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Psych 111 > Psych #6 - Language and Personality > Flashcards

Psych #6 - Language and Personality Flashcards

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1
Q

Arbitrarily symbolic

A
  1. No connection between symbol and concept
  2. Words do not have to look or sound like what they describe
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2
Q

Principle of Conventionality

A
  1. Meaning of words are determined by conventions
  2. Nothing about the word “tree” that’s like the thing “tree”
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3
Q

Generative Property of Language

A
  1. Using rules of language (our internalized knowledge) we can create an unlimited number of new utterances
  2. Limited number of words - but they can be combined in unlimited ways
  3. Syntactic rules govern how words can be combined - and how those sequences indicate meanings - so we can understand a limitless supply of novel combinations
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4
Q

What are phonemes?

A

Smallest meaningful unit of speech (sounds of language). Words are sequences of phonemes

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5
Q

What is an example of a phoneme?

A

Cake, c and k same phoneme, different letters

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6
Q

What’s an example of speech production?

A

Difference between the syllables buh vs. vuh is the positions of our lips and teeth.

Difference between si/zi is voicing (vibration of the vocal chords)

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6
Q

Speech Production: How do we actually produce the right phonemes?

A
  1. Different phonemes are produced by our vocal apparatus depending on the position of our tongues, lips, jaw, vocal chords, etc.
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7
Q

What is the big distinction between Consonants and Vowels with speech production?

A

For consonants the airflow is partially or fully obstructed. Stop consonants - ba/da/ta/ - temporary blockage of airflow and then quick release.

For vowels airflow is largely unobstructed. Lips/tongue position matters a lot. EEE vs. AHHH

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8
Q

What are fricatives?

A

Restricted airflow S/Z/V/F

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9
Q

What is morphology?

A

Morphology is branch of linguistics that studies words and their structure

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10
Q

What does it mean to say that words have structure?

A

Many words can be broken down. Not broken down into phonemes, but into meaningful elements.

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11
Q

What is an example of a monomorphemic word?

A

The word nondisclosure can be broken into different meaningful words. “non” “dis” close” “ure”

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12
Q

What are morphemes?

A

Smallest meaningful parts of words. Words are made up of one or more morphemes. Changes in morphemes, lead to changed in word meaning. one word can be made up of just one or of several morphemes

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13
Q

What’s the difference between cat and cats in terms of morphemes?

A

Cat (one morpheme, mono-mophemic)

Cats (two morphemes, cat+plural)

Meaning changes from one cat to more than one cat

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14
Q

What is syntax?

A
  1. Rules used to put words together for a sentence
  2. Governs how words are combined into larger units as phrases and sentences
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15
Q

What is Wernicke’s aphasia?

A
  1. Damage to the left temporal lobe
  2. Lost ability to comprehend spoken words, but language production remains fluent.
  3. However this sounds like word salad with a lot of made-up words and word substitutions
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16
Q

What is Broca’s aphasia?

A

Difficulty with language production: slow, halting speech.

Simple grammar: no function words (be, of, the)
Comprehension largely intact

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17
Q

What is conduction aphasia?

A

This is damage to connections between Broca’s area and Wernicke’s area: less severe damage to language ability, but trouble monitoring speech and repeating back sentences

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18
Q

What is the classical language circuit?

A

Wernicke’s area - stores sound representations of words

Broca’s area: planning and organization of speech

Global aphasia: widespread damage to left hemisphere across multiple language areas

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19
Q

Sapir-Whord Hypothesis

A

Thoughts and behaviors are determined by language

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20
Q

Linguistic determinism

A

The structure of anyone’s native language strongly influences or fully determines the worldview he will acquire as he learns the language

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21
Q

Linguistic relativity

A

Thoughts and behavior are influenced by language. Varietry of interesting studies, some for, some against

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22
Q

What was Berlin and Kay’s study in general?

A

Berlin and Kay found that there are eleven colors that all languages derive their color terms from.

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23
Q

What did the study from Berlin and Kay indicate?

A

Indicated that there may be universal, physiologically based principles behind color naming

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24
Q

What was Heiders discovery?

A

Studied a tribe that only had two color terms (black and white). Perception and judgment was the same from both groups but the language was just different

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25
Q

What is codability?

A

How easily a concept can be described in a given language.

Example if you have a word for concept __ it’s a lot easier to encode that concept

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26
Q

Parsing language sounds

A
  1. Need to learn the phonemes of your language. Each phoneme is a perceptual category
  2. Then need to segment the continuous stream
  3. Must combine phonemes into words
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27
Q

What are some learning rules for langauge?

A
  1. Must learn how words are combined (grammar)
  2. Must generalize to novel sentences (can’t just memorize wordings)
  3. Need to acquire rules that can be applied to new sentences
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28
Q

Limited Explicit Instruction or Grammatical Feedback

A
  1. Adults usually do not correct children’s grammar or pronunciation (only correct meaning)
  2. Furthermore, correcting grammar/pronunciation does not seem to help (much)
  3. Kids correct themselves despite little negative feedback
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29
Q

Nativist Approach to Language

A

Language is innate and embodied in every language. Use innate knowledge to facilitate learning.

