Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

2020 Winter > PSYofLANG 2 > Flashcards

PSYofLANG 2 Flashcards

1
Q

lexical access

A

process of activating lexical items from semantic memory

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

TOT phenomenon

A

tip-of-tongue; can’t remember word but think of something similar (“starts with”)

  • temporarily unable to retreieve it (typically remember some of phonological features (1st letter, # of syllables)
  • how words are organized phonologically
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

agrammatism

A

omission of function words (of, to, an); only speak in content words (nouns)
- say separate words but never connected

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

sense and reference

A

sense: relationship a word has with others in lexicon
reference: relationship between linguistic expression and some object/idea in world

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

mental model

A

cognitive structure that represents some aspect of environmental ( representation of the surrounding )

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

taxonomic relations

A

relations among words that indicate position of words in hierarchy

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

taxonomic relations:

  • referents:
  • synonymy:
  • coordination:
  • hyponymy:
  • hypernomy:
  • merenomy:
A
  • referents: things in the world being referred to
  • synonymy: 2 things that mean the same thing (panic & fear)
  • coordination: exist on same level in hierarchy (cat/dog)
  • hyponymy: word lower than another in hierarchy (lemonade is hyponomy of beverage)
  • hypernomy: above in hierarchy
  • merenomy: parts of object (back and legs are merenomys of chair)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

semantic network

A

model of semantic memory in which words represent seperate nodes connected to each other by various relationships (lion –> tiger)

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

category size effect

A

greater the distance between 2 words in a hierarchy –> the longer the response time

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

typicality effect

A

items that are more typical of a given subordinate take less time to verify than atypical (dog is an animal is FASTER than dog is a mammal)

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

spreading activation model

A

people organize general knowledge based on individual experiences (one word activates pathways to related words)

  • activation decreases as distance increases
  • decreases unless representation is attended
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

search models

A

higher frequency words are searched before low frequency words
- lexicon independent of other language processing systems

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

logogen model

A

each word has a threshold
(phonologically - sound
semantic - own name)

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

cohort model

A

lexical access in which possible words in mental lexicon are identified based on initial sounds of word;
impossible words are eliminated as auditory input progresses

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

word frequency

A

we respond faster to high frequency words than low frequency words (in lexical decision task)

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

word superiority effect

A

letters are easier to recognize when in word form

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

lexical decision task

A

are strings of letters = a word?

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

semantic priming

A

word presented earlier activates another semantically related word during lexical decision task

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

garden path sentences

A

grammatically correct sentences that are ambiguous/seem like they don’t make sense (incorrect parsing)

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

ambiguity resolution

A

after ambiguous word – phoneme-monitoring is slightly longer

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

lexical ambiguity
v
syntactic ambiguity

A

lexical: 1 word can mean 2 things (child’s stool great for use in garden)
synt: not understanding sentence

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

intersection density

A

how much words intersect with similar words (auditory/visual)

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

sentence parsing and strategies

A

parsing: assigning elements to sentence’s surface structure to linguistic categories

  • late closure
  • immediacy principle
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

immediacy principle

A

we make decisions about words as soon as we encounter them (assess meaning, fit into syntactic structure of sentence)

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

late closure

A

we attach new items to word that came right before (close together) ((john lennon sentence))

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

minimal attachment strategy

A

we prefer attaching new items into the phrase marker (we group parts of a sentence)

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

reduced relatives

A

missing function words (relative pronouns) that make it difficult to know where relative clause begins

28
Q

modular
vs
interactive models

A

modular- we have separate semantic, syntax, phonological models

interactive- all occurring @ same time (listening to a sentence)

29
Q

“good enough” processing

A

language processing/sentence parsing doesn’t always generate complete analysis of sentence but based on first-glance; roll with it

30
Q

agent
v
recipient

A

agent- individual performing an action

recipient- individual whom the action is performed on

31
Q

figurative language

A

language that means one thing literally but it taken to mean something else (george went through the roof) (amy is under the weather)

32
Q

figurative language

  • indirect speech text
  • metaphor
  • tenor
  • vehicle
  • ground
A
  • literal utterance not same as meaning (can you close the window? it’s cold in here)
    metaphor: word/phrase that denotes one idea is interpreted to mean something else
    • tenor: topic of metaphor
    • vehicle: predicted of metaphor
    • ground: similiary between tenor and vehicle
33
Q

locutionary
v
illocutionary

A

loc: act of saying something
illoc: action performed by saying something

34
Q

gricean maxims

A

quantity: make as informative as possible
quality: make truthful
manner: avoid ambiguity/obscurity
relation: make relevant to convo

