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LI LANGUAGE AND COMMUNICATION > Syntax, Semantics, and Pragmatics > Flashcards

Syntax, Semantics, and Pragmatics Flashcards

1
Q

what was early work in psycholinguistics inspired by?

A

chomsky (1928) which distinguished between competence and performance

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2
Q

competence

A

speaker-hearer’s knowledge of the language, inc. grammaticality judgements

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3
Q

performance

A

-the actual use of language in concrete situations/how we use language
- distinguishable from competence as we may have memory limitations that have hesitations or errors

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4
Q

grammaticality judgements…

A

are not the same as sensicality judgements

  • people distinguish between those through their innate implicit knowledge of the syntactic rules of their language, not based on prior experience
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5
Q

what did chomsky suggest about grammar?

A

it is generative- a finite number of rules can generate an infinite number of sentences, due to recursion

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6
Q

what is recursion?

A

referring to itself in its definition

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7
Q

what does recursion allow for?

A

rule-governed creativity, as we cannot store all possible sentences in our heads

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8
Q

what is incremental parsing?

A

each sentence of a language can be described in terms of hierarchal groupings of its words, by using phrase structure trees/tree diagrams

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9
Q

Tree diagrams and its influence on reading

A

the way we put and group things together in our diagram gives us different interpretations of a sentence

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10
Q

on-line incremental parsing

A

the parser/ reader constructs a syntactic structure on the basis of words as they arrive

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11
Q

What do parsing models investigate

A

how do different sources of knowledge (e.g. syntax,semantics ) interact with one another and when

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12
Q

parsing models

A
  1. modular accounts
  2. interactive accounts
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13
Q

modular accounts (serial processing)

A
  1. syntactic information is processed individually, with parsing solely based on syntactic preference
  2. subsequent processing takes other information into account, e.g., semantics
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14
Q

what if the parse is incompatible with the following information in the modular account

A

reanalysis occurs, takes time

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15
Q

how does frazier’s (1987) garden-path model believe parsing occurs? (still modular)

A

Within stage 1 we have:
- minimal attachment (go for the simplest structure of fewest nodes)
- late closure (incorporate words in the currently open phrase) OR link incoming material material with most recent material

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16
Q

Late closure; when does this happen

A

if there is no difference in tree nodes we keep the phrase open and attach incoming info whats being processed

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17
Q

Attach low

A

attach to the most recent constituent

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18
Q

interactive accounts

A
  1. all information is processed at the same time
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19
Q

constraint-based models (interactive account for parsing)

A

all relevant sources of information (constraints) can be used immediately to help syntactic parsing

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20
Q

syntactic analyses in the constraint based models

A

possible syntactic analysis generated in parallel with the activation of each analysis dependent on the support available at that moment

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21
Q

what happens if several levels of syntactic analysis get comparable support?

A

parsing is difficult due to competition between different analysis

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22
Q

how does reading evolve?

A

incrementally, as each incoming word is processed immediately

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23
Q

why must semantic processors be flexible?

A

-to deal with the variety of inputs quickly
- People shouldn’t immediately assign one specific interpretation to a word and then find out they selected the wrong one

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24
Q

lexical ambiguity- what are homonyms?

A

words with two unrelated interpretations

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25
Q

selective access model for homonyms

A

context provides access to contextually appropriate meaning

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26
Q

ordered access model for homonyms

A

activation on basis of meaning frequency, tried against context

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27
Q

parallel access model for homonyms

A

all meanings are activated

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28
Q

What has cross modal priming shown for homonym interpretation

A

we activate all meanings and use context to select the appropriate one

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29
Q

biased homonyms for homonyms

A

when one word has a more frequent meaning

30
Q

balanced homonyms

A

both meanings are just as frequent

31
Q

what has eye-tracking research found effects of in homonyms ?What does it introduce

A

effects of meaning frequency and context for lexical ambiguity

introduces the reordered access model 1988

32
Q

reordered access model, duffy 1988

A

-hybrid of access models depending on frequency and context, which can increase activation of different meanings
- context give contextual boosts increasing activation level of one meaning, regardless of homonym frequency

33
Q

subordination bias effect

A

less frequent meaning of a homonym will be harder to process than frequent ones

34
Q

lexical polysemy- when does this occur?

