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PSYC121 & 122 > Sem 2 Weeks 4-8 > Flashcards

Sem 2 Weeks 4-8 Flashcards

1
Q

Transduction

A

getting sensory info to the brain

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2
Q

Perception

A

process of taking neural signal and creating a psychological reality

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3
Q

How do chemicals become smell

A

Chemicals do not become a smell until they attach to a receptor in the nose, and the nose takes the chemical, generates an action potential, and the brain creates the feeling of the small

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4
Q

Why can humans only see a small portion of the electromagnetic spectrum

A

Large waves go around objects, small waves go through objects, and visible spectrum waves bounce off objects - this is the “sweet spot” in the electromagnetic spectrum that contains waves that we can see.

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5
Q

What does temperature translate to in the physical world

A

Kinetic energy

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6
Q

What does colour translate to in the physical world

A

Wavelength

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7
Q

What does texture translate to in the physical world

A

vibration

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8
Q

What does aroma translate to in the physical world

A

Smell

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9
Q

What does pitch translate to in the physical world

A

Frequency

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10
Q

What does loudness translate to in the physical world

A

Amplitude

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11
Q

What does pain translate to in the physical world

A

Tissue damage

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12
Q

Absolute threshold

A

How low can you go (how quiet, how dim, how soft)

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13
Q

Discrimination threshold

A

Can you tell the difference (how big does the difference have to be for you to tell that two things are actually different from each other)

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14
Q

Signal Detection Theory

A

Allows us to separate sensitivity from response bias

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15
Q

Sensitivity

A

How well can you distinguish between when the stimulus is present or absent. Sensitivity means you have a high hit rate AND a low false alarm rate

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16
Q

Response Bias

A

Some participants are biassed towards saying either yes or no

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17
Q

Just Noticeable difference

A

The amount something must be changed in order for a difference to be noticed.

The discrimination threshold increases proportionally to baseline/reference stimulus increases (must be 8% more intense)

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18
Q

How do we translate light into vision

A

Rod and cone receptors captures photons, which triggers a change in the polarity of its membrane which causes the photoreceptor to generate an action potential (electrical signal that the brain can interpret)

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19
Q

Rods

A
  • Many rods
  • Mostly in the periphery.
  • Respond to light of all
  • High sensitivity (good in dim light, respond to everything)
  • Low resolution (fuzzy in the periphery)
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20
Q

Different cone wavelength sensitivity related to colour

A
  • S-cones, short waves, blue
  • M-cones, medium waves, green
  • L-cones, long waves, red
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21
Q

Cones

A
  • Centred in the middle of the retina (fovea)
  • Respond to different wavelengths (red/green/blue)
  • High resolution
  • Low sensitivity (doesn’t work well in bad lighting - needs a lot of photons to activate)
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22
Q

Why is Peripheral vision colourblind

A

no cones are in the periphery and rods are colourblind

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23
Q

Trichromatic Theory

A

Colour perception is mediated by cones which are wavelength specific (therefore colour specific). Your brain perceives colour based on the combination of photoreceptors that are activated at a specific location.

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24
Q

Monochromat vs dichromat

A

2 types of colour blindness, mono = only 1 type of cone. di = 2 types of cone (more common)

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25
Q

How to test for colour blindness

A

Ishihara Plate

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26
Q

Dark Adaptation

A

The transition of the retina from the light-adapted to dark-adapted state - threshold will lower (the eyes will become more sensitive) as cones adapt to darkness and begin to work.

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27
Q

Colour Opponency

A

Suggests that colour vision is based on three opposing pairs of colour cells in the brain red/green, blue/yellow, and black/white.

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28
Q

Perceptual Constancy

A

Objects maintain their properties even when the context changes their physical characteristics
Gradient, lighting condition in room, can all change our perception of colours but our brain does mini calculations to compensate this (colour is not NECESSARILY a direct reflection of wavelength

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29
Q

Selective Attention

A

The ability to prioritise some information while ignoring other information

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30
Q

Change blindness

A

Without attention, nothing is really stored in our memory.

Plane image experiment - have to look for a change. This is difficult as without direction of your attention, you have to scan every bit of the scene until your vision passes over the change. Once attention is directed for where to look, these changes become obvious

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31
Q

Simons and Levin (1998) - Door swap pedestrian study

A

Investigates: Change Blindness
Findings: 50% of people did not notice the difference. The people who noticed the difference were young adults (similar age to experimenters). People who didn’t notice the difference were older adults.
- They hypothesised that this may be because we pay more attention to people from our own social group

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32
Q

Simons and Levin (1998)
Door swap pedestrian study with construction workers

A

Investigates: are we more likely to be change-blind to our social out-groups?

