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PYSC112 > THOUGHT & LANGUAGE > Flashcards

THOUGHT & LANGUAGE Flashcards

1
Q

language hierarchy

A

sentence- phrase- word- morpheme- phoneme

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2
Q

phonemes (sounds)

A

single unit of sound that changes meaning (e.g. dog vs. log) → about 40 in English

  • not all languages have the same phonemes
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3
Q

morphemes

A

the smallest language units that carry meaning are morphemes

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4
Q

unbound/ free morphemes

A

words (function and content)

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5
Q

bound morphemes

A

affixes and suffixes (function)

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6
Q

semantic processing

A

processing content words, the meaning of these content words
- maps onto concepts, and concept is a unit of semantic processing

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7
Q

syntactic processing

A

processing function words (grammatical function: and, or, she, it, etc)

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8
Q

semantics distinction/ syntax: content words

A

– nouns (dog, book, peace, student)
– verbs (walk, swim, sleep, teach, learn)
– adjectives → modify nouns (warm, beautiful, good, kind)
– some adverbs → modify verbs (well, poorly)

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9
Q

semantics distinction/ syntax: function words

A

– pronouns (she, he, it, we, they)
– prepositions (in, of, on, out, at, by)
– conjunctives (and, but, or)
– words such as that, this, a the, if

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10
Q

broca’s asphasia

A

the inability to produce and understand language

language-relevant brain areas:
- right-handed people: left hemisphere, mostly lower edge of frontal lobe and upper edge of temporal lobe

broca’s area: located near areas that control speech muscle

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11
Q

syntax

A
  • refers to the structure of language→ phrases and sentences
  • rules for ordering words are learned implicitly
  • some sequences of words are allowed, but others are not
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12
Q

word class

A

ie. adjective, noun, verb → word order helps us identify the word class

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13
Q

word order

A

who is doing what to whom
- languages differ their word order

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14
Q

wernicke’s aphasia

A

the inability to produce and understand language

language-relevant brain areas:
- right-handed people: left hemisphere, mostly lower edge of frontal lobe and upper edge of temporal lobe

wernicke’s area: left temporal lobe → next to primary auditory cortex → translates sounds into meaning

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15
Q

proposition

A

statement that expresses an idea
- action –> verb

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16
Q

surface structure vs deep structure

A

surface: organisation of words at a surface level
deep: meaning of sentence
- one deep structure but two surface structures

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17
Q

categorical speech perception

A
  • perception of consonant sounds becomes categorical → different categories of sound
  • detection of phonemic change is modified by experience
  • 9 months: children fine tune their perception to the language they are growing up in
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18
Q

VOT

A

time interval between release of consonant and onset of voicing

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19
Q

what are the 3 infant sounds

A

cooing (2 months), reduplicated babbling (6-7 months), variegated babbling (11-12 months)

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20
Q

what causes infant speech production

A
  • the shape of the infant vocal tract
  • development of motor cortex
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21
Q

comprehension vs production

A
  • word comprehension (receptive vocabulary) precedes productive vocabulary by an average of 4 months
    initial acquisition rate for comprehension is twice that of production
  • even phoneme production lags behind comprehension
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22
Q

the vocabulary burst

A

major increase in productive vocabulary acquisition rate after first 50 words are learned
why?
- symbolic nature of language
- control over articulation
- easier retrieval

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23
Q

underextension

A

“dog” only for family dog but not other dogs

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24
Q

overextension

A
  • “dog” to refer to dogs and cats
  • “moon” for orange, lamp, fingernail clipping
  • “milk” for white blanket, puddle
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25
Q

protowords

A

pre-word word

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26
Q

non-verbal functions of language

A

pitch and turn-taking

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27
Q

holophrases

A

word in place of entire statement (playground)

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28
Q

early sentences

A
  • 2-year-olds begin to combine
  • possession, naming, attributes, action
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29
Q

nativist language

A

children are predisposed to learn language

  • language bio program hypothesis children are innately predisposed to acquire the syntax of language
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30
Q

language acquisition device (noam chomsky)

A
  • acquire quickly
  • acquire effortlessly
  • acquire without being taught
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31
Q

creoles language

A

language drawing on words and grammar from a group of languages

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32
Q

pidgin language

A

when a pidgin is acquired natively, grammatically more complex

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33
Q

sensitive period in learning language

A

the ideal time for acquiring certain parts of language
- ends by puberty

  • genie – poor language ability due to isolation during sensitive period. intensive language therapy, different acquisition of words vs. syntax
  • deaf signers – better at detecting syntax errors when exposed to sign earlier
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34
Q

transitional probabilities of words

A
  • probability of 1= denotes a word
  • eg., tu always followed by piro
  • probability of 0.33= denotes a word boundary
  • eg., ro could be followed by go, bi or pa
35
Q

parentese

A

simplified speech and exaggerated intonation

36
Q

context of word learning

A
  • child behaviour guides talk
  • words refer to things: gaze and objects are connected
  • words come from social routines
37
Q

western cultures and feedback in language

A
  • more independent
  • internal attributes are salient
  • self-concept is seperate from group
  • personal goals take priority
  • “child-centred talk”
38
Q

interdependent cultures and feedback

A
  • social roles are most salient
  • self-concept is part of the group
  • group goals is part of the group
  • group goals are prioritised
  • relationships are crucial
  • “situation-centred talk”
39
Q

representation

A

knowledge of the world which forms the content of our thoughts

40
Q

analogical representations

A

mental images: picture of dog represents concept of dog

41
Q

symbolic representations

A

propositional thoughts- “internal statements”

42
Q

mental imagery

A

a representation of a stimulus that originates inside your brain, rather than from external sensory input

43
Q

deductive reasoning

A

start with a belief → what are the implications of those beliefs
move from general principles or rules to specific instances
logic problems: validity of conclusion follows from the premises

44
Q

syllogism (if/ then problems)

A
  • all animals have 4 legs premise
  • fluffy is an animal premise
  • fluffy has 4 legs conclusion
    conclusions follow from the premises – valid
45
Q

logical rule for syllogisms

A

if something is true for all members of a category and A is a member of that category, then
that something will also be true for A

move from general principles or rules to specific instances

46
Q

inductive reasoning

A
  • test hypotheses from data to theories
  • start with specifics and infer general principles
47
Q

what influences our ability to reason deductively?

A
  • belief bias
  • confirmation bias
  • the content of what we are reasoning about matters
48
Q

belief bias

A

reason on the basis of plausibility rather than logical rules
- all humans are capable of evil
- children are human
= all children are capable of evil

people judge whether the conclusion is plausible
on its own, rather than following the logic

49
Q

confirmation bias

A

seek information that confirms what one already believes
- people prefer to seek confirmation than to falsify hypotheses

50
Q

heuristics

A

shortcuts that are correct much of the time (fast thinking) that helps conserve cognitive resources

51
Q

availability heuristic

A

probability estimates are influenced by how easy it is to retrieve information
- used to judge the frequency of something happening

52
Q

strategies for problem solving and making decisions

A
  • trial and error
  • algorithm
  • heuristics (means-end analysis)
53
Q

problem solving

A
  • overcoming obstacles
  • beginning and an end (goal
  • includes procedures
54
Q

hill climbing in problems

A
  • changes the present state of the problem (make subgoals) to move step-by-step to the big goal
  • doesn’t always work - Inconsistent with classic farmer problem (as moving away from overall goal)
55
Q

examples of divergent thinking

A
  • 9-dot problem
  • matchstick problem
  • 3 cut, 8 slice cake
56
Q

examples of searching for an analogy

A
  • radiation problem
  • parallelogram –> arrow area problem
  • inspired by nature –> velcro
57
Q

language position 1

A

language is independent of thought/ cognition
- powerful abstract thinking can take place without language
- babies have concepts before language

58
Q

language position 2

A

language influences cognition
- language profoundly influences how we think
- children’s conceptual development correlates strongly
with language development

59
Q

whorfian hypothesis

A

having specific language determines or influences how we think

60
Q

berlin & kay: focal colour

A

the most representative colour of the colour category
- examined the colour terms of 20 languages
- languages vary widely in the number of colour terms they have
- set of basic colour terms
- evolution of colour names is systematic

61
Q

russian blues

A
  • two words for blues – goluboy and siniy
  • russian speakers have greater discrimination speed between categories of blue
  • when forced to verbalise, russian speakers lost advantage
62
Q

heider: dani tribe theory

A

dani tribe only use two colour names: light and dark- evidence against whorfian hypothesis

