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Psych 10 > Module 28 > Flashcards

Module 28 Flashcards

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1
Q

language

A

the use of symbols to represent, transmit, and store meaning/information

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2
Q

symbols

A

organized patterns of sounds, visual representations, and movements

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3
Q

meaning

A

concepts, quantities, plans, identity, feelings, ideas, facts, and customs

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4
Q

phonemes

A

smallest units of sound (vowels and consonants)

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5
Q

morphemes

A

units of meaning - unladylike = un, lady, like

include suffixes and prefixes

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6
Q

phonemes

A

smallest units of sound (vowels and consonants)

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7
Q

grammar

A

rules for using words, including semantics, definitions, connotations, and syntax

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8
Q

use of language

A
  • understanding phenomena we have never experienced
  • connecting to people far away
  • make plans for others to carry out
  • know that another person is thinking more directly than just by their behavior
  • store information
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9
Q

language development

A

very fast

  • 10 new words/day between 2-18yrs
  • basic grammar before they can add 2+2
  • recall words and meanings, assemble words into sentences, while simultaneously following social rules for speaking and listening
    1) receptive
    2) productive
    3) one word
    4) two word
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10
Q

receptive language

A

(0-4 mos)

associating sounds with facial movements, and recognizing when sounds are broken into words

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11
Q

productive language (humans)

A

(4 mos)

babbling in multilingual sounds and gestures

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12
Q

babbling at (10 mos)

A

babbling sounds more like the parents’ household’s language

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13
Q

one-word stage

A

(12 mos)

understanding and beginning to say many nouns

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14
Q

two-word, telegraphic speech

A

(18-24 months)

adding verbs and making sentences but missing words

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15
Q

24+ months, 2+ years language

A

full sentences and understanding complex sentences

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16
Q

role of genes in language acquisition (nature)

A

inborn, genetic talent for acquiring language, though no particular kind of language in the genes

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17
Q

role of experience in language acquisition (nurture)

A

“statistical” pattern recognition talent. Infants quickly recognize patterns in syllable frequency and sequence, preparing them to later learn words and syntax

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18
Q

critical period of language acquisition

A
  • important to begin appropriate language exposure/education early so that language centers of the brain continue to develop
  • genetic and environmental
  • may never develop if not begun by age 7
  • learning pronunciation and grammar of 2nd language more difficult with age
19
Q

deaf and blind children: adapted languages

A

– heightened other senses

sign language: same syntax, grammar, and complex meaning of any spoken language

20
Q

aphasia

A

an impairment in the ability to produce or understand language, usually caused by damage to the brain

21
Q

example of aphasia:

A

having the ability to read, to produce words in song but not in conversation, and to speak but not repeat; or producing words in jumbled order

22
Q

Broca’s area, left frontal lobe

results of damage

A

leads to difficulty in putting words together in sentences or even speaking single words, although a person can sing a song or swear

23
Q

Wernicke’s area, left temporal lobe

results of damage

A

leads to difficulty comprehending speech and producing coherent speech (not easily monitoring one’s own speech to make sure it makes sense)

24
Q

Steps to reading a word:

1) visual cortex

A

receives written words as visual stimulation

25
Q

Steps to reading a word:

2) angular gyrus

A

transforms visual representations into an auditory code

26
Q

Steps to reading a word:

3) Wernicke’s area

A

interprets auditory code

27
Q

Steps to reading a word:

4) Broca’s area

A

controls speech muscles via the motor cotex

28
Q

Steps to reading a word:

5) motor cortex

A

word is pronounced

29
Q

receptive language (dogs)

A

dogs can follow hundreds of human word commands

30
Q

productive language

A

“words” through sounds, gestures, dances (bees) to communicate information, including different “words” for different objects, states, and places

31
Q

chimpanzees and signing language

A

signing language: “apple which is orange = orange”

  • chimps do not pick up words as easily as human children
  • word production lacking syntax, but they understand “make the dog bite the snake”
32
Q

chimpanzees and computer keys

A
  • they seldom used symbols in new combinations = no productivity- used symbols to request, not describe
33
Q

linguistic determinism

A

the idea that our specific language determines how we think

Benjamin Whorf: ex: Hopi
since they don’t have past tense for verbs, it is hard for them to think about the past

34
Q

language’s influence on thought: emotion

A
  • speaking in Japanese provides many extra words for interpersonal emotions such as sympathy and empathy, which Americans might have trouble differentiating
  • speaking English gives us many words for self-focused emotions, such as sadness
35
Q

language’s influence on thought: personality

A
  • bilingual people appear to have different personality profiles when describing themselves in different languages
  • “learn a new language and get a new soul”
36
Q

Language’s influence on thought: color perception

A

we use our native language to classify and to remember colors

  • different languages may vary in where they put the separation between “blue” and “green” or they may not have separate words for these colors
37
Q

Language influences thought: gender neutral vs male-based usage

A

even if “he” and “mankind” are meant at times to be gender-exclusive, people do create a male image in their mind when they hear these terms

  • instead of replacing “he with “he/she” or “their” we can rewrite sentences without pronouns and possessives; for ex: “his” can become “the”
38
Q

bilingual advantage

A
  • numerous brain connections and neural networks
  • hidden talent, ability to suppress one language while learning another
  • ability goes with other forms of executive control, such as resisting distraction and inhibiting impulses
39
Q

thinking in images without words

A

some everyday decisions such as which turn to take while driving, are certainly made based on images or other nonverbal content such as mental maps

40
Q

image rehearsal and memory

A

image rehearsal can help improve behavior, including skilled performance (piano/sports)

outcome simulation does not improve grades (imagining A)

process simulation (imagining detailed actions of studying) does improve grades

41
Q

conclusion: thinking affects our language, which then affects our though

A

1) thinking in a culture affects the formation of a language, especially its vocabulary
2) thinking and language develop together in an individual as they grow
3) learning a language and using a language as an adult can affect one’s style and content of thinking

42
Q

steps to reading a word (structures)

A

1) visual cortex
2) angular gyrus
3) Wernicke’s
4) Broca’s
5) motor cortex

43
Q

side of brain associated with speech and language

A

left (where broca’s and wernicke’s are)

44
Q

washoe the chimpanzee

A

learned sign language and a deaf nyt reporter was able to communicate with her

fellow chimps also learned some without training or reward

Psych 10 (9 decks)

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