Findings: 75% of young adults did not notice this change since construction workers = outgroup to most young adults

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33
Q

Feature integration theory

A
  • Searching for one feature (colour, shape) can be done automatically. It “pops out”. It takes the same amount of time, no many how many items you have to search.
    Searching for a combination of features requires controlled attention. You need to apply attention to each item, one at a time. More items requires more time.
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34
Q

Features of automatic processes

A
  • Fast
  • Effortless
  • Occurs without intention
  • Inflexible
  • Uncontrollable
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35
Q

Features of controlled processes

A
  • Slow
  • Effortful
  • Requires intention
  • Flexible
  • Controllable
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36
Q

Advantages of automaticity

A
  • We don’t have to think too much about easier things
  • Can put our attention towards more complex things that require more thinking
  • Useful for repetitive long tasks
  • Streamlining
  • Dual tasking
  • Survival - automaticity in emergency situations
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37
Q

Disadvantages of automaticity

A
  • Hard to unlearn things
  • Lack of control
  • Error-prone
  • Dangerous if not appropriate
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38
Q

Dichotic Listening

A

A task used in many attention experiments. Shadowing (say what someone else is saying while they’re saying it)

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39
Q

What do people notice and not notice in dichotic listening experiments

A

People notice: Changes from male to female, forward to backward
People don’t notice: English to german, Any content that was said

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40
Q

Broadbent’s Filter Theory

A

Early selective filtering out of relevant information, only selected information get meaning analysis

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41
Q

A limitation of Broadbents filter theory

A

People notice their name if it appears in their ear (breakthrough effects) This suggests Broadbent must be wrong because at some level you must be processing all your sensory information

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42
Q

Treisman’s Attenuation Model

A
  • Attended messages pass through clearly. Unattended messages are weakened. Sometimes they break through
  • Names breakthrough
  • In the experiment telling a story about a dog that switches ears halfway through, the word “house” in the wrong ear breaks through because it is temporarily relevant and you are primed to be thinking of houses
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43
Q

In treismans attenuation model, the things that break through (have a low threshold) are:

A
  • Expected
  • Important
    - Relevant
  • or strong, intesne signals (broken glass)
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44
Q

MacKay (1963) dichotic listening (subliminal perception experiment)

A
  • Used ambiguous words in one ear (they threw stones at the bank)
    • In the other ear, would play suggestive to either option of ambiguous word (river or money)
  • Then would ask participants to chose another interpretation of certain test sentences after subliminal perception
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45
Q

Deutsch & Deutsch late selection model:

A

We process everything for meaning and filtering occurs later

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46
Q

Load Theory - Nilli Lavie

A

Spare capacity not required for the primary task is automatically allocated to other, irrelevant stimuli

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47
Q

Load Theory application if primary task is demanding

A

(going to take up all of your attention, high perceptual load, no resources left to do anything else)
- Early selection
- No distraction
High engrossment

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48
Q

Load Theory application if primary task is easy

A

(leftover capacity)
- Late selection
Distraction

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49
Q

Forster and Lavie (2008) - Response time “n” or “k” with distractor versus no distractor findings:

A
  • Distractor has lower effect when a high perceptual load

You have control of how you allocate your attention

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50
Q

Pro of load theory

A

Accounts for early findings and correctly predicts that a more difficult task will lead to less interference

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51
Q

Pro of Broadbents filter theory

A

Dichotic listening performance - improved detection and ERP amplitudes for attended vs unattended

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52
Q

Bottom up processing

A

Stimulus-driven attention where we take from the world and bring it into our perceptual system (involuntary)

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53
Q

What things are salient to our bottom-up processing

A
  • Colour
    • Movement
    • Size
    • Loudness
    • Pitch
    • Emotion (threats and rewards)
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54
Q

Top down processing

A

Goal-driven, where we use knowledge to guide our perceptual processes (voluntary)

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55
Q

The Biased Competition Model of Attention

A

Sensory competition between bottom up and top down processes.

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56
Q

How does The Biased Competition Model of Attention work

A

Bottom up mechanisms feed in (visual system is tuned to things important for our survival, or suggest change), Simultaneous top-down modulation - can bias things towards our goals. We need both system - become aware of changes to our environment but also be able to override this so we can achieve our goals.

