Psycholinguistics Flashcards

Exam Study

1
Q

What is Syntax?

A

The rules of how you put words together in sentences.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is Pragmatics?

A

The study of the use of particular language in particular contexts.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is Morphology?

A

It is the study of the rules governing word structure and how words can be combined.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What are Phonetics and Phonology?

A

The study of human sounds, individual sounds within languages, and the way in which certain language combine those sounds to create meaning.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is the difference between language and communication?

A

Human language has structure dependence (syntax) and creativity / productivity i.e. we have a limited number of words and rules that can be used to generate infinite ideas.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Can animals speak language?

A

Animals are able to communicate between themselves, but they do not have syntax, and they cannot produce infinite ideas so far as we have been able to prove.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What does it mean that language demonstrates a continuum between humans and primates?

A

Certain primates (in particular apes) can be taught human language to a certain degree that is greater than other animals. Apes appear more able to communicate in a manner similar to humans than other animals, but are unable to use language to process and complete more complex tasks.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Who was Kanzi?

A

Kanzi was a bonobo who was studied at Georgia State University and the Great Ape Trust research Centre by Sue Savage-Rumbaugh and her colleagues.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

When was Kanzi born?

A

23 October 1980.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

How was Kanzi’s exposure to language different from other attempts to train primates in language?

A

Kanzi was exposed to human caretakers from 6 months of age. Between 6 months and 2.5 years, his mother (Matata) received ‘lexigram’ training, which Kanzi attended. Kanzi was not taught this system, he was just present while it was being taught to his mother. In essence, Kanzi was raised in an environment of human language from an early age.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What was the lexigram system?

A

It was a series of icons (pictures / symbols) that were different colours. The colouring was designed to help the chimps distinguish between the different icons / lexigrams.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

How many words could Kanzi produce and understand?

A

He could produce about 200 words and understand about 500 words.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What was particularly different about Kanzi?

A

Kanzi had not actively been taught the lexigrams. He could also comprehend spoken English words (whereas other apes could only understand the symbols).

Kanzi could produce and understand sentences. Kanzi’s outperformed a human female child aged 1.5 to 2 years of age.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What did Kanzi struggle with?

A

Ambiguity in syntax - i.e. go to location Y and get object X. It is not clear whether object X is at location Y or somewhere else.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Why was Kanzi’s command of ‘action precedes object’ important?

A

Kanzi was the first ape to demonstrate an understanding of a syntax rule - that the action must precede the object. He learned this from human caregivers. Some examples include ‘bite ball’, ‘grab head’, and ‘hide peanut’ etc.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Why did Savage-Rumbaugh and her colleagues anticipate that Kanzi was so much better linguistically than other apes that were studied?

A

Environment - during the first year of his life he was exposed to human languages.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What was Chomsky’s theory about where language comes from?

A

He believes it is endemic and innate to humans and only humans. This is commonly known as his theory of ‘universal grammar’.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Who was Panbanisha?

A

A female bonobo who was about 5.5 to 6 years of age at the time the experiment was completed. She was exposed to spoken English and lexigrams from 7 weeks of age while interacting with human caretakers and Kanzi. She was able to correctly identify 179/217 words when tested at 3.5 years and responded correctly to about 77% of spoken sentences by humans.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Who was Tamuli?

A

A female bonobo raised by her mother and exposed to lexigrams much later in age (from 3.5 years onwards). She did not use lexigrams to communicate and was not able to understand them. She responded correctly to just 6% of spoken sentences.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Can non-human primates acquire human-like language?

A

No. Although exposure to human language early in life can allow them to communicate using aspects of human language to a certain degree, current evidence suggests that apes are not able to acquire human-like syntax to express infinite ideas with a limited vocabulary.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What is Psycholinguistics?

A

It is the study of the psychological processes involved in using language.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What are Verbal Learning Techniques?

A

These are also known as ‘paired-associate learnings’ and they were used in the 50s and 60s when language weas considered a ‘behaviour’. They focused on associations between stimuli and responses and how they were learned.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What is ‘behaviourism’?

A

It is the idea that language is a behaviour and was learned through the environment. That humans are simply responding to stimuli from birth.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Who was B.F. Skinner?

A

A linguist who was a proponent of behaviourism.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Who was Chomsky?

A

Noam Chomsky is a famous linguist who proposed the opposite of behaviourism. He argues that language is not a ‘behaviour’, but something innate to the human mind. It is something we are born with. The term ‘Transformational Grammar’ is the term used to account for his rules about language and other facts of sentence structure.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

What is the Derivational Theory of Complexity (DTC)?

