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2112 - Foundational Cognition > Week 9 > Flashcards

Week 9 Flashcards

1
Q

What is Language

A
  • Individual Words
  • Combined to make sentences
  • Words oftenhave more than one meaning
  • Primary way people communicate
  • Studying language teaches us how the mind operate
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2
Q

The Language System

A
  • A system of communication
  • Uses sounds or symbols
  • Enables us to express Feelings, thoughts, ideas and experiences
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3
Q

Can Animals communicate or use language

A
  • KOKO - Gorilla
  • Alex the Parrot
  • Bees – fly toward the sun – up fly away from sun down
  • Length of dance indicates how long it takes to get there
  • Even factor in wind speed
  • Same in bees all over the world
  • Bees can do the math
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4
Q

Human Language is Sophisticated

A
  • Language far beyond fixed signals that communicate survival needs like “feed me” or “danger
  • Allows us to arrange a sequence of signals to transmit messages from person to person
  • Can be spoken, letters & writing, gestures & sign language
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5
Q

Language Structure

A
  • We continually create new and unique sentences
  • Structure that is:
    1. Hierarchical
    2. Governed by rules
  • Hierarchical systems have small components to form larger units
  • Rules have specific ways the small units can be arranged
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6
Q

Our Need to Communicate - One Community

A
  • Goldin-Meadow 1982
  • Deaf children in Peru invented their own sign language
  • All humans develop language that follow complex grammar rules
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7
Q

Cross Cultural Language is Universal

A
  • All humans develop language with complex rules
  • There are more than 5000 different languages
  • There is no culture without language
  • Language development is similar across cultures
  • Babbling at 7 mths, words around 12 mths and sentences at 2yrs in all languages
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8
Q

Language Learning Theorists

A
  • BF Skinner 1957
  • Noam Chomsky 1959
  • MacCorquodale 1979
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9
Q

B.F. Skinner Verbal Behaviour

A
  • Verbal behaviour is learned through reinforcement
  • Includes:
    • requesting
    • labeling & classifying
    • Generalisation & Discrimination
  • Conversation is a combination of the above
  • People reinforce each others verbal behaviour by talking to each other
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10
Q

Verbal Behaviour

A
  • Skinner said children learn through reinforcement
  • Also imitation and principles of conditioning
  • They learn language the way they learn everything
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11
Q

Vocalisations

A
  • Skinner said sounds that are reinforced are repeated
  • Those not reinforced or punished disappear
  • Includes - Mands, Tact, Echoic, Intraverbal
  • Criticisms: Trial and error don’t account for:
    • Fast mapping/speed of language acquisition
    • generative aspect of language
    • mistakes that are not imitated e.g “he goed away”
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12
Q

Mands

A
  • A request for something wanted or needed
  • Request to end something undesirable.
  • One of the first forms of communication
  • Naturally acquired,
  • Observed as early as birth e.g. when baby cries for food or comfort
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13
Q

Tact

A
  • A verbal behaviour under control by the environment (labeling)
  • A verbal operant where a response of a word is evoked or strengthened by an object or event
  • Tact is verbal contact with the physical world such as praise
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14
Q

Echoic

A

Verbal behaviour that is controlled by verbal stimulus

e.g. imitation

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15
Q

Intraverbal

A

A verbal behaviour that is controlled by other verbal behaviour

e.g. answering or responding

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16
Q

Syntactic Structures - The Book

A
  • Noam Chomsky 1957
  • Human language encoded in our genes
  • The underlying basis of all language is similar with universal grammar
  • Children produce sentences without having heard them before
  • Sentences don’t need to be reinforced
  • Children’s language is characterised by Poverty of Stimulus
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17
Q

Poverty of Stimulus - Chomsky 1957

A
  • We are not exposed to enough linguistic environment to learn to talk from experience
  • Language must be learned through syntactic rules
  • Children learn these rules and apply them to new situations
  • Many models of learning do not require an individual to experience each instances of a phrase to understand and use it
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18
Q

Language Acquisition Device (LAD)

A
  • Noam Chomsky said language is biological
  • LAD is innate prewired mechanism for language development
  • Grammar is built in and universal - allows us to learn any language in the world at birth
  • Evidence:
    • Studies of specific language impairment show that it is genetic and runs in families
    • Unique physiology of mouth & throat and language brain areas
    • Humans are prewired for language
  • Critique - Does not explain how language is produced
    • Difficult to falsify the claim of universal grammar
    • Children are Actually reinforced and punished while learning language and making mistakes
    • Some evidence children learn grammar probabilistically
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19
Q

