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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
Priming - what does it show? (Psycholinguistic Experiments)
If semantic system is okay
26
2 models used to explain semantic priming
Model of Semantic Memory Distribution network Model
27
Model of Semantic Memory (2 models of semantic priming)
Spreading activation model Tree diagram Where associated words linked closer together
28
Distribution network model
Semantic features in bubbles Bubbles are highlighted to represent the stimulus
29
Repetition priming:
Effect of responding faster to an item you have seen before
30
Phonological priming
Effect of being faster at producing/responding to items after the presentation of an item with similar phonological features. Eg Doc - Doctor
31
Priming tasks demonstrate mental lexicon is organised by (4)
- Phonological relatedness - Orthographical relatedness - Semantic relatedness - Constituent morphemes (morphemes)
32
2 processes of language comprehension of sentences
Bottom-up processing Top-down processing
33
Bottom-up processing (3) (Sentence Comprehension processing)
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
Top-down processing (Sentence Comprehension processing)
Predicts what is coming next when someone is talking Using semantic and syntactic information Eg. "the" suggests "the dog"
35
When do people make errors when using top-down processing?
When identifying words read out in isolation
36
When do people make less errors with top-down processing?
When words are read out in sentences
37
The furry ___ that barked. Is an example of what processing?
Top-down processing
38
What helps with ambiguous situations when using top-down processing?
context
39
Parsing
Breaking a sentence into parts by their syntactic & semantic relations among words & phrases
40
Garden path effect:
Sentences that lead listeners to an incorrect interpretation Eg. The horse raced past the barn The horse raced past the barn fell
41
Language production involves top down processing or bottom-up processing?
both
42
Where is evidence for both processes (Top-down and bottom-up) used in speech production of sentences?
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
10-12 months (Language acquisition)
know the sounds of their language
44
18-24 months (Language acquisition)
Show rapid growth of words
45
From 18 months (Language acquisition)
Put words into phrases
46
By 5 years (Language acquisition)
Talk and understand as well as their parents
47
Teenage - adult
Continue to develop vocabulary
48
2 main approaches/ questions to language acquisition theory:
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
Innateness hypothesis:
Theory of Universal Grammar
50
Theory of Universal Grammar / Innate Hypothesis (3) (Innateness hypothesis)
Humans are prewired with universal grammar Basic design for all human languages Provides a head start in acquiring language
51
What evidence supports innateness hypothesis? (3)
Poverty of stimulus argument Impoverished data Chomsky
52
Poverty of stimulus argument (Evidence for Innateness hypothesis)
We know more complex language structures than what is shown
53
Impoverished data (Evidence for Innateness hypothesis)
Children exposed to speech errors don't pick up the errors
54
Chomsky (Evidence for Innateness hypothesis)
Child with less input vs Child with more input = same level of language acquisition
55
Critical Period Hypothesis
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
Critical Period Hypothesis - is there experiments to test this?
No, its case study base
57
Neurolinguistics is about
The brain - the cerebral cortex (cortical grey matter, outer area of the brain)
58
White matter tracts
Subcortical Linking regions
59
Frontal lobe
Front of the brain
60
Temporal lobe
Side of the brain
61
Parietal lobe
Top of the brain
62
Occipital lobe
Back of the brain
63
Parts of the brain for language
Frontal lobe Temporal lobe (side of the brain)
64
Areas of the brain that controls production of speech
Broca's area
65
Areas of the brain that controls understanding of speech
Wernicke's area
66
Brain lateralisation - which side of the brain processes language if you are right handed?
Left hemisphere processes language
67
Techniques for neurolinguistics
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
Aphasia
Acquired language disorder caused by damage to the brain due to Disease or trauma
69
Most common cause of Aphasia
Stroke(CVA - cerebrovascular accident )
70
2 Type of aphasia
Non-fluent aphasia Fluent aphasia
71
Non-fluent aphasia
Motor speech impairment (apraxia) Damage to Broca's area in left hemisphere of the brain in frontal rear lobe
72
Most important type of non-fluent aphasia:
Broca's aphasia
73
Broca's aphasia symptoms (5)
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
Fluent Aphasia
Damage to left hemisphere Damage to Wernicke's area Most important type: Wernicke's area
75
Most important type of Fluent Aphasia:
Wernicke's area
76
Wernicke's aphasia symptoms (5)
- 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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