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learning and cognition > Test 4 > Flashcards

Test 4 Flashcards

Learning & cognition

1
Q

psycholinguistics

A

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

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2
Q

phoneme

A

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

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3
Q

morphemes

A

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

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4
Q

semantics

A

examines the meanings of words and sentences

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5
Q

semantic memory

A

refers to our organized knowledge about the world

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6
Q

syntax

A

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

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7
Q

pragmatics

A

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

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8
Q

incremental interpretation

A

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

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9
Q

preception

A

uses context and prior knowledge,

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10
Q

verbal transformation

A

identical repeated stimuli will yield changes in perception over time

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11
Q

polysemous

A

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

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12
Q

ambiguity

A

more than one meaning in current context

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13
Q

lexical ambiguity

A

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

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14
Q

syntactic ambiguity

A

attaches information to sentence, putting words together

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15
Q

phonemic restoration effect

A

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.

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16
Q

lexical decesion

A

decide if it’s a word or not,

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17
Q

discourse

A

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

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18
Q

local discourse

A

speakers words, sentence by sentence transitions follow each other

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19
Q

global discourse

A

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

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20
Q

conceptionalize

A

idea we want to communicate, pre language

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21
Q

formulate a linguistic plan

A

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

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22
Q

articulate

A

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

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23
Q

monitoring

A

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

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24
Q

speech errors / slips of the tounge

A

something goes wrong between formulate and articulate, problems with articulation

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25
Q

malaprorism

A

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

26
Q

sound errors

A

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

27
Q

morpheme errors

A

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

28
Q

word errors

A

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

29
Q

conceptional based error

substitutions

A

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

30
Q

conceptional based error

blends

A

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

31
Q

conceptional based error

deletion

A

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

32
Q

contextual errors

exchange

A

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

33
Q

contextual errors

perservations

A 
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
34
Q

contextual errors

anticipation

A 
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
35
Q

syntactic class constraint

A

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

36
Q

positional constraint

A

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

37
Q

lexical bias

A

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

38
Q

pronounceable bias

A

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

39
Q

tip of the tongue (TOT)

A

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

40
Q

chromsky approach

A
  • knowledge of grammar can exist independently of semantic knowledge.
  • knowledge of grammar is something that people are born with
41
Q

direct - access route

A

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

42
Q

dual - route approach to reading

A

specifies that sometimes readers employ both

1) a direct access route and 2) an indirect-access route

43
Q

indirect - access route

A

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

44
Q

whole - word approach

A

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

45
Q

phonics approach

A

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

46
Q

comparing written and spoken language

– rule 1 –

A

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

47
Q

comparing written and spoken language

– rule 2 –

A

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

48
Q

comparing written and spoken language

– rule 3–

A

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

49
Q

comparing written and spoken language

– rule 4 –

A

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

50
Q

comparing written and spoken language

– rule 5 –

A

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

51
Q

comparing written and spoken language

– rule 6 –

A

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

52
Q

comparing written and spoken language

– rule 7 –

A

children require teaching written languages

-but they learn spoken languages much more easily

53
Q

comparing written and spoken language

–rule 8 –

A

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

54
Q

wernicke’s aphasia

A

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

55
Q

broca’s aphasia

A
  • production problem, - problems with remembering words - top down problem
56
Q

iconic gestures

A

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

57
Q

deictic gestures

A

involve pointing at something

58
Q

beat gestures

A

occur in rhythm that matches the speech rate

59
Q

word production

A

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

60
Q

Dell’s theory of speech errors

A

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

61
Q

prosody

A

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

62
Q

phonology

A

sounds of a persons speech

learning and cognition (3 decks)

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