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learning and cognition > test 4 > Flashcards

test 4 Flashcards

1
Q

language

A

auditory/speech based capacity and written capacity

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2
Q

psycholinguistics

A

studying the use of language

  • structure, variations of content, etc
  • focuses on errors in language production/comprehension
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3
Q

phonemes

A

smallest unit of sound in a language

  • spoken language
  • often letters but not always
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4
Q

co-articulation

A

everytime you say a phoneme it’s different depending upon what’s before and after

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5
Q

morphemes

A

smallest units of meaning in a language

- not every language has words but every language has morphemes

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6
Q

semantics

A

word or sentence meaning

- combination of morphemes

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7
Q

syntax

A

rules for combining words in language

  • related to grammar
  • inherent order/rules that don’t needs to be specifically taught
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8
Q

pragmatics

A

how language is used socially

  • social rules/implications
  • culture specific
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9
Q

discourse

A

anything that is a bigger unit of language than a sentence (lecture, stories, email, etc)

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10
Q

language perception and comprehension

A

perception and comprehension are not synonymous

- context and processing make differences

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11
Q

verbal transformation effect

A

identically repeated auditory stimulus will yield changes in perception over time (can really only happen with an auditory loop)
- cognitive processes assume that there must be different meaning/sounds so we hear different things

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12
Q

accented speech

A

takes a bit to adjust and understand accents we aren’t used to

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13
Q

polysemy

A

more than one meaning

  • most words are polysemous
  • context helps understand the intended meaning
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14
Q

ambiguity

A

more than one meaning in the context being used

  • still unclear about meaning even when context is clear
  • sailors liked port in the evening
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15
Q

syntactic ambiguity

A

ability to move connections in sentence around to find more meaning

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16
Q

phonemic restoration effect

A

when you don’t hear a particular sound at all but restoring the phoneme and hearing it anyways

  • take a sentence, delete a phoneme, replace it w/ a cough, participants will indicate they heard the full sentence correctly w/out noticing missing phoneme
  • demonstrates that later context can influence perception of earlier stimulus
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17
Q

lexical ambiguity

A

when word in context can mean more than one thing

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18
Q

lexical decision

A

is it a word?

  • shown items, 1/2 are real words, 1/2 are nonsense words
  • semantic priming
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19
Q

comprehension in discourse

A

speakers are not good w/ coherence

  • it becomes the listener’s job to establish coherence
  • 2 types: local, global
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20
Q

local coherence

A

sentence by sentence coherence

- flow of overall conversation

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21
Q

global coherence

A

understanding the overall content

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22
Q

language production stages

A

1st: conceptualize what you want to say (pre-language)
2nd: formulate a linguistic plan (come up w/ words and phrases you want to express)
3rd: articulate (includes writing)
4th: monitoring (not always agreed upon, but catching errors and making sure it fits plan)

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23
Q

speech errors/slips of the tongue

A

messing up articulation of the plan through cognitive mechanisms

  • most people produce speech errors with some regularity
  • motor processing is not part of this
  • predictable patterns
  • limited evidence that high pressure affects speech production
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24
Q

malapropism

A

using wrong word and not knowing its the wrong word

- different than a speech error

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25
Q

freudian slips

A

dark inner thoughts that come to light through speech according to freud

  • desires
  • not part of speech production
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26
Q

non-contextually based speech errors

A

substitutions
blends
deletions

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27
Q

substitutions

A

saying a word you didn’t mean to say instead of one you meant to say

  • lexical: calling someone’s wife a husband
  • phonemic: trying to say paradigms, becomes paratimes
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28
Q

blends

A

planned to say something and it has a near synonym that interferes
- saying slickery instead of slick or slippery

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29
Q

deletions

A

something you meant to say wasn’t produced

  • lexical: forgetting to add a verb, instead of “I just want to ask you” it becomes “I just want to you”
  • phonemic deletions are more common
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30
Q

contextual speech errors

A

exchanges
perseverations
anticipations

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31
Q

exchanges

A

switches place

  • word-level: I wanted to throw the clock out of the window -> I wanted to throw the window out of the clock
  • phoneme-level (also called spoonerisms): I’ll get you a copy of my paper -> I’ll get you a popy of my caper
32
Q

perseverations

A

real word/sound that is produced in the correct way but shows up again

  • word-level: classes for discussing the text -> classes for discussing the classes
  • phoneme-level: the leaflets written at the 4th grade level -> the leaflets litten at the 4th grade level
33
Q

anticipations

A

producing something too soon

  • word-level: the sun is in the sky -> the sky is in the sky
  • phoneme-level: it’s a real mystery -> it’s a meal mystery
34
Q

certainties about speech errors

A
  • have to know what speaker intended to say to be certain they made a speech error
  • research on speech errors began in late 1700s
  • easily missable if they make sense
35
Q

2 main techniques to researching speech errors

A

tongue twisters

phoneme bias technique

36
Q

tongue twisters

A

usually get exchange, perseveration, or anticipation errors because of such focus on words they’re saying

37
Q

phoneme bias technique

A

read lists of word pairs
ball doze
bash door
bean deck
then darn bore (normally get phoneme-level exchanges at this step)
- always same phoneme in 1st position of both words

38
Q

syntactic class constraint

A

what type of word it is

  • for whole words, when you are trying to say a noun it will most likely only be replaced with another noun (same with adjectives, verbs, etc)
  • only applicable to word-level errors
39
Q

positional constraint

A

initial phonemes switch with initial phonemes (same with middle and end phonemes)
- only applies to phoneme-level errors

40
Q

lexical bias

A

more likely to produce things that are actual words in the language

41
Q

pronounceability bias

A

only make errors with words that we are used to pronouncing/have frequent word sequences
- word and phonological level

42
Q

tip of the tongue phenomenon

A

you know it but you can’t produce it

  • different than thinking you should know it
  • meaning is there but sound isn’t
  • language and memory problem
43
Q

persistent alternate

A

another word that comes to mind repeatedly during TOT phenomenon

  • not actually blocking the retrieval of word even if it feels like
  • shares semantics and phonemes of word you want
44
Q

storage of language as it relates to TOT

A
  • semantic info
    • flying, monster, fire-breathing -> dragon
  • sound info
    • dragon -> dra, gon
  • TOT happens when you can’t come up with the sound info
45
Q

how many english phonemes are there

A

about 40

46
Q

average north american vocabulary size

A

20,000-100,000 words

47
Q

chomsky’s approach

A

knowledge of grammar can exist independently of semantic knowledge
- people are born with knowledge of grammar

48
Q

on-line sentence comprehension - negatives

A

if a sentence contains a negative word, the sentence almost always requires more processing time than a similar affirmative sentence

49
Q

on-line sentence comprehension - passive voice

A

passive sentences take longer to comprehend than active sentences

50
Q

incremental interpretation

A

when processing language, we do not wait until an entire sentence is spoken or read before making judgements about what it means

51
Q

aphasia

A

difficulty communicating as a result of damage to the brain caused by a stroke or tumor

52
Q

broca’s aphasia

A

trouble producing language

53
Q

wernicke’s aphasia

A

trouble comprehending language

54
Q

comparing written and spoken language

A
  1. reading is visual and spread across the page. speech is auditory and spread across time
  2. readers can control rate of input, listeners cannot
  3. readers can re-read input, listeners must rely more on working memory
  4. readers usually encounter error-free input, listeners encounter unclear boundaries
  5. readers can see discrete boundaries in words, listeners encounter unclear boundaries
  6. readers encounter only stimuli on page, listeners encounter noverbal and auditory cues
  7. children require more teaching to master written language than spoken language
  8. adult readers typically learn new words quicker when they’re written than spoken
55
Q

direct-access route

A

recognize the word directly through vision without sounding out the words (irregular spelling)

56
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 access the words and its meaning (regular spelling)

57
Q

whole-word approach

A

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

58
Q

phonics approach

A

readers recognize words by trying to pronounce the individual letters in the word

59
Q

forming an integrated representation of the text

A

skilled readers frequently organize and integrate information into a cohesive story
- often construct a mental model of material we are reading

60
Q

drawing inferences when reading

A

we use world knowledge in order to access information not explicitly stated in the passage to make inferences while reading

61
Q

producing a word

A

activate correct grammatical, semantic, and phonological information associated with the word

62
Q

gist

A

the overall meaning of the message we intend to generate

63
Q

prosody

A

melody of its intonation, rhythm,. and emphasis

64
Q

using gestures

A

visible movements of any part of your body which you use to communicate

65
Q

iconic gestures

A

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

66
Q

deictic gestures

A

pointing to some object or location which speaking “this” or “that”

67
Q

beat gestures

A

gestures that occur in a rhythm and matches the speech rate and prosodic content of speech - do not convey specific information

68
Q

common ground

A

conversationalists share the similar background knowledge, schemas, and perspectives that are necessary for mutual understanding

69
Q

directive

A

a sentence asking someone to do something

70
Q

indirect request

A

subtle suggestions to resolve an interpersonal problem

71
Q

benefits of bilingualism

A
  1. more expertise in native language
  2. more aware that names assigned to concepts are arbitrary
  3. better at following complicated instructions and performing tasks where the instructions change from one trial to the next
  4. perform better on concept-formation tasks and on tests of nonverbal intelligence that require reorganization of visual patterns
  5. excel at paying selective attention to relatively subtle aspects of a language task, while ignoring more obvious linguistic characteristics
  6. more sensitive to pragmatics
  7. dementia develops later
72
Q

minor disadvantages of bilingualism

A

process language a little slower

- smaller vocabularies at times

73
Q

age of acquisition

A

age at which you learned a second language

74
Q

critical period hypothesis

A

your ability to acquire a second language is strictly limited to a specific period of your life

  • does not influence vocabulary
  • does influence phonology
75
Q

feeling of knowing effect

A

subjective experience of knowing some information but you cannot recall it right now

learning and cognition (5 decks)

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