Test 4

Question 1

psycholinguistics

Answer 1

examines how people use language to comprehend ideas, focuses on when people make errors producing or comprehending

Question 2

phoneme

Answer 2

basic unit of spoken language, smallest sound units in language, not the same thing as a letter, variations from speaker to speaker

Question 3

morphemes

Answer 3

sound and meaning separate from each other, basic unit of meaning, has own meaning when attached to word ex. ed past tense

Question 4

semantics

Answer 4

examines the meanings of words and sentences

Question 5

semantic memory

Answer 5

refers to our organized knowledge about the world

Question 6

syntax

Answer 6

refers to the grammatical rules that govern how we organize words into sentences

Question 7

pragmatics

Answer 7

refers to our knowledge of the social rules that underline language use, takes into account the listeners perspective, culturally specific ex. different with teacher than friends

Question 8

incremental interpretation

Answer 8

refers to the observation that when processing language, we do not wait until an entire sentence is spoken

Question 9

preception

Answer 9

uses context and prior knowledge,

Question 10

verbal transformation

Answer 10

identical repeated stimuli will yield changes in perception over time

Question 11

polysemous

Answer 11

one word has more than one meaning, 2 kinds lexical and syntactic

Question 12

ambiguity

Answer 12

more than one meaning in current context

Question 13

lexical ambiguity

Answer 13

refers to the fact that a single word can have multiple meanings

Question 14

syntactic ambiguity

Answer 14

attaches information to sentence, putting words together

Question 15

phonemic restoration effect

Answer 15

what happens when you don’t hear a sound that was there, take a sentence delete 1 phoneme from word, you don’t notice non sound word, ex. a cough –> the cough -eal was on the orange. people hear peal.

Question 16

lexical decesion

Answer 16

decide if it’s a word or not,

Question 17

discourse

Answer 17

anything longer than a sentence, speakers not great at establishing coherence, listener makes sense of how it fits together

Question 18

local discourse

Answer 18

speakers words, sentence by sentence transitions follow each other

Question 19

global discourse

Answer 19

very bad at this, speaker will talk as if listener is a mind reader,

Question 20

conceptionalize

Answer 20

idea we want to communicate, pre language

Question 21

formulate a linguistic plan

Answer 21

come up with words you want to use, planing of what your going to say, things around you help

Question 22

articulate

Answer 22

producing speech, takes planing and execution, –there are errors

Question 23

monitoring

Answer 23

catch error in speech, say things we don’t mean

Question 24

speech errors / slips of the tounge

Answer 24

something goes wrong between formulate and articulate, problems with articulation

Question 25

malaprorism

Answer 25

used wrong word but don't know it's wrong

Question 26

sound errors

Answer 26

occur when sounds in nearby words are exchanged, ex. snow flurries --> flow snurries

Question 27

morpheme errors

Answer 27

occur when morphemes (the smallest unit of sound, such ly or in) are exchanged in nearby words ex. self-destruct instruction --> self-instruct destruction

Question 28

word errors

Answer 28

occur when words are exchanged ex. writing a letter to my mother --> writing a mother to my letter

Question 29

conceptional based error | substitutions

Answer 29

say word you meant not to say in place of word you meant, ex. wife in place of husband

Question 30

conceptional based error | blends

Answer 30

something you planned to say and it has a near synonym that interferes ex. slippery and slick use interchangeably combine and say --> slickery, very rare

Question 31

conceptional based error | deletion

Answer 31

failed to produce a word or sound you were meaning to produce ex. just ask you to --> just wanted to you, phonemes more common

Question 32

contextual errors | exchange

Answer 32

2 things you plan to say swap places with each other, ex. I wanted to throw the clock out the window I wanted to throw the window out the clock

Question 33

contextual errors | perservations

Answer 33

``` we put the word produced in the intentional spot than produced later in unintentional spot ex. class is for discussing text class is for discussing class ```

Question 34

contextual errors | anticipation

Answer 34

``` something produced to soon, ex. the sun is in the sky the sky is in the sky The real mystery The meal mystery some errors make sense ```

Question 35

syntactic class constraint

Answer 35

whole word errors only, what type of word? noun, verb or adjective? will switch noun with another noun and verb with another verb,--> typically will not replace verb with a noun or noun with a verb

Question 36

positional constraint

Answer 36

phoneme error, will switch an initial with an initial, switch end with end are the most common

Question 37

lexical bias

Answer 37

word bias, -- any error we make most likely to produce words than things that are not words

Question 38

pronounceable bias

Answer 38

tendency to make speech errors we're familiar with than sound sequence that doesn't exist

Question 39

tip of the tongue (TOT)

Answer 39

happens in almost all languages you know exactly the concept meaning is there sound is not, can get first sound but can't get the rest, can reject wrong answers

Question 40

chromsky approach

Answer 40

- knowledge of grammar can exist independently of semantic knowledge. - knowledge of grammar is something that people are born with

Question 41

direct - access route

Answer 41

you recognize this word directly through vision, with out sounding out the words

Question 42

dual - route approach to reading

Answer 42

specifies that sometimes readers employ both | 1) a direct access route and 2) an indirect-access route

Question 43

indirect - access route

Answer 43

as soon as you see a word, you translate the ink marks on the page into some form of sound before you can access a word and its meaning

Question 44

whole - word approach

Answer 44

argues that readers can directly connect the written word -- as an entire unit -- with the meaning that this word represents

Question 45

phonics approach

Answer 45

states that readers recognize words by trying to pronounce the individual letters in the words -- sound it out

Question 46

comparing written and spoken language | -- rule 1 --

Answer 46

reading is visual and is spread out across -- space, -- whereas speech is auditory and is spread out across. -- time --

Question 47

comparing written and spoken language | -- rule 2 --

Answer 47

reader can control the rate of input, whereas listeners usually can not

Question 48

comparing written and spoken language | -- rule 3--

Answer 48

reader can re-scan the written input whereas listeners must rely on working memory

Question 49

comparing written and spoken language | -- rule 4 --

Answer 49

readers usually encounter standardized input, whereas listeners often need to cope with variability in speech production

Question 50

comparing written and spoken language | -- rule 5 --

Answer 50

readers can see discrete boundaries between words, whereas listeners often encounter unclear boundaries in spoken language

Question 51

comparing written and spoken language | -- rule 6 --

Answer 51

readers encounter only the stimuli on a page, whereas listeners encounter nonverbal and auditory cues

Question 52

comparing written and spoken language | -- rule 7 --

Answer 52

children require teaching written languages | -but they learn spoken languages much more easily

Question 53

comparing written and spoken language | --rule 8 --

Answer 53

adult readers learn new words faster in written form, than in spoken form

Question 54

wernicke's aphasia

Answer 54

difficulties understanding language and language production - bottom up problem doesn't know producing wrong word - comprehension problem

Question 55

broca's aphasia

Answer 55

- production problem, - problems with remembering words - top down problem

Question 56

iconic gestures

Answer 56

gestures with a form that represents the concept about what the speaker is talking about

Question 57

deictic gestures

Answer 57

involve pointing at something

Question 58

beat gestures

Answer 58

occur in rhythm that matches the speech rate

Question 59

word production

Answer 59

requires activating the correct grammatical, semantic, and phonological info. associated with the word at the same time

Question 60

Dell's theory of speech errors

Answer 60

incorrect items sometimes have activation levels that are just as high as (or higher than) the correct items

Question 61

prosody

Answer 61

can be used to clarify an ambiguous message ex. What's that ahead in the road? What's that, a head in the road? the melody of it's intonation, rhythm and emphasis

Question 62

phonology

Answer 62

sounds of a persons speech