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Psychology 2134B > Sentences > Flashcards

Sentences Flashcards

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1
Q

Sentence processing three levels

A

Conceptual level
Syntactic level
Phonological level

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2
Q

Conceptual level

A

where the intended message is formulated. Organizing thoughts into lemmas that are in no particular order.

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3
Q

Agent

A

The entity that causes the event portrayed in a sentence to occur

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4
Q

Patient

A

The entity that is acted upon in the event that is portrayed in a sentence.

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5
Q

Thematic Roles

A

The various types of participants involved in an event portrayed in a sentence. An agent and patient are the most common thematic roles.

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6
Q

Canonical Word Order

A

The typical sequence of sentence elements

English canonical word order is subject-verb-object

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7
Q

Thematic Role Assignment

A

The mapping of thematic roles onto syntactic positions such as subjects and object

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8
Q

Active voice

A

A sentence structure in which the agent is mapped on the subject position. E.g., I ate the cake.

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9
Q

Passive voice

A

A sentence structure in which the patient is mapped onto the subject position. The cake was eaten by me.

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10
Q

Irreversible sentence

A

A sentence that no longer makes real-world sense if the agent and patient swap subject and object positions. Jane ate the cake vs. The cake ate Jane

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11
Q

Reversible sentence

A

A sentence that still makes sense but with a different meaning if the agent and patient swap subject and object positions. I kicked Jane vs. Jane kicked me.

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12
Q

Clause

A

A simple sentence that is part of a larger complex sentence.

The clown rides the unicycle while the lady stands on the horse

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13
Q

Cleft Sentence

A

A syntactic structure that attaches an introductory clause to the beginning of a sentence for the purpose of highlighting one of the participants in the event.
It was the chocolate cake that I ate.

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14
Q

Relative Clause

A

A sentence that is placed inside of another sentence for the purpose of describing a noun.
I kicked Jane who was eating my cake

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15
Q

Dative Construction

A

A syntactic structure that entails the meaning of doing something for the benefit of someone else.

  • The clown fed the lion a steak (double object version)
  • The man baked a cake for the bearded lady (prepositional dative version).
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16
Q

Agreement

A

A set of syntactic devices for linking related elements within and between sentences. (e.g., bound morphemes like present progressive s, pronouns).

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17
Q

examples of subject-verb agreement

A 
I run (no “s”)
She runs (yes “s”)
They run (no “s”)
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18
Q

two examples of noun-pronoun agreement

A

The children … They
Mary…She
John…He

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19
Q

two-stage model of sentence comprehension

A

A sentence is first analyzed for syntactic structure and then the lexicon is consulted to interpret the meaning of the sentence.

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20
Q

constraint-based model

A

Syntactic analysis and semantic interpretation occur simultaneously and influence each other.

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21
Q

Garden Path Sentence

A

A sentence that deviates significantly from expected structure, making it difficulty to process.

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22
Q

Heuristic

A

A mental shortcut to problem solving that usually, but not always gives the correct answer.

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23
Q

Late Closure

A

A syntactic parsing strategy that continues to add new words to the current structure unless there is sufficient evidence that a new structure should begin.

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24
Q

Reduced Relative Clause

A

A kind of embedded syntactic structure that allows for economy of expression but can be extremely difficult to process in some cases.

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25
Q

Minimal Attachment

A

Syntactic parsing strategy that assumes the simplest possible sentence structure.

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26
Q

High Attachment

A

Parsing strategy of attaching a prepositional phrase to the verb

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27
Q

Low Attachment

A

Parsing strategy of attaching a prepositional phrase to the object

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28
Q

Syntactic Priming

A

The tendency to repeat a previously heard sentence structure

supports two stage model

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29
Q

Lexical Boost

A

An increase in syntactic priming when the verb is repeated between the prime and target sentences
supports one stage model

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30
Q

Sentence-Picture Matching Task

A

A procedure in which the respondent selects from a set of pictures the one that is described by the prompt sentence.

31
Q

Cloze Probability

A

The likelihood that a person will complete a sentence with a particular word.

32
Q

ERP

A

Predictable waveform of brain electrical activity
Extracted from a continuous EEG signal
Each ERP component (peak) corresponds to a specific cognitive process
Peaks can be positive or negative

33
Q

N400

A

Negative going peak that begins approximately 400 ms after a semantically inconsistent stimulus is presented.

34
Q

P600

A

Positive going ERP waveform that starts about 600 milliseconds after a syntactically inconsistent stimulus is presented.

