Brainscape's Knowledge GenomeTM

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


See full index

Bcsc 152 > weeks 1.1 to 3.2 > Flashcards

weeks 1.1 to 3.2 Flashcards

1
Q

how to recover the missing parts of a word (2)

A

through context and acoustic cues

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

why we study psycholinguistics

A

to understand the cognitive mechanisms underlying language processing

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

the field of psycholinguistics (3)

A

linguist, psycholinguist, (cognitive) psycholinguist

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

cognates

A

traces of common language ancestor (helps with second language acquisition and bilingualism; neural responses to their recognition)

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

Noam Chomsky

A

universal grammar; goal was to find a generic set of rules, principles, and constraints in human language

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

competence vs performance

A

competence: what we can do and what we know; abstract knowledge of a language; innate ability to acquire and use language; goal of generative linguistics
performance: what we actually do in production and comprehension; could pose a challenge for making generalizations in order to formulate rules

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

formal/theoretical approach to psycholinguistics

A

looking into the “competence”; treat language processor as a device (i.e., sentence generator with unlimited possible sentences)

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

traditional approach to linguistics

A

looking into the “competence”; formal symbolic analysis of linguistic phenomenon; formulate rules to make generalizations; helps with investigating endangered or minority languages; opens an avenue for future researchers for further investigation; large-scale analysis based on literature; find out patterns and rules in language for experiment design, language learning, and standardization

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

behavioral data (4)

A

reaction time, accuracy, verbal response, eye-tracking

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

eye-tracking studies

A

a type of behavioral data; visual word paradigm, competition between L1 and L2

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

priming

A

presentation of a preceding stimulus or event influences the response of the following stimulus (facilitation and inhibition)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

facilitation vs inhibition

A

facilitation: the preceding event/stimulus (prime) SPEEDS UP (activates) the response to the following stimulus (target word)
inhibition: the preceding event/stimulus (prime) SLOWS DOWN (inhibits) the response to the following stimulus (target word)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

fMRI vs EEG

A

fMRI: good for localizing the language processes in the brain (“WHERE”)
EEG: good for investigating the time course of language processing (“WHEN”)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

computational method in psycholinguistics

A

processes involved in comprehension and production; an early attempt to stimulate human language processing using artificial intelligence (i.e., ELIZA); input –> processor –> output

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

top-down vs interactive process

A

top-down process: knowledge stored in memory helps word recognition (pre-stored knowledge –> intermediate level –> visual input)
interactive process: both bottom-up and top-down processes needed in recognition (pre-stored knowledge <–> intermediate level (spelling rules, etc.) <–> visual input)

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

computational approach and connectionism

A

simulation of neural network; information flow shown as connections between nodes; the weight of connection determines which node gets activated; major applications in word recognition/retrieval and language production

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

onomatopoeia

A

pronunciation of words that resembles the actual sounds in the world (i.e., barking)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

semanticity (design features of language)

A

the meaning of signal comes from its association with objects or events

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

arbitrariness (design features of language)

A

the meaning association between signal and object/event is arbitrary

20
Q

vocal-auditory channel (design features of language)

A

transmission of speech signal from speaker to hearer (not in sign language)

21
Q

broadcast transmission and directional reception (design features of language)

A

signal sent out in all directions by speaker but listener can localize the signal in space (not in sign language)

22
Q

complete feedback (design features of language)

A

speakers can get auditory feedback from their own productions; signers can see their own gestures, finger spellings, but not facial expressions (unless using a mirror)

23
Q

specialization (design features of language)

A

the function of signal is specialized for communication

24
Q

discreteness (design features of language)

A

language is made up of discrete units (phonemes, morphemes, syntactic constituents)

25
Q

displacement (design features of language)

A

we can talk about things in the past or future AND also in different spaces

26
Q

rapid fading (design features of language)

A

speech signal is not long-lasting and instead is transitory

27
Q

interchangeability (design features of language)

A

a competent language user can be both a speaker and also a receiver

28
Q

openness/productivity (design features of language)

A

invention of new messages

29
Q

tradition (design features of language)

A

language can be taught and learned

30
Q

duality of patterning (design features of language)

A

combination of sounds or words into larger units

31
Q

bee dance (3)

A

angles, duration, to signal the location of the food source

32
Q

how bee dance is like human language (5)

A

has semanticity, rapid fading, some displacement, specialized signal, interchangeability

33
Q

how bee dance is different from human language (3)

A

is mostly non-arbitrary; is less productive; and doesn’t have complete feedback, discreteness, duality of patterning, tradition, or vocal and broadcast transmission

34
Q

formal approach to phonology

A

generative grammar; developed from universal grammar (UG) under the assumption that we have a set of constraints in our minds of what is and is not possible in our language

35
Q

optimality theory (OT) (phonology)

A

based on constraint rankings to find the best output

36
Q

corpus analysis

A

find a target phonological phenomenon (e.g., sound changes) in large databases; a computational approach to phonology; computation of constraints in OT

37
Q

experimental approach (phonology)

A

laboratory phonology; closely related to psycholinguistics

38
Q

phonology

A

patterning of sounds in a language; language-specific inventory of meaning-contrastive sound

39
Q

phoneme vs allophone

A

phoneme (/A/): abstract unit (in mental grammar); underlying form of actual sound productions; can contrast meanings; what you “know” in your mind (part of your “competence)
allophone ([A]): actual speech sound we produce; the true realization of a phoneme; concrete units; when we produce sounds, we are producing these that have a corresponding phoneme in our mind

40
Q

minimal pair

A

two words differing by just one sound (NOT letter) in the same position

41
Q

why syllables matter in psycholinguistics (4)

A

perceptual saliency; perception of onset clusters; rime monitoring/detection task; speech rhythm

42
Q

phonetics

A

physical properties of speech sounds

43
Q

waveform vs spectrogram

A

waveform: amplitude (loudness) (dB)
spectrogram: frequency (Hertz)

44
Q

acoustic vs auditory vs articulatory phonetics

A

acoustic phonetics: deals with the acoustic analysis of speech signal
auditory phonetics: deals with the auditory/sensory processing of speech sounds
articulatory phonetics: investigates the physiological mechanisms in articulation (i.e., EPG)

45
Q

electropalatography (EPG) vs ultrasound vs MRI

A

EPG: examines the contrast of the tongue with the palate during articulation; used in articulatory phonetics
ultrasound: good for creating model of articulation; doesn’t provide anatomical details
MRI: ultrasound superimposed on this, to get the anatomical structure in the vocal tract

46
Q

consonants (3)

A

can be described by place of articulation (WHERE), manner of articulation (HOW), and voicing (HOW)

47
Q

IPA

A

international phonetic alphabet

Bcsc 152 (5 decks)

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