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57
Q

Sana et al. (2013)
Lecture experiment 1 (multitasking)

A

All participants took laptop notes, Multitasking condition ALSO had only tasks to complete whenever they wanted during the lecture. Multitasking scored 55% on final test while the note takers scored 70%

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58
Q

Sana et al. (2013)
Lecture experiment 2 (in view of multitasker)

A
  • Staggered confederates between rows of participants , Confederates act as distractors by doing alternate tasks on their laptops (finding flight, shopping etc. (found significant disadvantage being in view of multitasker (55% compared to 75%)
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59
Q

The Switch Cost

A

When we switch tasks, we have to activate a whole new set of cognitive processes
Switching takes time (seconds to minutes) - to get to same level of engagement that you were at previously

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60
Q

Fitz et al study on phone notifications design

A

Assigned participants to 4 different experimental conditions (as usual, batched hourly, batched 3x a day, no notifications)

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61
Q

Fitz et al study on phone notifications findings

A

Batched 3x a day
- Significantly less inattention
- Less stress
- More perceived productivity
- Fewer negative feelings
- More happiness
Greater control over phone

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62
Q

Iconic Memory

A

Updating snapshot of the world - for example, movies when we move from one frame to the next, they blur together so we see as one continuous event

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63
Q

Echoic Memory

A
  • Very long words - sounds can be stored from moment to moment so we experience it as a continuous sound
    Create memory of past sounds to get the feeling you hear one word
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64
Q

Short-term/Working memory

A

What you are aware of in any given moment (“Thought bubble”)

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65
Q

Declarative (explicit) memory

A

Memories that you can talk about

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66
Q

Semantic Memory

A

Knowledge about the world

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67
Q

Episodic Memory

A

Events in our lives

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68
Q

Autobiographical Memory

A

Things that we know and remember about ourselves, our lives, and our identities

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69
Q

Nondeclarative (implicit) memory

A

Procedural Memory (skills, motor sequences, priming (piano playing, making sandwhiches))

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70
Q

Modal Model of Memory

A

In order to be able to recall later, we have to encode into our long-term memory

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71
Q

Retrieval

A

being able to receive memories to be used

72
Q

Rehearsal

A

keep things active in our working memory (repetition)

73
Q

Sperling (1960) experiment where participants get flashed a snapshot of a 9 letter grid

A

Found that people can usually report 1-2 items after short snapshot - our memory fades quickly - maybe we did see it all but as we write down the letters it fades away

74
Q

Sperling (1960) experiment where participants get flashed a snapshot of a 9 letter grid with arrows pointing to a row

A

The arrows act as a que. Partial report = people can report 2-3 items no matter which row is cued, showing that for a brief period of time (for 2-3 letters) you have a complete mental image of what you just saw

75
Q

What is the capacity of Short-Term Memory?

A

7 +/- 2

76
Q

Chase & Ericsson verbatim digit span experiment

A
  • Practiced digit span 4 days/week for 2 years, Digit span increased from 7 to 79
77
Q

Why did chase and eriksons participants improve their verbatim digit span memory so much?

A
  • One of the participants was an athlete, and would convert a string of numbers into running time, distance and date. This is called “instant coding” to create chunks out of long strings of digits (allows an increase in working memory)
    Created an ability to “chunk”
78
Q

Chess board (game setup and random setup) experiemnt

A

GAME: Experts are very good when shown a snapshot from a game, while novices fail. Experts can add MEANING & PATTERN to allow them to remember more information through chunking

RANDOM: Randomly put chess pieces across the board, now chess players are just as bad as the novices

79
Q
A

j

80
Q

Peterson & Peterson short term memory test - dependent and independent variable

A

Independent variable - retention interval (how long the subjects had to hold things in mind)
Dependent variable - percentage correct

81
Q

Central executive

A

controls flow of information into and out of LTM

82
Q

Phonological Loop

A

auditory store, mostly language-based

83
Q

Visual spatial sketchpad

A

visual store, mostly imagery based

84
Q

Episodic buffer

A

Mental workspace that holds together all parts of our current perception or though. - keep track of current set of events we’re involved in

85
Q

Working Memory Model - Baddeley & Hitch (1974)

A

Working memory is combined of Central executive, Phonological Loop, Visual-spatial sketchpad, and episodic buffer

86
Q

3 key parts of a memory experiment

A

Encoding phase, Delay, Retrieval

87
Q

Encoding phase in a memory experiment

A

give material to remember - may be manipulated through presentation, instructions (can be incidental - no intention to remember tasks - or intentional)