A

It emerged directly from Chomsky’s theory of Transformational Grammar. It is the idea that the more ‘transformations’ a sentence involved, the more derivational complexity it contained. If this is the case, then psychologists set out to determine whether there associated psychological complexity that follows using these sentences.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

What is ‘Information Processing’?

A

In the context of Linguistics, this is the idea that emerged in the 70s and 80s that human brains function like computers. It is still prevalent today.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

What is ‘Cognitive Science’?

A

It is the modern term for studying brains. It is multidisciplinary and draws on knowledge artificial intelligence (AI) and relies on computer modelling.

29
Q

What is ‘Connectionism’?

A

The idea that brains contain neurons as their ‘base unit’. These neurons ‘fire’ in order to work and when working with other neurons are said to ‘fire together’. The more that neurons fire together, the more of a connection is established between external stimuli and the neurons.

30
Q

What is ‘Activation’?

A

The concept that a certain idea in your brain is now available for retrieval. It spreads out to other related ideas, but not to unrelated ideas.

31
Q

Why do we study individuals with brain damage?

A

By breaking down complex cognitive tasks into component processes and asking people with brain damage to perform them, we can better understand how the brain works. This is ‘Fractionation’ (Carramazza - 1984).

32
Q

What is an EEG / ERP?

A

EEG - Electroencephalography.

ERP - Event related potential

These both measure the electrical activity of the brain by putting electrodes on the scalp.

33
Q

What is MEG?

A

Magnetoencephalography. It is used to measure the magnetic activity of the brain.

34
Q

What is an fMRI?

A

Functional magnetic resonance imaging. It is used to measure the brain location where activation occurs.

35
Q

What is ‘Modularity’?

A

It is the idea that the brain is made up of ‘modules’ that operate independently from one another and do not interact with each other It is a contentious issue in the field of psycholinguistics. It is very hard to disprove.

36
Q

Why is ‘Modularity’ contentious?

A

It presents the brain as a ‘fixed framework’ which has independent components working independently. However, the environment and context appears to impact that processing.
Processing information is interactive and other parts of the brain can affect language processing.

37
Q

What is the ‘Stroop Effect’?

A

It refers to the delay in time between congruent stimuli and incongruent stimuli. It is commonly tested by asking people to read out words for colours. In one case, the colours are written in the same colour. In another, they are written in another colour. The delay between average response time in these cases is known as the ‘Stroop Effect’.

38
Q

How is the ‘Stroop Effect’ relevant for bilingual speakers?

A

Bilingual speakers always have both languages activated at any given time and they need to pick one. Certain words may activate incorrect or ‘incongruent’ meanings that need to be blocked out.

39
Q

What is a ‘Lexicon’?

A

It refers to the stored entries for words in your brain and it contains the lexical properties.

40
Q

What is ‘Semantics’?

A

It is the interpretation of meaning of sentences.

41
Q

What are ‘words’?

A

They are the building blocks of language.

42
Q

In respect of words, what information does the human brain store?

A

Phonology - the way the word sounds.

Orthography - the way the word is written or physically represented.

Semantics - the meaning of the word.

43
Q

What are ‘naming’ tasks?

A

Participants in a study are presented with words and they must read them aloud.

44
Q

What are ‘lexical decision’ tasks?

A

Participants in a study are presented with words or sentences and must decide if they are real words / sentences or not.

45
Q

What are ‘naming’ tasks used to study?

A

Auditory language processing - Phonology.

46
Q

What are ‘lexical decision’ tasks used to study?

A

Visual language processing - Orthography.

47
Q

How is ‘reaction time’ measured?

A

It is the time between information being presented to the participant and the time between them responding.

48
Q

Why is ‘reaction time’ measured?

A

In addition to accuracy, it helps provide additional information about the impact that a specific part of the experiment has on language processing.

49
Q

What is the ‘frequency effect’?

A

It is the idea that the more common a word is, the quicker it is recognized. Less common words are recognized more slowly. Word frequency is calculated using corpus data.

50
Q

What are ‘Word-Nonword’ Effects?

A

The idea that response times in lexical decision tasks are faster for words than they are for non-words.

51
Q

What are ‘Word Length’ Effects?

A

The idea that longer words take longer to pronounce than short words (even with picture input) in naming tasks, but a similar effect is not always found in lexical decision tasks.

52
Q

What is ‘Priming’?

A

It is a method used by cognitive psychologists to study language processing. It is also a cognitive phenomenon. Participants in experiments are presented with two words. The first one ‘primes’ the second word, which is known as the ‘target’. The priming effect can be used to speed up the response to the target, but can also be used to slow down your response to the target i.e. facilitatory vs inhibitory.

53
Q

What is ‘Semantic Priming’?

A

It refers to using a priming word that is semantically related to the target word i.e. Doctor - Nurse or Bread - Butter.

54
Q

What did Fischler’s 1975 study reveal?

A

That the priming effect gets stronger the more it is repeated.

55
Q

What did Tweedy, Lapinski & Schvaneveldt reveal in 1977?

A

Priming is stronger if the proportion of related words is high. It also revealed that priming is not completely automatic - there appears to be some strategic thinking involved.

56
Q

What are the two theories of priming?

A

Prospective - the prime pre-activates the unit for the target word, allowing it to be processed faster.

Retrospective - faster decisions are made if the subject perceives a semantic relationship between prime and the target.

57
Q

Why is it important to study the factors or variables that influence identification of words?

A

If we know these, then we can start to build a model of the process of ‘lexical retrieval’, which is how humans access and draw upon words contained in their mental lexicon.

58
Q

What are the two different models of lexical retrieval?

A

Direct parallel process and Sequential search process.

59
Q

What is the ‘Sequential Search Process’?

A

Also known as Forster’s Autonomous Serial Search Model. It is the idea that your brain recognizes words like a dictionary search. Your brain retains lexical entries in memory. These entries contain all relevant information about the word (including pronunciation, spelling, meaning and syntactic category).

This model accounts for several of the empirical findings discussed earlier.

Frequency Effect - this search is frequency ordered.

Word-Nonword Effect - non words take longer to identify, because your brain must conductive an exhaustive search of all entries.

Repetition Priming - once an entry has been accessed, it remains at least partially active for some time.

Semantic Priming - entries are cross referenced within the lexicon proper i.e. (‘cow’ is cross-referenced to ‘milk’).

60
Q

What is the Interactive Activation Model?

A

Also known as the ‘Connectionist’ Model. There is no ‘search’ of a register involved in this model. It is based on the idea of ‘activation’ discussed earlier. Processing of words is ‘direct’ and ‘parallel’. These entries are all connected at various different levels (phonology, orthography, semantics). These words can be linked at an access level, at a letter level, at a sound level, or at a semantic level. Activation is occurring at all levels at the same time.

61
Q

How does the Connectionist Model account for the empirical findings?

A

Frequency Effect - more frequent words are activated more frequently and stronger connections are therefore built up.

Word-Nonword Effect - At some point, your brain does not come up with any activations for the word or nonword provided and there is a deadline for computation to end.

Repetition Priming - More frequent activation strengthens activations from primes to targets.

Semantic Priming - semantic connections between words are part of the connectionist model. A word ‘activation’ will send an ‘activation’ to the semantic level as well.

62
Q

Why is the search model flawed?

A

It does not adequately account for the sentence context effect as it is ‘modular’. It states that all priming happens intra-lexically i.e. at the word level, not at the sentence level.

The IA model accounts for semantic priming in that the word level and semantic level are both connected and feed into each other (direct and parallel).

63
Q

What are ‘balanced homophones’?

A

These are two homophones i.e. ‘meat’ and ‘meet’ that are used equally frequently. They are opposed to ‘unbalanced homophones’ (one homophone is much more frequent than the other).

64
Q

What is ‘lexical ambiguity’?

A

It refers to syntactic constructions that could be interpreted two ways. An example is ‘I saw the man with the telescope’. Did I see the man through the telescope? Or did I simply see a man on the street holding a telescope?

65
Q

How does the Sequential Search Theory account for lexical ambiguity?

A

Lexical entries are accessed in order of frequency - this process operates post-lexically. After selecting the words, your brain will move through the possible meanings from most frequent to least frequent until it either finds the correct interpretation or all results are illogical.

66
Q

How does the ‘Connectionist’ model account for lexical ambiguity?

A

All meanings are accessed by your brains and then filtered by context and meaning dominance at the same time. You are accessing all meanings at the same time and the preceding context is what eliminates the wrong answers.

67
Q

What did Swinney’s 1979 study show?

A

It demonstrated the cross-modal priming effect. Subjects were presented with a sentence containing an ambiguous word i.e. bug (insect or listening device). Before the word ‘bug’ occurs, they are presented with a visual probe (i.e. a picture of an ant, a spy and an unrelated word).

The evidence shows that both ‘ant’ (the appropriate primer) and ‘spy’ (the inappropriate primer) were both recalled faster than the unrelated word. Given that both words showed the priming effect, it is evidence for the Connectionist model here as all meanings were clearly accessed at the same time.

This effect dies away just four syllables later though. Only the contextually appropriate meaning is available at this point.

68
Q

What is a ‘reduced relative clause’?

A

It is a relative clause in which the complementizers that typically precede or identify the relative clause as ‘relative’ have been effaced or removed. An example is ‘the horse (that was) raced past the barn jumped the barrier’.

69
Q
A