Week Ten Flashcards

1
Q

language and memory

A

false memories can be created based solely upon how someone has described the scene to you.

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2
Q

photolinguistics

A
  • the study of how we speak and use language

- the relationship between linguistic behaviour and the psychological processes thought to underlie it.

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3
Q

perception of speech

A
  • reliance on the perceptual system. Sounds and sound sequences can be analysed without knowing what they mean.
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4
Q

phonology

A

study of the principles that govern the organisation of sounds in a language and how sounds vary

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5
Q

phenomes

A

minium unit of sounds that conveys meaning in a particular language (difference between r and L etc.).

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6
Q

Problems in decoding speech sounds

A
  • speech is not discrete and things can flow into each other.
    phonetic segments are not invariant.
  • pronounciations might differ.
  • speech is not always clear but we can selectively attend and meaning plays a role.
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7
Q

phonemic restoration effect

A

(Warren & Warren)
played sentences to participants where some examples replaced a word with the cough and other sentences where the word was ommitted. Found that people were generally able to identify the word better when replaced with the cough than they could when it was simply incomplete. Thought to be because the rest of the sentence allows us to fill in the blanks.

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8
Q

how meaning is conveyed

A
  • syntax
  • prosody
  • rules of conversation
  • shared world knowledge
  • non-verbal cues.
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9
Q

pragmatics

A

the use of language in everyday life and the way in which it is used.

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10
Q

syntax

A

syntax appears to be acquired implicity.
relates to the rules of the language, rules that dictate how words should be arranged to convey relationships within sentences.

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11
Q

semantics

A

word meaning

- is a strong cue to syntax and interpretation of sentences.

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12
Q

Rober & Allen

A

presented 20 combinations of letters combined according to pre-specified rules. Often, students were able to identify the sequences due to how they were complied through the use of the specified rules.

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13
Q

Chomsky, 1957

A

claimed that syntax and semantics relate at a surface level and a deeper structure.
surface structure: grammatical structure of the sentence (concrete).
deep structure: underlying meaning of a sentence (abstract).
transformational rules: rules showing relationships between sentences with the same meaning but different surface structures.

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14
Q

slips of the tongue

A

fromkin.
insights into the mechanisms f speech planning.
while we generally dont know what were going to say next, when we plan we can often have a slip of the tongue.
allows insights into mechanisms of speech planning.

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15
Q

aphasia

A

Broca’s patient ‘tan’.

  • t was unable to produce full sentences.
  • poor comprehensions of written and spoken language.
  • production is superficially okay but the sentence is meaningless.
  • patients with aphasia can produce grammatical structures but their words have no meaning.
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16
Q

what does the child need to learn?

A
  • phonology (system of sounds).
    -morphology (combining sounds into meaningful words).
  • syntax (combining words into sentences).
  • semantics (meaning system).
  • pragmatics (appropriate use of language).
    nonverbal communication.
17
Q

infant speech perception

A

neonate: startle response, head turning, preference for mother’s voice, can discriminate speech sounds.
1-2 months: smiles in response to speech.
3-7 months: responds differentially to tone of voice.
8-12 months: responds to name, ‘no’ phrases from routine, recognises some words.

18
Q

first words and meaning

A

first words emerge between 9 and 12 months.
protowords: preverbal vocalisations containing certain sound patters. not meaningful to other, invented by child.
first words: mostly refer to concrete objects in the environment.
over-extensions: naming all things of that category (all men are dad).
under- extensions: calling only their own dog dog.

19
Q

the acquisition of grammar

A

holophrases: ‘one word sentences’. child can name, request, demand and question with one word. tend to refer to familiar actions.
also use non-verbal gestures.
initially: one word at a time (12-15 months).
at 18 months they can say around 50 words.

20
Q

first mapping

A

children adapt words from what adults say and if they hear an unknown word they know to match it to the unknown object.

21
Q

Child learning :grammar (2-5 years).

A
  • progression from 2 words to 3 to full sentences.
  • more rules of language are inferred.
  • overregularisation: child will say hitted as they have picked up that “ed” is past tense but are not yet aware of exceptions.
    all children go through the process of overregularisation and the process reflects active participation in learning language rules.
22
Q

linguistic environment

A

for children, adults use directed speech with exaggerated intonation and pitch.
can involve recasting of child;s speech - adult will repeat incorrect sentence.

23
Q

behaviourist theories of language

A

skinner (1957): language is leaned through stimulus- response contingencies which are reinforced.
stimulus response links can be strengthened (yes thats right) or weakened (no, thats incorrect).

24
Q

nativist theories

A

Chomsky (1965).
universal grammar: innate set of linguistic principles is shared across cultures.
language acquisition device (LAD): inborn mechanism for acquiring language.

25
Q

interactionist theories

A

cognitive theory: language as aspects of general cognitive development- depends on maturation and experience.

26
Q

second language acquisition

A

critical period between 2 and 13.

can still learn a language after but is more difficult.