Language Summary

A
  • Language is the primary way humans communicate
  • A system of communication uses sounds, symbols
  • Expresses our thoughts, feelings, ideas and experiences
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20
Q

Skinner - Chomsky

A
  • Skinner developed Verbal Behavior and said language was learned through reinforcement and imitation
  • Chomsky said that grammar was universal and learning language was innate
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21
Q

POS - Chomsky

A
  • Poverty of Stimulus
  • Children are not exposed to enough language to learn by imitation
  • Basic Behaviour principles do not cover the complex way language is put together
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22
Q

LAD

A
  • Language Acquisition Device
  • Humans have a pre-wired mechanism for language development
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23
Q

Psycholinguistics

A

Study of psychological processes where people acquire and process language

  • Comprehension -how do people understand spoken and written language
  • Speech Production - How do we produce it
  • Representation - How is language represented in the brain
  • Acquisition - How do we learn language
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24
Q

What is language?

A
  • By adulthood people understand 50,000 different words
  • Altmann 2001; Dell 1995
    • Lexicon
    • Phonology
    • Orthography
    • Semantics
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25
Q

Lexicon

A
  • All the words a person understands
  • Our Mental Dictionary
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26
Q

Phonology

A

Pronunciation of our words

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27
Q

Orthography

A

Written form of words

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28
Q

Semantics

A

The meaning of words in a language

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29
Q

Components of Words

A
  • Phonemes
  • Morphemes
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30
Q

Phoneme

A
  • Shortest segment of speech that if changed changes the meaning of the word
  • For example, “luck” consists of 3 phonemes, but only one morpheme.
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31
Q

Morphemes

A
  • Smallest Unit of language with a definable meaning
  • “Table” has two syllables, tabe ” and “ul,”
  • Also consists of only a single morpheme, because the syllables alone have no meaning.
  • “Psychology” has four syllables and two morphemes
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32
Q

Phonemic Restoration Effect

A
  • Sometimes we miss parts of a sound
  • Our Auditory senses have evoveled to deal with gaps
  • We fill them in so we can perceive them as continuous
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33
Q

Perceiving Sounds and Letters

A
  • Meaning influences our perception of sounds
  • Warren 1970
  • “There was time to _ave”
    • is the word shave, save, wave or rave?
  • “There was time to _ave” goodbye to our friends”
    • Most people would hear Wave
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34
Q

Perceiving Individual Words in a Sentence

A
  • Word perception is problematic because not everyone speaks the same
  • How to say “Did you go to class today”
  • Would you say “Did You” or “Dijoo”
  • Pollack & Pickett 1964
  • Words are harder to understand when taken out of context
  • Even when subjects listen to their own voice!
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35
Q

Perceiving Words Without Spaces in a Sentence

A
  • Speech is easier to understand when heard in a sentence
  • Usually these words are not separated by any spaces
  • We use Speech Segmentation for this
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36
Q

Speech Segmentation

A

We perceive individual words even though we don’t pause between words when we hear the sound signal

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37
Q

Perceiving Words

A
  • In English some sounds are more likely to follow another

“Pretty: - Pre is likely to be followed by ty
Ty and Ba is likely to be separated into two different words

  • The way we segment and categorise words is decided by frequency, context, statistical learning and our comprehension of meaning of words
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38
Q

Word Superiority Effect

A

Letters are easier to recognise when then are contained within a word

Not so much when they appear alone or are contained in a non word

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39
Q

Perceiving Language Theories (4)

A
  • Phonemic Restoration
  • Words Isolated from Conversation
  • Speech Segmentation
  • Word Superiority
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40
Q

Phonemic Resoration

A
  • A Phoneme in a sentence can be perceived even if it obscured by noise
  • Knowledge of meaning helps fill in the blanks
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41
Q

Words Isolated From Conversational Speech

A
  • It is difficult to perceive isolated words
  • Context provided by sentences helps perception of individual words
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42
Q

Speech Segmentation

A
  • Individual words are perceived in spoken sentences
  • We do not hear the spaces between words
  • Letters are affected by their surroundings
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43
Q

Perceiving Written Words

A
  • We can recognise individual words using perception
  • This is different from understanding the meaning of those words
  • Some words are more frequent in certain languages
  • In English “home” occurs 547 x per million
  • “Hike” occurs 4 x per million
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44
Q