A
  • a case of one-too-many mapping
  • when lexical items have more than one interpretation but these are semantically related to one another
  • e.g. ‘Vietnam’ can either mean the event (war) or the country
35
Q

metonymy

A

one salient part of an entity is used to refer to the entity as a whole

36
Q

examples of metonymy

A

part-for-whole (synecdoche) (e.g. wings of a plane)
whole-for-part (e.g. Belguim team)
place-for-institution
place-for-event
producer-for-product (e.g. Dickens)

37
Q

what can metonymy lead to?

A

do we have literal-first or figurative-first possibilities

38
Q

unranked parallel models of metonymy

A

no hierarchy in activation

39
Q

ranked parallel models of metonymy

A

activation levels depend on frequency, saliency, and basicness

40
Q

what happens when metonymic sense is lexicalised?

A

there is no difficulty in establishing a metonymic sense

41
Q

alternative metonymic model

A
  • activation of a single abstract unspecified meaning which is the same for all semantically related senses
  • We then use context to hone in on the specific interpretation (context is used as a tool instead of a judge)
42
Q

what are pragmatics?

A

the distinction between what a speaker’s words literally mean compared to what they might mean by their words

43
Q

what does pragmatics involve a combination of?

A
  • word meaning for individual words, e.g., lexical ambiguity
  • some kind of principle of constitutionality
  • inferences
  • individual skill
44
Q

principle of constitutionality

A

word meanings and how they are combined, how we combine words affects how we interpret them

45
Q

what are the readers assumptions about a text

A

the text is coherent and cohesive (events remain stable)

46
Q

what are inferences?

A

the process of developing information beyond the literal meaning of text

47
Q

types of inferences

A
  1. logical interferences
  2. bridging
  3. elaborative
48
Q

logical interferences

A

based on word meaning
- e.g. if we hear fish, we know it lives in the sea

49
Q

bridging interferences

A

relating new words to previous heard information to maintain coherence

50
Q

elaborative inferences

A

extending the text with your own knowledge to become indistinguishable from the original material
- e.g. ‘the actor fell from the 14th floor’ > we assume she is dead we we know that is life threatening

51
Q

“frame problem” in inferencing

A

how the current statement interacts with world knowledge, and where inferences should be stopped

52
Q

approaches to inferencing

A
  1. minimalist
  2. constructionist
  3. hybrid
53
Q

minimalist approach

A

only two kinds of inferences are encoded during automatic reading

  1. those necessary for local coherence, connections between sentences no further than 1-2 apart
  2. easy available information in STM
54
Q

minimalist approach critique

A
  • explains logical and bridging inferences
  • however elabortaive inferences arent automatically made, contradicting the approach
55
Q

constructionist approach/ critique

A

-numerous elaborative inferences are drawn immediately during reading
- strong version not well supported as we cannot distinguish between elaborations

56
Q

hybrid approach

A

minimalist and constructionist reading is used depending on the goals

57
Q

why do we draw inferences according to the hybrid approach

A
  • drawing inferences can be strategic and depend on individual differences
58
Q

what do language users tend to use instead of in-depth processing?

A

good enough representations

59
Q

good enough representations

A

using fast and frugal heuristics to arrive as a good enough interpretation
- sufficient in most cases and driven by assumptions
- can lead to misconceptions and errors in interpretation

60
Q

less skilled comprehenders…

A
  • draw fewer inferences
  • poorer integration of meaning across sentences
  • less skilled at suppression
61
Q

what are individual differences in comprehension related to?

A
  • differences in verbal working memory, measured by reading span
  • attention
  • suppression of irrelevant or inappropriate material
62
Q

what does suppression involve?

A

suppressing the inappropriate meaning of homonyms or rejecting the incorrect form of homophones

63
Q

what does essentialism refer to?

A
  • Something essential in natural kind that stays the same even if you transform it
  • An essential underlying quality (DNA)
64
Q

natural kinds

A

judgements are identified based on innate, underlying qualities

65
Q

artefacts

A

judgements based on superficial, perceptual features (not essentialist)

66
Q

Children and essentialism

A

Children tend to rely on perceptual features with both artefacts and animal kinds
Indicates young children don’t apply essentialist reasoning

67
Q

theory of mind involves…

A

the ability to understand people have different world views and mental states

this is crucial for communication and language understanding

emerges around 3-4yrs old

68
Q

there is evidence of _________ essentialist reasoning regardless of prompting. what does this show

A

immediate
- psychological essentialist reasoning is an automatic process

69
Q

natural kinds (TOM)

A

no evidence that inferences are based on what people know is made automatically

70
Q

artefacts (TOM)

A

unclear; can be explained by reader’s own perspective taking

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