88
Q

Retrieval phase in a memory experiment

A

3 common types; Free Recall, Cued recall, recognition

88
Q

Delay phase in a memory experiment

A

may be immediate, minutes, days. May also have interference (other tasks, distraction)

89
Q

Craik & Tulving (1975) - The Depth of Processing Effect

A

Had 4 oreinting tasks - structural (upper or lower case), phonemic (does it rhyme?), category (living or non living) and sentence (does it fit in this sentence)

90
Q

Craik & Tulving (1975) - The Depth of Processing Effect findings

A

Increased complexity of the task = better memory (higher memory for category and sentence tasks compared to structural)

91
Q

Levels of Processing Theory

A

The strength of encoding depends on the level of elaborative rehearsal

92
Q

3 parts of elaboration

A
  1. Amount of attention paid
  2. Amount of meaning information extracted
  3. Connection to pre-existing knowledge
93
Q

Generation effect

A

When you generate and link your own knowledge, you can have much better memory (tested in the experiement where you generate your own words (ie. Pass, ___) rather than just being given the word “fail”)

94
Q

Bower, Clark, Lesgold, & Wincenz experiment into how organisation structures can assist in long-term memory

A

Structured vs random
First trial: 73% vs 20%
Third trial: 100% vs 52%

95
Q

Method of Loci

A
  1. Imagine to-be-remembered items in familiar locations
    Retrace your steps
96
Q

What does it mean when you say that Visual cortex is retinotopic

A

spots in visual field correspond to spots in visual cortex.

97
Q

Split brain lab experiment

A

Left hemisphere can produce speech
Only the right side saw the shape, only the left side can talk - so the participant would say they see nothing.
However, if you ask the patient to reach under the screen and pick up the shape they saw, they can do that very accurately. (Left hand could find it, right hand couldn’t)

98
Q

Uncrossed disparity

A

Light will end up in a different part on the retina depending on its distance - Brain interprets retinal disparity as depth

99
Q

Vergence

A

When we look at things that are very close, our eyes stop moving in parallel and move inward - brain can use this eye muscle movement to guess how far away things are

100
Q

Monocular cues: Linear perspective

A

parallel lines come closer together off into the distance (street narrows)

101
Q

Monocular cues: Relative height

A

things that are close to us are in bottom of visual field, things that are far away are at the top

102
Q

Monocular cues: Relative size

A

size of objects depending on their distance from the eye

103
Q

Monocular cues: Texture gradient

A

Things that are closeup (high resolution, good detail) things that are further away (low resolution, less detail)

104
Q

Monocular cues: Ariel perspective

A
  • water molecules in the air, things that are further away, have to look through more water molecules, makes them hazy and slightly grey/blue)
105
Q

Monocular cues: Interposition/occlusion

A

things closer to me will block things further away from me

106
Q

Monocular cues: Light and shade

A

shadows allow us to know where light is coming from and make judgements about size and distance.

107
Q

Motion Parallax

A

Things far away from your position will seem to be moving with you, Things closer than our fixation point will feel as though they are quickly moving past us - - Use change in motion perception to make inferences about how far away something is.

108
Q

What does it mean to have information available

A

item is in memory

109
Q

What does it mean to have information accessible

A

item can be retrieved from memory

110
Q

What does failure of availability mean

A

Forgetting

111
Q

What does failure of accessibility mean

A

Retrieval failure

112
Q

State-dependent memory (Godden & Baddeley) experiment

A

Those who remembered words on land performed better when tested on land compared to water, and vice versa

113
Q

Cue dependency principle

A

The strength of a memory depends on the number and informativeness of its cues

114
Q

Encoding specificity principle

A

Memories are linked to the context in which they are created i.e better test results if you sit the exam in the classroom where u learnt the information

115
Q

The Forgetting Curve

A

Learn the list once, rapid forgetting, relearn the list, less rapid forgetting, Repeat process, each time you re-learn, less forgetting.

116
Q

Conclusion we can gather from the forgetting curve

A

Overlearning leads to stable remembering

117
Q

Ebbinghaus definition of “savings”

A

the reduction in time required to learn a second time

118
Q

Free vs cued recall (tulving & pearlstone)

A
  • Improved performance on cued recall, which shows that participants did remember the words, they just were not able to retrieve that memory
119
Q

State-dependent memory (Godden & Baddeley)

A

Used scuba divers, made them try to remember words on land or underwater, found improved performance when tested in the environment that the information was encoded. This also holds for the classroom, mood, and drugs.