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30
Q

Empiricist Approach

A

Less (or sometimes no) emphasis on innate linguistic knowledge. Focus is on learning

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31
Q

Phonological knowledge and Infant Sucking Procedure

A

A lot of phonological development takes place in 1st year. Infant sucking procedure measured the rate at which infants suck on their pacifier. Even one month old they can tell the difference between sounds.

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32
Q

What is the general development of Phonemes?

A

In 1st year, infants can discriminate all phonemes from all languages. Gradually lose discriminations that are not important in their own language.

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33
Q

Motherese/Child directed speech

A
  1. Adults help kids by speaking “motherese”
  2. High pitch, slow rate, exaggerated intonations
  3. Falling pitch and pausing signals phrase boundaries
  4. infants prefer to listen to motherese
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34
Q

Holophrasic stage

A

One word utterances
no syntax
undergeneralization and overgeneralization for first 75 words
do understand some phrases

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35
Q

Telegraphic stage

A

Two word utterances
Correct use of word order
Can convey a lot of information succinctly like a telegraph

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36
Q

Learning syntax and rules

A

Start learning syntactic/grammar rules
Examples: past tense and nonsense words

37
Q

What are the learning rules for past tense?

A

U shaped curve for irregular past (went)

  1. Use appropriate form went because they just learned it
  2. Then learn a new rule like adding -ed and overgeneralize to goed
  3. Then relearn correct past tense (went)
38
Q

What are the learning rules for nonsense words?

A

Learn general rules that apply to new cases
4-5 year olds know plural of wug and wugs
implied language learning is generative and not just imitation

39
Q

Key aspects of Freud’s early patients

A

Emotional conflict - wishes/desires (often sexual) versus Guilt about wishes and desires’
Traumatic (triggering) event
Forgetting of the incident - repression
Creation of a psychologically-related symptom - something symbolic, meaningful, psychosomatic

40
Q

What lurks in the unconscious?

A

Wishes, fears, desires, fantasies, emotions

41
Q

Can we become aware?

A
  1. Conflicting feelings in the unconscioius
  2. Years of therapy lead to conscious examination of feelings
  3. Awareness of feelings allows action
42
Q

What is the “ID”

A

ID is the unconscious

43
Q

Libido (ID)

A

Drive to gratify basic biological needs. Goes for immediate gratification. Operates on the pleasure principle. Primary process: ignored consequences and logistics

44
Q

Ego

A

Referee between the ID and the world.

Constrained by the reality principle: pragmatic (does what is feasible)

Secondary process: Thinking discriminates between reality and fantasy

45
Q

Superego

A

The Moral Self:
The conscious: prohibitions, knows what is bad, and punishes behavior

The ego ideal: knows what is good, and rewards behavior

The “shoulds” - what parents, law and society dictate

46
Q

What happens with the Ego during Ego compromises?

A

it wants to help ID, but avoid punishment so therefore there will be slips, dreams, symbolic symptoms, anxiety: defense mechanisms

47
Q

Id’s impulses cannot be denied

A

Ego must find “safe” way to let them out. Freudian slips. Freudian slip is when you say one thing but mean your mother

48
Q

Freudian dreams

A

Another way ego lets off steam from the id is expressing unacceptable wishes in the form of dreams.

ID wishes slip out into expression.

But in these cases meaning must be hidden from watchful eye of the superego through symbolism - wishes are disguised - can’t just dream about having wild sex with someone - must disguise it

49
Q

Oral Stage from Freud

A

It weaned too early, become fixated and indulge oral habits. also seek symbolic forms of gratification (passive dependent, demanding like a nursing infant)

50
Q

Anal stage from Freud

A

Toilet trained in harsh way might become stubborn, rigid (anal-retentive) or conversely messy, disorganized and anal explusive

51
Q

Phallic stage from Freud

A

From too much or too little masturbation: self-centered, vain, arrogant, need attention

52
Q

What is the ego’s defense in dealing with anxiety

A

Repression, regression, denial, projection, rationalization, displacement, reaction formation

53
Q

What are some problems with Freud’s theories

A
  1. Developed with small sample of people
  2. Explains everything but predicts nothing
  3. Not supported by data (connection of toilet training to later personality)
54
Q

Latency period from Freud

A

Hang out with the same sex around 7-12

55
Q

Genital stage from Freud

A

Puberty and adult and sex like urges

56
Q

Major contributions of Freud

A
  1. Discovery of unconscious processes
  2. Emphasis on childhood experiences
  3. The “talking cure”
  4. Defense mechanisms (coping devices)
57
Q

Humanistic theories of personality

A

View human nature as essentially positive

self-actualization - the tendency of individuals to fulfill or realize their potential

58
Q

The “self” key to personality: handling this discrepancy

A

Real self - your beliefs/perceptions of what you are really like

Ideal self - your beliefs/perception of what you would ideally like to be

59
Q

Incongruence

A

You are not true to yourself, you are not in touch with your feelings, interferes with self-actualization

60
Q

Congruence

A

Accept that Real-self is NOT ideal-self, and that’s ok

61
Q

Parental “positive regard”

A

Children internalize the responses of the people who raise them

62
Q

Unconditional postive regard

A

When affection is given independent of the person’s behavior

63
Q

Conditional Positive Regard

A

When affection is dependent or conditional on behavior

64
Q

Conditional positive regard leads to incongruence in child

A

In order to be self-actualized, you have to be able to accept yourself with all your shortcomings (accept the real)

If your parents don’t accept you, this can interfere with your “natural” tendency toward congruence

65
Q

Are traits stable over time?