Word Frequency Effect

A
  • We respond faster to High Frequency words
  • Rayner & Duffy 1986
  • Studied Fixation & Gaze times
  • Looked at eye movements of participants while they were reading
  • Sentences constructed by changing single swords
  • The slow waltz captured their attention (Low)
  • The slow music captured their attention (High)
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45
Q

Rayner and Duffy (1986) - Word Frequency Effect

A
  • Duration of fixation was 37ms longer for uncommon words
  • Total gaze duration was 87ms longer for uncommon words
  • Past experience will influence how quickly we access their meaning
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46
Q

Lexical Ambiguity

A
  • Words often have multiple meanings
  • How do we decide which meaning to use?
    • River Bank
    • Commonwealth Bank
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47
Q

Lexical Ambiguity - Lexical Decision Task

A
  • Swinney 1979
  • Within 400ms of hearing Bugs both Ant and Spy were primed
  • After 700ms only Ant is primed
  • Context clears up ambiguity and eliminates meanings that are not needed
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48
Q
A
  • Swinney 1979 Listening Task
  • Context clears up ambiguous meaning
  • Priming supports decision making to decide which word to select
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49
Q

Lexical Priming Task

A
  • Tanenhaus et al 1979
  • Subjects heard sentences like:
    • “She held the rose” (rose as a noun)
    • “They all rose” (rose as a verb)
  • Primed word by either using a noun or a verb
    • Noun Prime - She held a rose –> flower
    • Verb Prime - They all rose –> flower
  • Priming effect is stronger for noun noun.

Both meaning are primed at 0 delay compared to control sentence, but after 200 ms only the noun prime remains.

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50
Q

Meaning Dominance

A
  • Traxler 2012
  • Many words have multiple meanings
  • Not all meanings are created equal
    • Meaning Dominance
    • Biased Dominance
    • Balanced Dominance
  • Some words like CAST are equal in dominance
    • Cast of the play
    • Plaster Cast
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51
Q

Meaning Dominance Defined

A

Some word meanings occur more often than others

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52
Q

Biased Dominance

A
  • Words have multiple meanings
  • Some have high frequency and dominance
  • Some have low frequency and dominance
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53
Q

Balanced Dominance

A

When words with multiple meanings have equal balance and the same dominance

54
Q

Understanding Words

A
  • Word Frequency
  • Lexical Ambiguity
  • Accessing word meanings is complicated and influenced by many factors
  • Word frequency determines how long it takes to process meaning
  • Context determines the meaning we access
  • Correct context choice depends on word frequency, dominance and context
55
Q

Define Psycholinguists (4)

A
  • Study of the psychological process of acquiring and perceiving language
  • CRAS -
    • Comprehension
    • Representation
    • Acquisition
    • Speech Production
56
Q

Define Lexicon

A
  • Includes: phonology, orthography and semantics
  • Word components use phonemes and morphemes to construct them
57
Q

Key Concepts in Perceiving Phonemes, Words or Letters

A
  • Phonemic Restoration
  • Words Isolated from Conversational Speech
  • Word Superiority
58
Q

Key Concepts in Understanding Words

A
  • Word Frequency
  • Lexical Ambiguity
59
Q

Understanding Sentences

A
  • Semantics is in the meaning of words in a language
    • Syntax
    • Parsing
60
Q

Syntax

A
  • Rules for combining words into sentences
  • These sentences are a string of words in sequence
61
Q

Parsing

A
  • Mentally grouping words into phrases
  • Helps listener create meaning
62
Q

Brain Areas for Syntax and Semmantics

A
  • Two famous neuropsychology studies
    • Paul Broca 1861
    • Carl Wernicke 1879
  • Broca’s Area is connected to syntax and structure of sentences
  • Wernicke’s Area connected to semantics and Understanding word meaning.
63
Q

Brain Areas ERP for Syntax and Semantics

A
  • (a) The N400 wave of the ERP is affected by the meaning of the word.
  • N400 response is associated with structures in the temporal lobe.
    • (b) The P600 wave of the ERP is affected by grammar.
    • P600 response is associated with structures in the frontal lobe, more toward the front of the brain.
64
Q

Parsing a Sentence

A
  • After the musician played the piano …
    a … she left the stage
    b … she bowed to the audience
    c … the crowd cheered cheerfully
    d… was wheeled off of the stage
65
Q

Parsing a Sentence - Garden Path Model

A
  • Sentences seem to begin with one meaning but finish meaning something else
  • Called Garden Path Sentences
  • Only one syntactical structure guided by heuristics considered at first
  • Rules allow us to make quick decisions
  • Simplest syntactical structure is chosen
66
Q

Principle of Late Closure

A
  • Parser assumes new word is part of current phrase
  • Semantics do not influence syntactic construction
  • When syntactic structure is incompatible with semantic information initial structure is revised
67
Q

Parsing - Constraint Based Approach

A
  • Information in addition to syntax is used in processing sentences
  • Context and Words used to predict how sentences should be parsed
  • Word meanings influence this.
  • Our knowledge of word meanings impact sentences

Sentence 2 is more difficult to figure out because there are two possible meanings

68
Q

Constraint Based Approach (3)

A
  • Influence of Word Meaning
  • Influence of Story Context
  • Visual World Paradigm
69
Q

Influence of Story Context

A
  • Context and words both used to predict how a sentence should be parsed
  • Syntax is also used to process a sentence
  • “The horse raced past the barn fell” is confusing without context.
70
Q

Visual World Paradigm

A
  • Tanenhaus 1995
  • Sentence interpretation influenced by meanings of words
  • Influenced by the meaning of a scene we are observing
  • Subjects process information they see in a visual scene
71
Q

Visual World Paradigm

“Place the apple on the towel in the box.”

A
  • Interpretation 1:
    • The relevant apple is the one on the towel.
  • Interpretation 2:
    • Move the apple onto the towel.

Tanenbaum tracked eye movements

72
Q

Predictions Based on Knowledge of Language Constructions

A

Relative Clause vs Main Verb

Sentence [12] in the figure to the right occurs less frequently, so we
are more likely to read the sentences as if we were reading sentence [11] until they diverge in meaning.

73
Q

Rules to Understand Sentence

A
  • Semantics and Syntax affected by different brain areas
  • Errors of semantics and syntax can generate ERPS
  • Words in a sentence can affect processing of ambiguous sentences
  • Temporary Ambiguity can be caused by expectations and can change with experience
74
Q

Semantics and Syntax Brain Areas

A
  • Semantics and Syntax processed by different areas
  • Broca Frontal Lobe responsible for syntax
  • Wernicke Temporal Lobe responsible for semantics
75
Q

Semantics and Syntax - ERP

A
  • Errors of Semantics and Syntax generate ERP
  • These errors are processed differently in the brain
  • Semantics produce N400 and Syntax produce P600 pulses on and ERP
76
Q

Ambiguous Sentence

A

Semantics can affect sentence processing

e,g, The spy saw the man with binoculars

The spy saw the man, with binoculars

The spy saw, the man with binoculars

77
Q

Visual World Paradigm

A
  • Information in a visual scene can affect sentence processing
  • Different scenes cause different sentence processing
  • Visual context of a scene can affect sentence processes
78
Q

Temporary Ambiguity

A
  • Caused by expectations and can change with experience
  • Uncommon sentence structure creates more ambiguity
  • Effect decreases with experience
  • Past experience with language affect sentence processing
79
Q

Summary Rules and Meaning of Words

A
  • Semantics is the meaning of words in a language.
  • Syntax is the rules that make meaning of language
80
Q

What is Parsing

A

Grouping parts of sentences to create meaning

81
Q

Language Brain Areas

A
  • Broca’s area linked to syntax and structure of sentences
  • Wernicke’s Area linked to semantics and understanding meaning
82
Q

ERP affecting language

A
  • N400 wave affects meaning of a word in Temporal Lobe
  • P600 wave affects grammar in Frontal Lobe
83
Q

What is Garden Path Sentence

A
  • Sentences appear to mean one thing at first but end up meaning something else
  • Garden Path Model says we consider in syntactical structure at a time until the sentence no longer makes sense
84
Q

Constraint Based Approach States

A

Information offered by syntax and semantics are considered simultaneously as we read or listen to words

85
Q

Visual World Paradigm States

A

We process information about a sentence along with the context of how we see a visual field

86
Q

Sentence Ambiguity States

A
  • Uncommon sentence constructions create ambiguity
  • This effect can be reduced with experience
87
Q

Understanding Text and Stories

A
  • Sentences are more than the sum of their words
  • Stories are more than just the sum of their sentences
  • Inferences determine what text means
  • We use knowledge and experience to comprehend beyond the text
88
Q

Text and Stories

A
  • Bransford & Johnson 1973
  • Subjects read passages and were tested to see what they could remember
    • e.g. John was trying to fix the birdhouse. He was pounding the nail when his father came out to watch him and help him do the work.
  • Subjects more likely to indicate they had seen the next passage:’
    • John was using a hammer to fix the birdhouse when his father came out to watch him and help him do the work.
  • They inferred that John was using a hammer from the information about the nail.
89
Q

Making Inferences - Coherence

A
  • The way a person presents text in their mind so that they relate one part of the text to the next.
  • Inferences create connections essential to coherence in text
  • Transformation of words, sentences and sequences of text into meaningful story
  • Sometimes harder for less skilled readers or writers
90
Q

How do we create Coherence? (CIA)

A
  1. Anaphoric Inferences
  2. Instrument Inferences
  3. Causal Inferences
91
Q

Anaphoric Inferences

A
  • Inferences that connect an object or person in one sentence to an object or person in another sentence.
    “Riffifi , the famous poodle, won the dog show. She has now won the last three shows she has entered.”
92
Q

Instrument Inferences

A

Inferences about Tools or Methods to produce stories

e.g. ”William Shakespeare wrote Hamlet while he was sitting at his desk.”

93
Q

Causal Inferences

A

Inferences that events described on one sentence were caused by events in the previous sentence

e.g. Sharon took an aspirin. Her headache went away.

94
Q

Mental Representation of Stories

A
  • People use their knowledge to infer connections between different parts of stories
  • Knowledge helps the process of Comprehension
  • Consider the nature of Mental Representation we form when we read a story
95
Q

Situation Model

A

A mental representation of what a text is about

We simulate perceptual and motor characteristics of objects and actions in a story.

96
Q

Situation Model - Neural Evidence

A
  • Olaf Hauk 2004
  • Determined the link between movement, action words and brain activation using fMRI
  • Activation more extensive for actual movements but reading the words happens in roughly the same part of the brain
97
Q

Predictions Based on Situation Knowledge

A
  • Metusalem et al. 2012
  • Recorded subjects ERP as they read scenarios

“The band was very popular and Joe was sure the concert would be sold out. Amazingly, he was able to get a seat down in front. He couldn’t believe how close he was when he saw the group walk out onto the ( stage / guitar / barn ) and start playing.”

98
Q

Situational Knowledge ERP

A
  • Metusalem et al. 2012
  • Recorded subjects ERP as they read expected/event related/event unrelated scenarios
  • N400 becomes larger when the word does not fit the sentence
  • Subjects knowledge of guitar connected to concerts produce smaller N400 than barn
99
Q

Making Inferences

A
  • Subjects infer meaning beyond sentence wording
  • We can create Coherence using anaphoric, instrument and causal inferences
  • Creative processes are based on past experience and help create Coherence
100
Q

Link Between Action Words & Brain Activity

A
  • Motor areas of the cortex activated by action words
  • Reader’s responses to words include simulation of action
101
Q

Prediction Based on Situational Knowledge

A
  • Readers access most likely word fit and related words according to experience
  • Experience with situations leads to Predictions
102
Q

Language Production - Conversation

A
  • Conversation is two or more people talking together
  • Each person needs to take heed of what the others are saying
  • Pickering & Garrod 2004
  • Other people’s knowledge influences the topic being discussed
103
Q

Given-New Contract

A
  • Haviland & Clark 1974
  • States that speaker should construct sentences that includes two kinds of information
    • Given Information
    • New Information
  • Subjects took longer to comprehend two sentences when they didn’t follow this formula
104
Q

Conversation - Common Ground

A
  • Isaacs & Clark 1987
  • Speakers mutual knowledge, beliefs and assumptions
  • Paired up subjects who each had the same postcards of New York
  • Subject 1 cards arranged in 4 x 4 grid and described the pictures
  • Subject 2 selected appropriate card and put it in the same order
105
Q

Conversation Coordination

A
  • Branigan et al 2000
  • Coordination between speakers includes similar grammatical constructions
  • Syntactic Coordination
  • Syntactic Priming
106
Q

Syntactic Coordination

A

The process where people use similar grammatical construction

107
Q

Syntactic Priming

A

Hearing a statement with Syntactic Detail increases the chance a sentence will be produced with the same construction

108
Q

Skills for Conversation (2)

A
  • Skills necessary for people to engage in effective conversation
    • Theory of Mind
    • Nonverbal Communication
109
Q