120
Q

Cue dependency principle

A

The strength of a memory depends on the number and informativeness of its cues

121
Q

Encoding specificity principle

A

Cues are most effected if they are encoded along with the to-be-remembered information.

122
Q

Hermann Ebbinghaus (1885) Non-sensical words & forgetting

A

Had lists of non-sensical “words” (PAB, DAX, RUS, WUD) than retested himself after different interval

  1. Learn the list once, rapid forgetting
  2. Relearn the list, less rapid forgetting
    (each time you re-learn, less forgetting)
    Found that overlearning leads to stable remembering
123
Q

whos so cute and funny and cool

A

ashlyn lol x

124
Q

Bahrick et al (1975) - Memory & yearbook

A

Used participants ages 17-70
- Found high rates of memory for name and picture recognition, but low (and increasingly lower as u age) rates of memory for free recall. This shows that information can be retain over long period of times, just need retrieval cues to access it

125
Q

Retroactive interference

A

Recent memories interfere with the ability to retrieve older memories

126
Q

Proactive interference

A

Old memories interfere with the ability to retrieve newer memories

127
Q

Intentional forgetting (Nardo & Anderson, 2024) Findings

A

Facilitation (FE)
- Words that have been recalled during testing are better recalled than baseline words

Suppression-induced forgetting (SIF)
- Words that have been suppressed during testing are more poorly recalled than baseline words.

128
Q

Suppression

A
  • Is conscious process (compared to unconscious repression)
  • Exerting control over memory
  • Adaptive
    Supported by experimental evidence
129
Q

Repression

A
  • Unconsciously block memory from awareness
  • Maladaptive
  • Not supported by experimental evidence
130
Q

H.M Hippocampus removal

A

Removal of hippocampus in 1953 for treatment of seizures at age 26. For the rest of his life, he had NO memory

131
Q

Anterograde Amnesia

A

Amnesia for events that happen after the trauma

132
Q

Retrograde Amnesia

A

Amnesia for any events that happened prior to the trauma

133
Q

What was lost in H.M after removal of his hippocampus

A
  • The ability to form new, episodic memories
  • The ability to learn new words (with a few exceptions)
    Events several years before the surgery
134
Q

What was preserved in H.M after removal of his hippocampus

A
  • Short term memory
  • Can hold present moment
  • Sense of current time until smth changes
  • Semantic memory of everything prior to surgery
  • High intelligence
  • Sense of self (although he had difficulty recognising himself in the mirror later in life)
135
Q

Mirror tracing task (Milner, 1965)

A

H.M Improved in lowering number of daily errors but could not consciously recall doing the task. THIS is implicit memory

136
Q

Hippocampus role in memory (H.M shows evidence)

A
  • NOT where memories are stored
  • Creates memory traces by binding ideas together
  • Consolidates memories and transfers them to the cortex for re-perception
137
Q

Galan figures test on H.M

A

After an hour bring back the same set of images, found that his accuracy was much better than initially - even tho he couldn’t recall

138
Q

Barllett - tested real world memory through stories

A

With repeated reproduction
- Narrative gist remained the same as first report

Omissions
- Stories got shorter
- Culturally unfamiliar details omitted (become more conventionally western)

Normalisation
- Details changed to match participant culture
- Culturally appropriate words substituted (Canoes and paddles –> Boats and oars)

139
Q

Schema Theory (Bartlett)

A

Memories are not reproduced, they are reconstructed

  • We use schemas to understand and remember the world
140
Q

Bransford & Johnson (1972) - gave participants a difficult paragraph than given context of washing clothes - findings

A

Being provided context (I.e. WASHING CLOTHES) guided participants, lead to better comprehension and recollection.
- Concluded that schemas aid in putting information into structure of knowledge

141
Q

Brewer & Treyens (1981) Office Waiting room scheme study

A
  • Schema inconsistent items were much lower on the list
  • People remembered things that were schema consistent with an office, even tho they were actually absent
142
Q

What is a script

A

Shared knowledge to help us interpret the world & stories & communicate - Tells us how to behave and what to expect

143
Q

How do we encode drawing from scripts and schemas

A

We encode our inferences/assumptions (drawn from our scripts and schemas)
New information is incorporated into our existing memory

144
Q

Retrieval based on scripts and schemas

A

We reactivate the script/schema - Every time we retrieve a memory, we revise it based on our current script/schema (there is an opportunity for it to change)

