Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PYB204 - Perception and Cognition > Week 11 - Language > Flashcards

Week 11 - Language Flashcards

1
Q

Communication

A

Behaviours that convey information
- Turn-taking
- Intonation
- Gesture (body language)
- Eye gaze control
- Touch

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Language

A

a communication system that has symbols (words) and rules for ways to assemble the symbols (grammar)
- thinking and processing is made possible
- intangible ideas (truth, virtue, freedom)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Linguistics

A

the study of language structure, variation and change
- Phonology, morphology, syntax, semantics, pragmatics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

psycholinguistics

A

the psychology of our language as it interacts with the mind
- perception (speech, reading) and production (speaking, writing, signing)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Ferdinand de Saussure

A

the pairing between a sound and meaning is arbitrary as different languages use different sound to convey the same meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Iconicity

A

resemblance between form and meaning
- ‘teeny’ conveys a sense of smallness through the high-front vowel
- bouba-kiki effect: round and sharp shapes, respectively

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Systematicity

A

any statistical regularity between phonological structure and meaning
- phonesthemes: in english gl- frequently occurs in words referring to shiny visual phenomena, like, glitter, glimmer, glisten, glitz

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What are the two ways to represent sound patterns in speech?

A
  1. phonemes
  2. phonetics
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

phonemes

A

smallest unit of sound that can distinguish one word from another
- ~44 phonemes are made up of our 26 vowels and consonants
- phonemes may be represented by different letters e.g. cat, kit, school
- allophones are different representations of the same phoneme e.g. lips, slip, spill, pills and lisp

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

phonetics

A

the physical properties of speech sounds and how they are produced and perceived in different contexts
- international phonetic alphabet (IPA)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

language-specific phonemic charts

A
  • families of sounds with qualities in common
  • how a sound is made
  • which part of the mouth and articulatory mechanism it is made
  • where it is made
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Prosody

A
  • the tune and rhythm of speech
  • speech properties typically at a level above that of the individual phoneme/segment and in sequences of words
  • conveys attitude, emotion, sarcasm
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

what is prosody characterised by?

A
  • vocal pitch (fundamental frequency)
  • loudness (acoustic intensity)
  • rhythm (phoneme and syllable duration)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Morphology

A
  • word structure and formation
  • smallest unit of meaning within a language
  • all speakers store morphemes from their native language in a mental lexicon
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

free morpheme

A

stands alone as a single word e.g. cat

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

bound morphemes

A

derivational: prefixes and suffixes e.g. re- charge -able
inflectional: suffixes e.g. plural -s and regular past tense -ed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Syntax

A
  • the system of rules specifying how words are combined in sentences
  • Rules are productive (generative), a capacity for infinite expression: recursive syntax (phrase structure grammar)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Subject-verb-order (SVO) word order languages

A

Rule: subject - verb - object
Correct: the boy - throws - a ball
incorrect: the boy - a ball - throws

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Structural ambiguity

A
  • rules are not perfect
  • a sentence is syntactically ambiguous when the string of words can plausibly be assigned more than one syntactic structure
  • can happen with a misplaced modifier (used in jokes)
  • make sure that modifies are as close to the word that they modify as possible
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Semantics

A
  • how word and sentence level meanings are expressed in languages
  • influenced by morphology, syntax and phonology
  • monosemy refers to a word form that has only one meaning (or sense)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

lexical ambiguity

A
  • A homonym is associated with two or more unrelated senses, e.g., “coach” = “bus” or
    “sports instructor”
  • Polysemy refers to a single word form being associated with two or several related
    senses, e.g., “the mouth of the river” (a metaphorical relationship)
  • A homophone is a word that is pronounced similarly to another word but differs in
    meaning, e.g., “flower” and “flour”
22
Q

Pragmatics

A
  • How context and other information
    contribute to meaning
  • Explains how language users can
    overcome apparent ambiguity
  • e.g., the cooperative principle
  • Literal versus figurative meanings
  • e.g., “the cat is out of the bag”
23
Q

Visual-gestural langues

A
  • languages with the same expressive power as spoken languages
  • Have the same organizational principles as spoken languages
  • phonemes are communicated via handshape, location, movement, palm orientation, and non-manual markers.
  • Tend to be less strict in word order (syntax) than spoken/written languages
  • are iconic
24
Q

Speech perception

A
  • The most important form of auditory perception for humans
  • It is incremental
  • processing (e.g., semantic, syntactic) occurs while a word is being attended to
  • It is predictive
  • listeners devote resources during sentence processing to predicting upcoming words or phrases
  • So it is both bottom-up and top-down (flexibly dynamic and interactive)
25
Q

Processing stages

A
  • Select the relevant speech signal
  • Decoding (extracting either phonemes, allophones or syllables)
  • Varies flexibly (~allophones earlier)
  • Segmentation (word recognition/lexical retrieval)
  • Interpretation (extract/reconstruct meaning)
  • Integrate (with previous speech to construct overall message)
26
Q

Speech perception problems

A
  • noisy, makes speech segmentation difficult
  • co-articulation: pronunciation of a phoneme depends on the preceding and following phonemes.
  • Speakers typically produce 10 phonemes per second and much acoustic information is lost within 50 ms if not rapidly processed
27
Q

Speech perception: helpful cues (lipreading)

A

Listeners (even with intact hearing) make extensive use of lip-reading when listening to
speech (multi-sensory information) to predictively anticipate the next sound
- McGurk effect

28
Q

Speech perception: helpful cues (sentence context)