63
Q

ego moving

A
  • present to future
  • wednesday to friday
64
Q

time moving

A

future to past
- wednesday to monday

65
Q

spatial prime

A
  • riding chair (ego moving) vs. pulling chair (time moving)
  • spatial prime influences thought about lecture date being moved 2 days
66
Q

boroditsky spatial metaphor study

A

mandarin (think about time vertically) vs. english (think about time horizontally)
- primed with spatial prime
- speakers faster when primed with spatial prime that matches their language

67
Q

intelligence

A

the ability to acquire knowledge, to think and reason effectively and to deal adaptively with the environment

68
Q

intelligence and head size

A

samuel morton (1820s‐1850s):
- believed head size related to intelligence (the more the better)
- ranking of races

69
Q

intelligence and brain weight

A

paul broca (1824‐1880):
- weighed brains of cadavers
- compared groups
- believed heavier brain = more intelligence
- corrected for body size
- gender biases

70
Q

francis galton

A
  • IQ is hereditary
  • first attempts to measure intelligence
  • perception
  • quick responding
  • strength
  • found no relation between social class and performance
71
Q

correlation between IQ and brain efficiency

A

cortex of highly able children starts off thinner at age 7, reaches peak thickness later –> extended window of opportunity for developing high-level cognitive circuits?

72
Q

alfred ginet

A
  • stanford binet IQ test – psychological construct
  • test to predict school success
  • intelligence is performance on complex tasks, multiple levels of difficulty
  • believed it was a general ability – not accumulation of info
  • excluded tasks that did not correlate with school performance
73
Q

intelligence quotient calculation for children

A

(mental age/chronological age) x 100
- allowed comparisons among individuals

74
Q

sternberg’s triarchic theory

A
  • seek to achieve goals = be successful
  • adapt to environment
  • three circles: analytic, creative, practical
  • and… wisdom-based skills
75
Q

the correlation coefficient (r)

A
  • r measures the magnitude of the relation
    between two variables
  • r ranges from –1.00 to +1.00
76
Q

gardener’s theory of multiple intelligences

A
  • no such thing as unified intelligence
  • many types, some may be high and others low:
    > linguistic
    > musical
    > logical
    > spatial
    > bodily
    > inter/intrapersonal
77
Q

influence from culture on intelligence

A

different cultures value different intelligences
> talking versus listening
> skills that foster stable intergroup relations
> social competence over intellectual ability
> relative importance of intelligence

78
Q

spearman’s two factor theory

A

intelligence consists of:
- g (general) factor
- s (specific) factors
- g underlies performance on all intelligence subtests
- s specific to type of task (computation, vocabulary, digit
span)

79
Q

the bell curve (1994, hernstein & murray) claimed that:

A
  • IQ tests measure what most people think of as intelligence
  • psychologists agree that a general factor (g) exists
  • IQ is almost impossible to modify through education and special training
  • IQ is mostly genetically determined
  • racial differences in IQ are the result of heredity
  • US govt wasting money with enrichment programs

DEEPLY FLAWED

80
Q

genes vs environment: genes

A
  • inherited diseases
  • PKU, tay sachs
  • non-inherited influences
  • down’s syndrome
81
Q

genes vs environment: environment

A
  • teratogens
  • nutrition
  • stimulation
  • trauma
  • schooling
  • poisons (lead, mercury)
82
Q

abecedarian project – 1970s

A
  • low SES individuals – developmental intervention pre-K –> 5 y/o (lots of stimulation!)
  • differences between two groups significant, intervention improved functioning
  • 70% of intervention went to higher education or skilled labour (vs. 40%)
  • language development crucial
  • showed that intelligence is not fixed (despite heritability)l
83
Q

evidence for environment effects on IQ

A
  • mean difference in IQ between groups is changing
  • african and Euro-American scores changing
  • immigrant groups in US
  • environment can influence the development of particular cognitive abilities
  • african-American children adopted into high SES families show significantly higher IQ scores than those who remain in lower SES homes

*heritability estimates vary as a function of SES

*stereotype threat – making stereotype salient can negatively impact performance

PYSC112 (4 decks)

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