A

Traits appear to be stable over time…on average, consistent in different situations

66
Q

What are some critiques of trait theory: person-situation controversy?

A

Do people really behave consistently? Can traits predict behavior?

67
Q

Hartshorne and May study

A

Are there honest and dishonest kids?

Studied kids in many situations.
Little cross-situational consistency, foud that sometimes honest, sometimes dishonest. Might not cheat on test at school, but then lies to parents

68
Q

Cognitive Social-Learning Theory

A

Learning: classical and operant conditioning (little albert acquired phobia0
Social-Learning theory
Albert Bandura modeling: people can learn by watching and imitating others, learning is a social process
Cognitive psychology: self-regulation

69
Q

Social-cognitive perspective

A

Personalities are shaped by the interaction of our personal traits, our environment, and our behavior

70
Q

The social-cognitive perspective in daily life

A

Uncontrollable bad events –> percieved lack of control–> generalized helpless behavior

71
Q

Learned helplessness

A

Hopeless and passive resignation: an animal or human learns when unable to avoid repeated aversive events

72
Q

What is the external locus of control

A

The perception that chance or outside forces determine one’s fate.

73
Q

What is the internal locus of control?

A

The perception that one controls one’s own destiny

74
Q

Self-efficacy theory (bandura)

A

Belief you will do well–> greater effort and persistence –> success

Belief you will do poorly –> less effort and persistence –> failure

75
Q

Johnson and Newport study of second language learners

A

Tested for critical period effect in normal subjects.
Chinese or Korean speakers came to US at various ages learned English.
Are the early learners always better than the older/later learners?

All had 10 years experience speaking English, all were motivated to learn.
Tested on ability to distinguish grammatical from ungrammatical

English sentences (easy test for a native speaker).
The little boy is speak to a policeman.
The farmer bought two pig at the market.

76
Q

Kanzi the bonboo chimp

A

Kanzi’s mother was in a language learning study at a lab in Georgia.
◦ Taught to communicate using symbols on a computer
(lexigrams)
◦ Not trying to teach Kanzi, but he observed while he clung to his mother.
◦ Kanzi did much better than his mother (critical
period?)

77
Q

What does Kanzi’s success mean?

A

Kanzi’s success supports empiricist theories of language acquisition – idea that languages are learned and that we not heavily
depend on innate linguistic knowledge.

78
Q

What are Kanzi’s limitations?

A

Even Kanzi requires years of training to acquire abilities similar to what a
2 or 3 year-old human acquires naturally without any special training.
And Kanzi never gets as good as a 5 or 6 year old.

79
Q

Koko the gorilla

A

Taught Koko sign language
 Patterson & Linden (1981)
◦ Koko uses structure, is creative and
spontaneous in her language
 Koko now has a vocabulary of over 1000
signs, and understands even more spoken
English
 Koko invented her own new compound signs
(e.g., finger-bracelet for ring)

80
Q

Anthropomorphism

A

the tendency to attribute human characteristics to non-human entities, such as animals, objects, or nature

81
Q

Freud’s Topographical Model

A

Top of the iceberg: Conscious: Contents of current awareness

Just below the iceberg: Preconscious: Easy-to-retrieve material, just beneath the surface of awareness

All the way at the bottom of the iceberg: Unconscious: Difficult to retrieve material well below the surface of awareness.

82
Q

Manifest Content

A

The “Literal” meaning of the dream, the conscious

83
Q

Latent Content

A

The hidden meaning behind dreams, the unconscious

84
Q

Repression

A

involved keeping distressing thoughts buried in the unconscious

85
Q

Projection

A

Attributing one’s own thoughts or feelings onto another person

86
Q

Displacement

A

Involved diverting feelings from their original source to a substitute target.

87
Q

Reaction Formation

A

It’s when you behave in a way that is the complete opposite of how you actually fell

88
Q

Regression

A

A reversion to immature patterns of behavior

88
Q

Rationalization

A

Creation of false and plausible excuses to justify unacceptable behavior

89
Q

Five Factor Model of personality

A

Extraversion, neuroticism, agreeableness, consciousness, openess

90
Q

Takeaways from Johnson and Newport’s study on second language learners

A

They observed a gradual decline in language proficiency with each additional year in age at the time starting English.

Younger learners tended to achieve higher proficiency, supporting the idea of a “critical period” for language learning.

Psych 111 (11 decks)

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