A
  • Influences phoneme perception and so rapidly influences spoken word perception
  • Phonemic restoration effect
29
Q

Speech perception: helpful cues (prosody)

A
  • Intonation helps to direct attention to the potentially most informative parts of speech
  • Dynamically modifies the hypotheses a listener might entertain about a sentence
  • Ladle Hat Rotten Hut
30
Q

Phonemic restoration

A
  • Influences phoneme perception and so rapidly influences spoken word perception
  • Demonstrated by the Phonemic restoration effect (Warren & Warren, 1970)
  • Listeners heard a sentence with a missing phoneme that had been replaced with a
    meaningless sound (cough) yet reported hearing the phoneme as if it were present.
31
Q

Reading

A
  • word recognition is automatic
  • University students can read ~300 words per minute (~200 ms per word)
  • Estimates vary according to how “recognition” is measured:
  • deciding a word is familiar
  • accessing a word’s name
  • accessing its meaning
32
Q

processes of reading

A
  • orthography (the spelling of words);
  • phonology (the sound of words);
  • semantics (word meaning);
  • syntax;
  • higher-level discourse integration
33
Q

Eye movements

A
  • Most text information we process relates to the word we are currently fixated on
  • Not all words are fixated
  • ~80% content words but only ~20% function
    words, (e.g., a, the, and, or)
  • Saccades take 20–30 ms to complete and are
    separated by fixations lasting 200–250 ms
  • Each saccade is about 8 letters or spaces long
  • Your perceptual span extends 3 or 4 letters to left of fixation and up to 15 letters to the right depending on the difficulty of the text
34
Q

Orthographic processing

A

The automaticity of reading words aids letter identification

35
Q

phonological processing

A
  • Debate about whether it is essential or just a by-product of reading (i.e., epiphenomenal)
  • Some people don’t have “inner speech” or subvolcalisation
  • Some evidence that word meaning can be accessed without access to phonology first,
    unlike speech perception (i.e., via a direct route from orthography-to-semantics)
36
Q

Working memory in text reading

A
  • Individual differences in working memory (WM) capacity (the ability to maintain and manipulate information concurrently) are moderately correlated with reading comprehension
  • measured using the reading span task
  • indirect relationship
37
Q

Inferential processing

A
  • Readers with superior reading skills (including those with high working memory capacity) draw more inferences than other readers
38
Q

Braille reading

A
  • Correlated with listening comprehension and working memory capacity
  • Braille letters are read serially rather than parallel
  • Braille readers find transposed letters much
    harder to process
  • Losing popularity due to audiobooks
39
Q

Language production

A
  • We know much more about language comprehension than language production.
  • Easier to control material to be comprehended than to constrain an individual’s production
  • As production is about communication it is a flexible goal-directed activity
40
Q

spoken word production processes

A

What we want to say, to whom and in what context?
* lexical concept
Retrieval of semantic, phonological and morphological characteristics
* lemma (debated)
Retrieval of morphemic and segmental content
* phonological codes
Assembly of phonological codes into syllables
* phonological word form
Phonetic encoding
* mental syllabary (debated)
Motor execution/articulation

41
Q

Speech errors - units

A
  • phrases, words (e.g. saying “pass the pepper” instead of “pass the salt”),
  • morphemes, phonemes (e.g. saying “flock of bats” instead of “block of flats”)
  • features (e.g. saying “turn the knop” instead of “knob”)
42
Q

mechanisms of speech errors

A
  • anticipations (e.g. saying “the mirst of May” instead of “the first”)
  • perseverations (e.g. saying “God rest re merry gentleman” instead of “God rest ye”)
  • exchanges (e.g. “Guess whose mind came to name?” instead of “name came to mind”)
  • substitutions (“Get me a fork” instead of knife)
  • blends (saying “chung” for “children” and “young”).
43
Q

Verbal self-monitoring

A

The set of processes speakers use to inspect their own speech to prevent errors and to
intervene when trouble arises
* Speakers are able to detect and rapidly correct their own speech errors
* Monitoring occurs from abstract conceptual formulation onward
* A repair may be marked by a hesitation followed by an editing term (e.g. ‘i mean’)

44
Q

Perceptual speech monitor

A
  • Speakers monitor both their inner and their overt speech
  • Monitoring of overt speech involves auditory feedback (hearing)
  • More so when speakers produce long and complex utterances
45
Q

verbal self-monitoring accounts

A
  • the perceptual loop model
  • the forward model
46
Q

Picture-word interference paradigm

A
  • Semantically-related distractor words slow naming compared to an unrelated word
  • semantic interference effect
  • Phonologically-related distractor words facilitate naming compared to an unrelated word
  • phonological facilitation effect
47
Q

Stimulus onset asynchrony (SOA)

A

Adjusting the timing of distractor versus picture presentation (or the stimulus onset asynchrony; SOA) provides information about the chronometry or time-course of semantic and phonological stages of production
* Early SOAs – distractor presented first
* Late SOAs – picture presented first

48
Q

Continuous naming paradigm

A

Each additional presentation of an object from the same semantic category results in a ~30 ms slowing of naming latencie

49
Q

Speech planning: syntactic priming in sentence production

A
  • People are more likely to use a particular syntactic structure if that structure has recently been employed
  • Syntactic (or structural) priming is the facilitation of processing that occurs when a sentence has the same syntactic form as a preceding sentence
  • An automatic, implicit process
50
Q
A
51
Q
A
52
Q
A

PYB204 - Perception and Cognition (10 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions