effect:

A

Sentences that lead listeners to an incorrect interpretation
Eg. The horse raced past the barn
The horse raced past the barn fell

41
Q

Language production involves top down processing or bottom-up processing?

A

both

42
Q

Where is evidence for both processes (Top-down and bottom-up) used in speech production of sentences?

A

Spoonerisms
Speech errors slips of the tongue
Eg. You have hissed my mystery lecture
Sam sliced a knife with the salami
Shows top down processing came first

43
Q

10-12 months
(Language acquisition)

A

know the sounds of their language

44
Q

18-24 months
(Language acquisition)

A

Show rapid growth of words

45
Q

From 18 months
(Language acquisition)

A

Put words into phrases

46
Q

By 5 years
(Language acquisition)

A

Talk and understand as well as their parents

47
Q

Teenage - adult

A

Continue to develop vocabulary

48
Q

2 main approaches/ questions to
language acquisition theory:

A

What extent is language innate / prewired?
What is the impact / role of social interaction & learning?
Are children taught language
Do they learn through imitation?
Is there reinforcement from the environment?

49
Q

Innateness hypothesis:

A

Theory of Universal Grammar

50
Q

Theory of Universal Grammar / Innate Hypothesis (3)
(Innateness hypothesis)

A

Humans are prewired with universal grammar
Basic design for all human languages
Provides a head start in acquiring language

51
Q

What evidence supports innateness hypothesis? (3)

A

Poverty of stimulus argument
Impoverished data

Chomsky

52
Q

Poverty of stimulus argument
(Evidence for Innateness hypothesis)

A

We know more complex language structures than what is shown

53
Q

Impoverished data
(Evidence for Innateness hypothesis)

A

Children exposed to speech errors don’t pick up the errors

54
Q

Chomsky
(Evidence for Innateness hypothesis)

A

Child with less input vs Child with more input = same level of language acquisition

55
Q

Critical Period Hypothesis

A

There is a critical period for language acquisition between 2-13 years of age when development can proceed easily, rapidly and without need for explicit external intervention
Isabelle (discovered at 2) Vs Genie (discovered at 13)

56
Q

Critical Period Hypothesis - is there experiments to test this?

A

No, its case study base

57
Q

Neurolinguistics is about

A

The brain - the cerebral cortex (cortical grey matter, outer area of the brain)

58
Q

White matter tracts

A

Subcortical
Linking regions

59
Q

Frontal lobe

A

Front of the brain

60
Q

Temporal lobe

A

Side of the brain

61
Q

Parietal lobe

A

Top of the brain

62
Q

Occipital lobe

A

Back of the brain

63
Q

Parts of the brain for language

A

Frontal lobe
Temporal lobe (side of the brain)

64
Q

Areas of the brain that controls production of speech

A

Broca’s area

65
Q

Areas of the brain that controls understanding of speech

A

Wernicke’s area

66
Q

Brain lateralisation - which side of the brain processes language if you are right handed?

A

Left hemisphere processes language

67
Q

Techniques for neurolinguistics

A

Frmi (Functional Magnetic Resonance Imaging)
CAT Scans (Computer Axial Tomography
PET Scans (Positron Emission Tomography)
DTI (Diffusion Tensor Imaging)
Blood flow to the brain indicates which areas are activated when subject reads

68
Q

Aphasia

A

Acquired language disorder caused by damage to the brain due to
Disease or trauma

69
Q

Most common cause of Aphasia

A

Stroke(CVA - cerebrovascular accident )

70
Q

2 Type of aphasia

A

Non-fluent aphasia
Fluent aphasia

71
Q

Non-fluent aphasia

A

Motor speech impairment (apraxia)
Damage to Broca’s area in left hemisphere of the brain in frontal rear lobe

72
Q

Most important type of non-fluent aphasia:

A

Broca’s aphasia

73
Q

Broca’s aphasia symptoms (5)

A

1) Effortful, Halting, dysfluent speech
2) Difficulty with producing phonemes needed for word
3) Omit function words (it, is, to, a)
4) Omit inflectional affixes (-ing, -ed, -s)
5) Difficulty with grammatical judgements using syntax to interpret senteces
Eg. The mouse was chased by the cat
The cat was chased by the mouse

74
Q

Fluent Aphasia

A

Damage to left hemisphere
Damage to Wernicke’s area
Most important type: Wernicke’s area

75
Q

Most important type of Fluent Aphasia:

A

Wernicke’s area

76
Q

Wernicke’s aphasia symptoms (5)

A
  • Fluent speech - no long pauses
  • sentence intonation is normal
  • function words used appropriately
  • word order is correct
  • However speech does not make sense

SPHY103 EXAM 1-11 (13 decks)

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