Problem 9 Flashcards

1
Q

What are the cross cultural differences on the relationship between talking and thinking ?

A
  1. West: Speech + thought are thoroughly interrelated
    * Analytic thinking, where each part can be described seperately + sequentially
  2. East: Speech + thought are independent from one another
    * Holistic thinking, where one focuses on the whole
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2
Q

In comparison to western countries, eastern countries put less emphasis on speech.

But does speech necessarily mean less communication ?

A

No,

the closer the relationship, the more likely are people to rely on nonverbal communication

–> interdependence

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3
Q

Why is one better at recognizing objects or faces when one was not previously asked to describe it ?

A

Because, verbal descriptions will interfere with our ability to process the object as a whole

–> poorer recall

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4
Q

High context culture

A

Refer to cultures where people are deeply involved with each other + have shared info that guides their behavior

  • no need of explicit communication, more indirect speech
    e. g.: Eastern cultures
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5
Q

Low context culture

A

Refers to a culture with little involvement among individuals

  • need for explicit communication to guide behavior, more direct speech
    e. g.: Western cultures
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6
Q

There is a big difference in the explicitness of East asian languages, compared to European languages.

How is the key information of messages, when talking, conveyed ?

A

They are expressed nonverbally, whilst the content of the words are rather empty

  • this is why easterners attend + focus more on the opponent conveying the message
    e. g.: facial expressions, gestures, etc
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7
Q

Whorfian/linguistic relativity hypothesis

(Strong version)

A

Language determines how we think, we cannot think without language (available words)

–> universally rejected

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8
Q

Whorfian/linguistic relativity hypothesis

(Weak version)

A

Suggests that the language we speak affects how we think

–> e.g.: certain aspects of cognition like perception + memory

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9
Q

Categorical perception

A

Suggests that we tend to perceive stimuli as belonging to separate + discrete categories, even though the stimuli may gradually differ from each other along a continuum

ex.: difference between the phonemes “ba” vs “pa”, difference between colors green + blue

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10
Q

Much debate one the Whorfian hypothesis has focused on cross cultural differences in color perception, as different cultures classify colors in different ways.

Does the weaker version of the worfian hypothesis hold true here ?

A

Yes,

Ones perception of different colors is influenced by the color categories used in ones respective languages

–> as shown by categorical perception

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11
Q

Mathematics is a domain that is independent from culture, thus our ability to reason with numbers should reflect the experiences we had in our cultures.

Is this true and therefore evidence for the strong version of the Whorfian hypothesis ?

A

Yes,

Evidence showed that if linguistic terms for specific numbers were absent, people were not able to understand the associated numerical concept

–> e.g.: if there is no word for numbers higher than 2, one isn’t able to do maths correctly

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12
Q

Linguistic relativity can be considered in terms of peoples spatial descriptions.

How does this differ from culture to culture ?

A

West: Identify locations based on their position relative to the speaker

–> recent development

Australians: Identify locations based on the cardinal directions

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13
Q

Linguistic relativity

A

Refers to the ways in which speakers of any given language are influenced by the language they speak

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14
Q

Pragmatics

A

Refers to the study of the ways in which language is used + understood in the real world

–> relates to the intended meaning as opposed to the literal meaning

“meaning minus semantics”

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15
Q

Figurative language

A

Refers to language that is not intended to be taken literally

ex.: metaphors, irony etc

  • requires more cognitive resources than literal language processing
  • combining content with a relationship type
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16
Q

What are the 3 stages involved in processing a metaphorical or figurative statement ?

(Standard pragmatic model)

A
  1. Assessing the literal meaning
  2. Deciding whether the literal meaning makes sense in the current context
  3. If inadequate, searching for a suitable one
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17
Q

Standard pragmatic model

A

Predicts that figurative/metaphorical meanings should be accessed more slowly than literal ones

–> proved to be wrong, because this process is automatic

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18
Q

Predication model of metaphor understanding

(Kintsch)

A

Suggests that our understanding of metaphors depends on our ability to inhibit semantic properties of the predicate that are irrelevant to the argument (Non-reversability)

Consists of 2 components:

1. Latent semantic analysis component

  • understanding the meanings of words based on their relations to other words

2. Construction-integration component

  • using info from component 1 to construct interpretations of the statement

=> Metaphors involve a non-directional process that is preceded by a directional process

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19
Q

Directional process

A

Projecting info from the argument onto the predicate

ex.: sharks are aggressive, thus lawyers are aggressive

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20
Q

Non-directional process

A

Involves finding commonalities in meaning between the argument + predicate

ex.: sharks + lawyers

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21
Q

People with better … -Memory are better at inhibiting info that is irrelevant to the situation, thus are faster at understanding metaphors.

A

Working

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22
Q

Common ground

A

Refers to the shared knowledge + beliefs possessed by a speaker and listener

  • the use of it facilitates communication
    e. g.: Easterners have a greater common ground
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23
Q

Egocentric heuristic

A

Refers to a strategy used by listeners in which they interpret what they hear based on their own knowledge rather than knowledge shared with the speaker

–> causes one to misunderstand the speaker

e.g.: Westerners engage in this more often

24
Q

Why do listeners often rely on the egocentric heuristic ?