145
Q

What is a phoneme

A

A single unit of sound that changes meaning

146
Q

What does allophonic mean

A

words that are acoustically different but not functionally different

147
Q

What is a morpheme

A

The smallest language unit that carries meaning, can be words (unbound/free) or affixes/suffixes (bound)

148
Q

What are content words

A

Words that represent something (dog, justice, war, food). New words are added to represent new ideas (open)

149
Q

What are function words

A

Words used to help us understand sentences (in, to, of) - CLOSED

150
Q

Function morphemes

A

Bound morphemes
- Plural - s
- Regular past tense - ed
- Comparative - er
-Superlative -est

151
Q

Aphasia

A

The inability to produce and understand language

152
Q

Brocas aphasia characteristics

A
  • Inability to process syntax
  • People speak slowly
  • Use content words easily (helps to convey gist)
153
Q

Brocas area location

A

Located near areas of the brain that control speech muscles. For right handed people: left hemisphere, mostly lower edge of frontal lobe and upper edge of temporal lobe

154
Q

Syntax

A

Refers to the structure of a language –> Phrases and sentences. The implicit rules for ordering words

155
Q

Wernicke’s Aphasia Charactertistics

A
  • Feels fluent
  • Difficulty with language but completely able to speak
  • Few content words
  • Long sentence, many function words, yet devoid of meaning
156
Q

Wernicke area location and function

A
  • Left temporal lobe
    • Next to primary aufitory cortex
  • Translates sound into meaning
157
Q

What is HAS in infant testing

A

HAS: Hight amplitude sucking procedure. Involves giving infants dummies connected to transducers - higher sucking = higher interest in sound

158
Q

Infant Speech Perception - Sucking respone to “ba” and “ga”

A

Following habituation to the “ba” sound, they play the “ga” sound and find that their sucking rate increases again. This shows that infants can detect acoustic differences between sounds in the early period of their life

159
Q

Categorical Speech Perception

A
  • Perception of consonant sounds becomes categorical –> different categories of sounds. We hear slight variations of the sound as still belonging to the same categories
160
Q

VOT

A

the time interval between release of consonant and onset of voicing (distance between release period and voicing period)

161
Q

How is VOT associated with categorical perception

A

At 10-25 VOT we hear “ba.” Once it reaches threshold of 30 onwards, you will hear that as “pa.” This only applies across speakers of the same language, but not between them (i.e., a non-english speaker will not hear a difference). This shows that detection of phonemic change is modified by experience

162
Q

Older Infant speech perception (Hindi and Salish speech sound experiment)

A

As they gain experience in their own language, they begin to lose the perception of a difference and allocate the slightly different sounds to the same phonemic category. 6-8 months, 100% rate of differentiation. 11-12 months, cannot differentiate the sounds.

163
Q

What does Cooing (at 2 months) involve

A
  • Try to produce sounds
  • Play with their vocal cords
  • Exploration
164
Q

What does Reduplicated babbling (6-7 months) involve

A
  • Same syllable over and over
  • Train articulators
    • Begins to approximate to sounds in their primary language
165
Q

What is variegated babbling (8-12 months)

A

Making sounds that are syllables with different consonants and vowels

166
Q

What happens at 10 months in terms of baby sounds

A

They have adapted to the language it hears - adults can tell which language baby is learning

167
Q

Why can infants produce only a limited set of sounds

A
  • Shape of the vocal tract (tongue protrudes forward)
  • Development of motor cortex
168
Q

Comprehension Versus production

A

Word comprehension (repetitive vocabulary) precedes productive vocabulary by an average of 4 months

169
Q

Findings of Communicative development inventory

A

This is where the parent ticks the words your child understands versus produces. Found that for language comprehension, there is a steady gradual increase from the age of about 1.0. For language production, there is a slow to start, exponential increase from the age of around 1.5

170
Q

What is The vocabulary burst

A

Major increase in productive vocabulary acquisition rate after first 50 words are learned

171
Q

Why does the vocabulary burst occur

A
  • Understand the symbolic nature of language (naming bias)
  • Control over articulation
  • Easier retrieval
172
Q

What is under-extension

A
  • “dog” only for family dog but not other dogs
173
Q

Overextension

A

Using a single word to generalise to a range of words in the same category

174
Q

Holophrases

A

A single word that stands for an entire statement

175
Q

What are some examples of specific semantic relations children convey in early sentences

A

Possession (MY), Naming (THAT), Attributes (BIG), Actions (GO)

176
Q

Schema Theory

A

Memories are not reproduced, they are reconstructed based on our own schemas surrounding them.

PSYC121 & 122 (12 decks)

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