Unit 6 - Thinking, Language, and Intelligence Flashcards
Language vs. Communication
productivity (saying something you’ve never heard before)
semanticity (remaking a sound and meaning something else)
displacement (referring to something that isn’t present)
Language
a system for combining symbols (words) so that an infinite number of meaningful statements can be made for the purpose of communicating with others
*important part of how people think
All languages share these common characteristics
grammar phonemes morphemes syntax semantics pragmatics
Grammar
system of rules governing common characteristics
Phonemes
basic unit of sound in a language
*reason people have trouble learning different languages is because other languages have different phonemes can’t one can’t pronounce or hear
Morphemes
smallest unit of meaning within a language
Syntax
system of rules for combining words and phrases to form correct sentences
*important for meaning
Semantics
rules for determining meaning of words and sentences
*it’s possible to have the same semantic meaning and have different syntax
Pragmatics
practical aspects of communicating with others
*taking turns in conversation, using gestures, etc.
Intonation
knowing what rhythm and emphasis to use when communicating with others
Piaget vs. Vygotsky
Piaget
- believed that concepts preceded and aided the development of language
- believed collective monologue was egocentric
Vygotsky
- believed that language helped develop concepts and language could help child learn to control behavior
- believed private speech was a way for child to form thoughts and control actions (smarter children used it more in his opinion)
Collective Monologue/Private Speech
preschool children talk to themselves even when playing with others
Sapir-Whorf Hypothesis/Linguistic Relativity Hypothesis
the thought processes and concepts within any culture are determined by the words of the culture; the words people use to determine how they think about the world around them
Cognitive Universalism
concepts are universal and influence development of language
Chomsky vs. Skinner
Chomsky
- language is nature
- LAD –> prewired for language
- similarities in languages worldwide
Skinner
- everything’s learned (operant conditioning)
- language is nurture
- differences in languages worldwide
How do children learn language in utero?
- automatic preference towards mother’s voice
- mother’s heartbeat
- get used to the way mother talks
Synaptic Pruning
periods in life when unused synapses are destroyed
*adolescence, under 6 months
Speech Discrimination
ability to discriminate speech sounds goes away with synaptic pruning
Facial Expression
- helps learn language
- mouth is huge cue for understanding language
Prelinguistic Language Development
no formal meaning with language rules
- crying (from birth)
- cooing (2-3 months)
- babbling (4-6 months)
- patterned speech
Linguistic Language Development
- one word (1 year) –> overextension
- two words –> overgeneralization
- telegraphic (approx. 2 years) –> overgeneralization
- phoneme production (4.5-6 years) –> metaphonology
Overextension
use single word to refer to many items
Overgeneralization
using typical rules for grammar because don’t know atypical rules
agent + action –> daddy kiss
agent + object –> man hat
action + object –> give ball
Telegraphic
proper syntax without using all words
Metaphonology
understand all phonemes (how words are put together)
Motherese/Parentese/Caregiver Speech
special way parents talk to their kids
Thinking/Cognition
mental activity that goes on in the brain when a person is processing information (organizing, understanding, communicating)
Mental Images
representations that stand in for objects and events; have a picture-like quality
*people tend to engage mental images like we do physical objects (takes time to rotate mental image just like physical object)
Concepts
ideas that represent a class or category of objects, events, or activities
Formal Concepts
concepts defined by very specific rules or features
Natural Concepts
concepts people form not as a result of a strict set of rules, but rather as the result of experiences with these concepts in the real world
Prototype
concept that closely matches the defining characteristics of the concept
Scripts
kind of schema that involves a familiar sequence of activities
Metacognition
thinking about thinking
Problem Solving
occurs when a goal must be reached by thinking and behaving in certain ways
Decision Making
identifying, evaluating, and choosing among several alternatives
Trial and Error/Mechanical Solution
trying one solution after another until finding one that works
Rote
learned set of roles