A

Because, it can be cognitively challenging/demanding to take on the perspective of a different person

25
Theory of WM capacity
Individuals with ***high WM capacity have superior executive attention*** --\> these differences influence language comprehension
26
Why does higher WM capacity lead to faster metaphor processing ?
1. Reduced mind-wandering 2. Better at discriminating between relevant + irrelevant info 3. Smaller seductive details effect
27
Discourse
Refers to ***language that is a minimum of _several sentences_ in length*** --\> can be written text or connected speech
28
What is the difference in processing a discourse vs single sentence ?
A ***Single sentence is often harder to process/comprehend as there is little info to infer***. --\> when listening to a discourse one has a lot of info to make several conclusions
29
List the 3 main types of inferences.
1. Bridging 2. Elaborative 3. Logical
30
Bridging inference
Involves establishing ***coherence between the current part of the text + the preceding text***
31
Elaborative inference
Making ***inferences based on _our knowledge_ of the world,*** by adding details to a text being read
32
Mental model
Refers to an ***internal representation of some possible situation/event***
33
Minimalist hypothesis
States that only ***2 automatic (bridging) inferences are used/needed for comprehension***, which are 1. are based on quickly available information 2. contribute to local text coherence
34
Constructionist approach
Suggests that ***readers typically construct a mental model of the event*** --\> one typically _engages in numerous elaborative inferences , eventhough_ when they are not required to understand the text
35
Anaphor
Involves ***identifying a profound or noun with a previous noun phrase*** * _form of bridging inference_ ex. : Fred sold John a book, then he sold him his phone --\> understanding that "he" is Fred
36
Causal inference
Requires reader to ***work out causal relationship between the sentence they are reading + previous one*** --\> form of _bridging inference_
37
What are the 2 stages in forming bridging inferences ?
***1. Bonding*** * involves automatic activation of words from the preceding sentence ***2. Resolution*** * ensuring the overall interpretation is consistent with the contextual info
38
List the ***3 types of errors*** that can occur due to the use of _schemas_.
1. Rationalisation 2. Levelling 3. Sharpening
39
Rationalisation
Refers to ***distortions*** designed to make recall more rational + ***in line with the readers expectations***
40
Levelling
Omitting/***Leaving out certain unfamiliar details from recall***
41
Sharpening
***Selecting/adding certain details*** for embellishment
42
What are the 3 main assumptions of the **construction-integration model**? (Kintsch)
1. Readers turn sentences into ***propositions*** 2. Propositions are stored along with the ***irrelevant ones*** 3. A certain process ***selects the appropriate propositions*** to form _text representation_ --\> 3 levels of text representation are contracted as a result
43
List the 3 levels of text representation. (Construction-integration model)
***1. Surface representation*** * text itself ***2. Propositional representation*** * propositions formed from the text ***3. Situation representation*** * mental model describing the situation
44
Event indexing model
Suggests that readers ***monitor 5 situational aspects and compare those present events to previous events,*** to _decide whether their situation model needs to be updated:_ ***1. Protagonist*** ***2. Temporality*** * present vs previous events ***3. Causality*** ***4. Spatiality*** ***5. Intentionality*** * present + previous goals =\> accounts for comprehension processes when reading a narrative text =\> here and now view
45
Event segmentation theory
Suggests that updating of a situational model in response to changes within + between events can take 2 main forms: ***1. _Incremental updating_ of individual situational dimensions*** * "brick by brick" ***2. _Global updating_ in which an old situational model is replaced by a completely new one*** * "from scratch" =\> Resonance view
46
Schema theory of discourse comprehension
States that ***schemas influence our comprehension of discourse in a _top down f_ashion***
47
Which cognitive advantages do bilingual people have ? Are there multiple language systems ?
1. Bilingualism ***protects against cognitive decline*** (cognitive reserve) + elicits better executive control 2. No, there is ***1 language system*** working for both languages
48
What are the objectives of language ?
***1. Content*** --\> e.g.: commanding, info sharing, threatening ***2. Relationship type*** a) Dominance b) Communality c) Reciprocity
49
Universalism
***Thought influences language*** --\> opposite to Whorfian hypothesis
50
Supporting evidence for universalism
***1. Perception*** ***2. Thinking infants*** ***3. Reliving memories*** * usually depicted in pictures, than words in the mind ***4. Inventing process*** * when inventing a word, we first think
51
What does a moral dilemma consist of ?
Deontological + Utilitarian outcome
52
Moral foreign language effect
Bilinguals are ***more likely to endorse the utilitarian decisions***, when speaking a foreign language --\> emphasis on moral thinking
53
Dual process framework
***S1: Deontological outcome*** (inhibited) * biased ***S2: Utilitarian outcome*** (excited) * not biased
54
Explanation for MFLE
1. Blunted deontology * less emotional processing 2. Dual process framework
55
Resonance view
When attaining ***new info it doesn't replace the old ones but just represents a new model***, beside the other ones that were already created --\> related to _event segmentation theory_
56
Here and now view
***Most current info replaces old info*** --\> related to _event indexing model_
57
Name the 2 kinds of Bilingualism.
***1. Compound bilinguals*** (early) * learning 2 languages at the _same context_ ex. : from parents ***2. Coordinate bilinguals*** (later) * learning languages _in separated environments_ ex. : school