35
Q

Broca’s aphasia patients with nonreversible passive sentences

A

good

36
Q

Broca’s aphasia patients with reversible passive sentences

A

chance level

37
Q

Broca’s area plays a role in

A

syntactic processing

38
Q

vertical dimension

A

The flow of information from conceptual to phonological levels for each content word.

39
Q

horizontal dimension

A

The flow of information from the beginning of the sentence to the end.

40
Q

Serial Model of sentence production

A

A model in which all of the processing at one step needs to be completed before moving on to the next step.

41
Q

Parallel model of sentence production

A

A model in which the processing at one step occurs simultaneously with the same processing at other steps.

42
Q

Incremental Model

A

A model in which the processing at one step is still under way when the processing at the next step begins.

43
Q

What did Wagner, Jescheniak, and Schriefers (2010) propose about the scope of planning in sentence production?

A

The scope of planning is flexible, not fixed depending on the complexity of the sentence and other cognitive tasks the speaker may currently be engaged in.

44
Q

Hierarchical structure in advance planning

A

A programming approach that makes a general plan at the highest level while restricting the scope of planning at lower levels.

45
Q

Referential Priming

A

An experimental procedure in which the participant is first shown only one of the items of a visual display before the full display is presented.

46
Q

Scrambling

A

The syntactic process of putting the object before the subject.
in russian*

47
Q

What are the findings of brain imaging studies of sentence production

A

The temporal lobe is implicated in lexical selection and the left inferior frontal gyrus is implicated in syntactic processing.

48
Q

Repression Suppression

A

A reduction in brain activity when a syntactically primed sentence is processed (as opposed to a new sentence type).

49
Q

Intonational Phrase Boundary

A

Prosodic cue consisting of a change in pitch, usually downward, and a lengthening of the final syllable that signals the end of a syntactic phrase.

50
Q

Prosodic Bootstrapping

A

The use of prosodic patterns to identify syntactic structure.

51
Q

Lexical Bootstrapping

A

The ability to use word meanings to make inferences about syntactic structure.

52
Q

Syntactic Bootstrapping

A

The ability to use syntactic structure to infer the meanings of words

53
Q

mean length of utterance (MLU)

A

A standard measure of children’s syntactic complexity

54
Q

Utterance

A

A continuous piece of speech bounded by pauses, not necessarily a grammatical sentence.

55
Q

How is MLU measured?

A

In morphemes.

56
Q

Stall

A

Disruption of speech that does not change the syntactic structure of the utterance. It can consist of either silent or fillers such as um, uh.

57
Q

Revision

A

A disruption of speech that changes the syntactic structure of the utterance.

58
Q

Poverty of the stimulus argument

A

The position that the linguistic input children receive is insufficient for them to learn the language.

59
Q

Usage-Based Framework

A

The position that the child uses general cognitive mechanisms like pattern detection and categorization to gradually build an understanding of the grammar of language.

60
Q

children’s U-shaped learning curve for plural and past tense markers in English

A

At first, irregular inflections are correct
Second they are incorrect, instead overgeneralized regular forms are used
Finally, irregular inflections are correct again.

61
Q

Overgeneralization

A

Treatment of irregular words as if they were regularly inflected

62
Q

Connectionist Network

A

A computer program that models statistical learning.

63
Q

How does a connectionist network learn

A

It doesn’t learn rules, only organizes examples by pattern.

64
Q

What are three examples of English inflections that support a connectionist model

A

Irregular past
Irregular plural
Third person singular

65
Q

Collocation

A

A sequence of words that frequently go together

66
Q

Primacy of Meaning

A

Children learn syntactic structures that are meaningful.

67
Q

Recursion

A

The ability to nest one sentence inside of another.

68
Q

characteristics of Specific Language impairment

A

Difficulty in acquiring grammatical morphemes in the absence of any other cognitive or physical deficit.

69
Q

What must be ruled out for this diagnosis, Specific Language impairment

A

Hearing impairment, mental retardation, autism

70
Q

Late Language Emergence

A

A condition in which children are initially delayed in language development but eventually catch up with their peers.

71
Q

avioural milestones associated with changes in the organization of the young brain
Year 1

A

Statistical learning drives language development, driven by auditory and association cortices in the temporal lobe

72
Q

avioural milestones associated with changes in the organization of the young brain
Year 2 & 3

A

Children begin to develop syntax, the ventral stream is developed and subserves semantic- based syntax

73
Q

avioural milestones associated with changes in the organization of the young brain
Year 7-9:

A

Complex syntax develops due to maturation of the dorsal stream.

Psychology 2134B (10 decks)

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