Theory of Mind

A

Being able to understand what others feel, think or believe

110
Q

Non-Verbal Conversation

A
  • Interpreting and reacting to another person’s gestures
  • This includes facial expressions, tone of voice and other cues to meaning
111
Q

Given-New Contract

A
  • Speaker provides both given and new information in a sentence
  • Providing given information facilitates comprehension
112
Q

Common Ground

A
  • Mutually recognised common knowledge
  • Speakers tailor information to the listeners level of knowledge
  • People work together to achieve common ground in a conversation
113
Q

Syntactic Coordination

A
  • Similar gramatical constructions in sentences during conversation
  • Speech patterns are influenced by grammatical constructions
  • We are influenced by each others grammatical constructions in conversations
114
Q

Comprehending Text

A
  • We determine what text means by using our knowledge
  • This allows us to reach beyond information that exists in the words and sentences
115
Q

Coherence Relates to . . .

A

Information between different parts of the texts that can be inferred

  1. Anaphoric
  2. Instrument
  3. Causal
116
Q

Situation Model States . . .

A

We have a mental representation of what text is about

117
Q

Conversation is . . .

A

Two or more people talking with each other

118
Q

Given-New Contract states . . .

A

Speaker should construct sentences with two kinds of information

  1. Given Information
  2. New Information
119
Q

What is Syntactic Coordination

A

A process by which people use similar grammatical construction

120
Q

Skills Necessary for Effective Conversation

A
  1. Theory of Mind
  2. Nonverbal Communication
121
Q

Semantic Radicals

A
  • Knowing these helps Chinese Children to learn and remember meaning of Chinese characters
  • Semantic Radicals are not taught to people who are learning Chinese as a second language
  • This is because when learning Chinese you can get by by learning much less
  • Perhaps semantic radicals not useful for learning fundamental communication
122
Q

Learning Semantic Radicals

A
  • Taft & Chung 1999
  • Dunlap, Perfetti, Liu & Wu in press
  • Found Adult learners can pick up semantic radical knowledge through implicit learning
  • Exposure to Chinese characters allows learners to learn meaning of semantic radicals
  • Explicit instruction in Semantic Radicals improved learning even more
123
Q

Second Language Learning

A
  • Adult learners generally benefit from explicit instruction - Dunlap et al 2011
  • Semantic Radicals not usually taught to adults due to the many exceptions that exist
  • Adults given explicit instructions on semantic radicals seem to learn better
  • Indicates that when we know a rule, exceptions are easy to identify
  • Explicit instructions enhance learning despite initial confusion
124
Q

Cultural Effects on Language

A
  • Non Linguistic Communication
  • Speech Illustrators and Esmojis
  • Personal Space
  • Emblems and Symbols - Cows in India & McDonalds M symbol
  • Gaze & eye contact
  • Connection of Language to Culture eg; Stolen Generation
125
Q

Cultural Identity

A
  • Language functions stimulate Cultural Identity
  • Eradication of Indigenous languages caused displacement; especially for the Stolen Generation
  • Slang is a form of group identification in youth culture
  • Latin in Law & Religion
126
Q

Linguistic Relativity

A
  • Language shapes the way we think
  • Sapir-Whorf Hypothesis
  • Structure of language affects the way speakers conceptualise the world
  • Research here has tended to be ambiguous
127
Q

Culture and Colour Names

A
  • Roberson et al 2004
  • English has 11 basic colour terms & Himba has 5
  • Very young children make similar mistakes
  • Colour names are learnt and not innate
  • Link between memory and language increases with language use
128
Q

Culture and Maths Ability

A
  • Frank, Everett, Fedorenko & Gibson 2008
  • Studied the Pirahã from Amazon - They have limited numerical system
  • They were able to perform exact matches with large numbers of items
  • Inaccurate on matching tasks that involved memory
  • NB. The Pirahã were very wary of outside influence
129
Q

Verbal Behaviour Text

A
  • Book not a paper 1957
  • Skinner wanted to take a functional approach to how we use language
  • Valued reinforcement of verbal behaviour
  • Verbal behaviour was the ultimate expression of human evolution
  • Genetic, Cultural and Social Evolution all contribute to how we use and learn about language
  • Said Verbal Behaviour is how we use language to communicate
  • Language is the culture of language use like how sounds we make come out
  • The sentences and combinations we use are language
130
Q

Mand vs Tact

A

There has been much research but it has been difficult to note the difference between a mand and a tact in verbal behaviour

131
Q

lecture 3

A

2112 - Foundational Cognition (19 decks)

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