35
Q

pragmatic theory

A

we comprehend figurative language by considering literal meaning, then rejecting it

36
Q

conceptual metaphor theory

A

metaphors not creative expressions but underlying conceptual metaphors
(love is a journey)
verbal metaphors: look how far we’ve come, we’re spinning our wheels

37
Q

class inclusion theory

A

subordinate class (dog) must be smaller than superordinate class (animal)

38
Q

memory for meaning and surface forms in sentences

A

we have good memory for meaning (deep), rarely for wording (surface)

39
Q

context effects in memory

A

we remember things better in same context

40
Q

false recognition errors

A

people thought they saw/heard a stimulus that wasn’t present because was related to other

41
Q

types of speech errors

A
  1. anticipation (2nd–> 1st)
  2. perseveration (1st–>2nd)
  3. spoonerisms (reversal)
  4. deletion
  5. addition
  6. substitution
  7. blend
  8. shift
  • consonant
  • vowel
  • articulation
  • voicing
42
Q

properties of speech errors

A
  • consistent with linguistic rules
  • typically occur on same stressed syllable (most stressed)
  • both consonants/vowels
  • same placement (beginning of word)
43
Q

explanations of speech errors

A

errors at feature level (during planning)

44
Q

misderivations
v
malapropism

A

misderivationd: adding wrong phoneme to word
malapropism: unintentional misuse of a word; confusing w/one that sounds similar

45
Q

lexical bias effect

A

tendency for speech errors to form words rather than non-words

46
Q

phonological bias technique

A

induce lexical errors by varying the nature of the words that precede the test word

47
Q

partial activation

A

some activation more activated than others; we know 1st letter and # of syllables (activation of same nodes)

48
Q

motor command and vocal target tract hyp

A

we have intrinsic motor programs that correspond to specific phonemes, and these motor programs are filled in sequentially to form words/sentences

49
Q

delayed auditory feedback (DAF)

A

speak into a mic and hear yourself delayed

50
Q

DAF and stuttering

A

DAF helps alleviate stuttering – facilitates storage of incoming auditory feedback from own speech
- they plan speech too far ahead and lose place in an utterance

51
Q

open vs closed feedback

A

open (unlikely): we produce speech independent of auditory feedback
closed: speech mainly reliant on auditory feedback (DAF)

52
Q

articulation

A

clear and distinct sounds in speech

53
Q

planning and production cycles

A

phonemes and distinctive features are independent planning units = occur @ only one level of planning at a stime

54
Q

self-monitoring and self-repairs

A
  1. after detecting errors, we interrupt ourselves
  2. utter an editing expression
  3. fix the utterance
  • most self-interruptions occur immediately after error
55
Q

self-repairs

  • instant repair
  • anticipatory
  • fresh start
A
  • instant repair (most common): retrace to single word, replace w/ correct word)
  • ant: retrace to before error
  • fresh start: try new sentence entirely
56
Q

Including _______ complicates estimation of the size of the mental lexicon.

A

morphology

57
Q

Modular views of parsing claim that:

A

syntax is processed before semantics and pragmatics

58
Q

ASL

A

ASL makes similar errors to speech

59
Q

The vocal cords or vocal folds are included in which system of production?

A

laryngeal

60
Q

Dell model

A

use both bottom-up and top down more activation for real words

61
Q

inference
proposition
elaboration

A
  • we draw possible meanings (propositions) from sentences
  • unit of meaning consisting of a predicate plus one or more arguments
  • a process by which incoming information is related to information stored in long-term memory, thereby enriching the memory representation of the new material
62
Q

MacKay

A

Compared to unambiguous utterances, ambiguous utterances:

  • took longer to begin completing
  • took longer to complete fully
  • stutter, disfluencies, etc.
  • subjects unaware of ambiguity
63
Q

Bever, Garrett, Hurtig

A

adding a clause boundary facilitated sentence completion task compared to ambiguous sentences without clause boundary

  • “Flying planes can…” SLOWER
  • “Although flying planes can be dangerous, he…” FASTER
64
Q

Swinney

A

sentence comprehension (BUGS)

65
Q

Trueswell

A

Lexical knowledge of the animacy of words can influence the parser - we take longer to comprehend sentences when both the agent and recipient are animate versus when just the agent is animate

  • the defendant was examined by the lawyer
  • the evidence was examined by the lawyer
66
Q

Christianson

A

while anna dressed the baby played in the crib

2020 Winter (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions