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Psychology 2134B > Words > Flashcards

Words Flashcards

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1
Q

tip of the tongue

A

feel you know the word but can’t name it

shows word retrieval is in stages

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2
Q

free morpheme

A

=word

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3
Q

Concept

A

A mental representation of some sort of statistical regularity in our experience. A representation of a class of objects or events.

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4
Q

duality of words

A 
Phonological form (the way it sounds)
Semantic representation (the concept)
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5
Q

Content words

A 
Labels for concepts
Aka open-class words
We continue to learn these all the time
New content words are introduced and old content words are discarded from languages continuously
Form the bulk of a language’s vocabulary
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6
Q

3 categories of content words

A

noun
verb
adjective

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7
Q

Function words

A

Limited in number
Remain stable across generations and centuries
Aka closed-class words
Serve grammatical purposes

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8
Q

3 categories of function words

A

Prepositions - in
Determiners - the
Conjunctions – and

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9
Q

Morphology

A

The set of processes involved in changing the shape of a word to fit its grammatical context

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10
Q

Open-class words

A

more likely to change their shape, depending on the context in which they’re used

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11
Q

English nouns

A

singular, plural

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12
Q

Spanish nouns

A

masculine, feminine

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13
Q

Russian nouns

A

object or subject

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14
Q

Lemma

A

most basic form of a word

run

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15
Q

Lexeme

A 
The set of all forms a word can take, 
the word dressed up for a 
particular occasion.
ran
running
runs
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16
Q

Phonology: ice

A

2 phonmes 1 syllable

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17
Q

Phonology: bee

A

2 phonemes 1 syllable

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18
Q

Phonology: dog

A

3 phonems 1 syllable

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19
Q

Digraph

A

a combination of two letters representing one sound, as in ph and ey.

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20
Q

syllable ‘onset’

A

A consonant or group of consonants that goes in front of the nucleus of the syllable

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21
Q

syllable ‘rime’

A

Following the onset of the syllable, Consisting of two parts, the nucleus and the coda (coda is optional and is a consonant).

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22
Q

skills to read

A

Being able to recognize and count syllables
Being able to recognize the same onset in words
Being able to recognize the same rime in words

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23
Q

Nucleus

A

The nucleus is formed by the vowel part of the syllable.
A syllable MUST have a nucleus. (it does not need an onset or a coda).
The nucleus follows the onset consonant (if there is one).
When a syllable has an onset consonant, the nucleus (and optional coda) form/s the rime of a syllable.

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24
Q

Coda

A

The coda is the consonant at the end of a syllable
The coda is optional and need not be part of a syllable
The coda follows the nucleus
The nucleus and coda together form the “rime” of a syllable

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25
Q

Phonotactic Rules

A

Rules for combining phonemes into sequences to form words.

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26
Q

Symbol Grounding Problem

A

The question of where the meaning of a symbol comes from.

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27
Q

traditional cognitive approach

A

Through the relationships they have with other symbols

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28
Q

Semantic Primes

A

A set of innately meaningful concepts that are used to define all other concepts.

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29
Q

Embodied Representation

A

A concept is a symbol that is understood in terms of the perceptual and motor experiences it evokes.

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30
Q

Arbitrariness of the Sign

A

The observation that the sound of a word gives virtually no information about its meaning. A universal property of human language.

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31
Q

benefit of arbitrariness

A

Aids in discriminating similar concepts (e.g., dog vs. wolf).

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32
Q

benefit of regularities

A

Mainly serves a grammatical purpose (e.g., distinguish singular and plural or past from present tense)

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33
Q

period of relatively quick vocabulary learning

A

Between 18 months and 6 years

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34
Q

explanations for vocabulary spurt

A

Children acquire “naming insight”,
Children master the phonology of language,
Children have improved memory abilities,
Children become more socially engaged

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35
Q

Receptive Vocabulary

A

Set of words a person is able to recognize and of which a person is able to understand the meaning.

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36
Q

Expressive Vocabulary

A

Set of words the person is able to produce in appropriate contexts.

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37
Q

3 different skills involved in word learning

A

Construct a concept
Learn a phonological word form
Create a link between the phonological word form and the underlying meaning of the concept. This link needs to work in both directions.

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38
Q

Fast Mapping

A

The ability to learn a new word after only one or a few exposures

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39
Q

brain structure is thought to underlie fast mapping

A

Hippocampus

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40
Q

Referential Uncertainty

A

The observation that there is no direct link between the word and the object or event it refers to.

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41
Q

Whole Object Assumption

A

The assumption that a new word refers to the entire object and not just a part of it.

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42
Q

Taxonomic Assumption

A

A new word extends to other similar referents

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43
Q

Mutual Exclusivity Assumption

A

The assumption that no two words mean exactly the same thing.

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44
Q

Cross-situational word learning

A

The ability to learn to associate novel words with novel objects even in cases of referential ambiguity by tracking co-occurrence statistics.

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45
Q

Joint Attention

A

A situation in which all participants in an interaction have focused their attention on the same object or event.

46
Q

Syntactic Bootstrapping

A

Children make use of syntactic information to infer the meaning of verbs.

47
Q

Word Frequency

A

a measure of how often a particular word, in all its forms, occurs in the language

48
Q

most common type of words

A

function words

49
Q

three types of words do children learn first, in which order?

A

Nouns, Verbs, Adjectives

50
Q

Neighbourhood Density

A

A measure of how many other words differ from the target word by substitution of a single phoneme (a speech sound, not a letter – see Figure 5.7).

51
Q

Phonotactic Probability

A

The likelihood that a particular sequence of phonemes will occur in a language. List three highly probably pairs (an, it, re)

52
Q

Trochaic Stress Pattern

A

Strong – weak stress pattern (Pretty, Baby)

53
Q

Iambic Stress Pattern

A

Weak– strong stress pattern (parfait, café)

54
Q

Infants at 19 months of age used two things to learn new words

A

stress

phonotactic regularities

55
Q

Mental Lexicon

A

Storage of information about words in long-term memory

56
Q

two types of information are stored in both a regular dictionary and your mental lexicon

A

Phonological information and semantic information

57
Q

first assumption of conventional models of lexical processing

A

Word forms are stored as phonemes, and very common words may be stored as syllables
research supporting: speech errors

58
Q

second assumption of conventional models of lexical processing

A

Only the most basic form of the word (Lemma) is stored, other morphological forms are generated by rule.

59
Q

Inflectional Suffix

A

A suffix that is added to words for the purposes of grammar.
Ing, s, ed,

60
Q

Derivational Suffix

A

A suffix that changes the meaning and grammatical category of a word.
Agreement agreeable

61
Q

Which type of suffix is stored separate from the lemma?

A

Research suggests Inflectional

62
Q

Base Frequency Effect

A

The observation that the frequency effect of the base form extends to its inflected forms
Words like agrees and agreed show the same frequency effect as agree.

63
Q

exception to the Base Frequency Effect

A

Some words with derivational suffixes such as “ity” (serenity) do not show the same frequency effect as the lemma ”serene”.

64
Q

Connectionist Approach

A

Proposes that all word forms, both inflectional and derivational, have separate entries in the mental lexicon.

65
Q

Word Association Task

A

One of the most basic tools for exploring the mental lexicon. A procedure in which the participant is asked to produce a word in response to a prompt.

66
Q

Thematic (associative) Relation

A

A relationship between two words based on frequency of co-occurrence (they often appear together in the same context).
Dominant in children up to age 9.

67
Q

Taxonomic (categorical) Relation

A

A relationship between two words that belong to the same category. Dominant in adults and children aged 9 or older.

68
Q

Anomia

A

Word finding difficulty due to stroke or brain damage

69
Q

Network Model

A

A conceptualization of the mental lexicon as a network of words or concepts connected to each other by semantic links.

70
Q

Spreading Activation Model

A

A model of the mental lexicon that proposes activation of one node spreads out to other nodes linked to it.

71
Q

Semantic Priming Task

A

An experimental technique that presents a pair of words and measured the participant’s reaction time.

72
Q

Semantic Priming Effect

A

The observation that target words are recognized faster when they are preceded by related primes than unrelated primes.

73
Q

Picture-Word Interference Task

A

An experimental procedure in which the participant is asked to name a picture while ignoring a simultaneously presented distractor word.

74
Q

Define the Semantic Interference Effect:

A

The observation that taxonomic relations lead to slower naming times.

75
Q

Semantic Facilitation Effect

A

The observation that thematic relations lead to faster naming times.

76
Q

Dual Lexicon Model

A

The proposal that there are two mental lexicons, one for the dorsal sound-to-action stream, and another for the ventral sound to meaning stream.

77
Q

ventral lexicon location

A

Ventral temporal lobe

78
Q

dorsal lexicon location

A

Supramarginal Gyrus, to hold representations of phonological word forms for translation into articulatory codes for speech production

79
Q

embodied semantics

A

The proposal that we understand the meaning of a word by simulating it in the sensorimotor cortex.

80
Q

Recognition

A

A search of long-term memory to find a stored match with the current stimulus.
Recognition is passive

81
Q

Recall

A

Intentional retrieval of information from long-term memory.

Recall is active

82
Q

Word Recognition

A

Process of extracting phonological word forms from the speech stream and linking them by way of the mental lexicon to their semantic representations.

83
Q

Word Production

A

The process of finding phonological word forms in the mental lexicon to express underlying semantic representations or thoughts.

84
Q

Lexical Access

A

the process of matching the acoustic signal of the speech stream to candidate phonological representations stored in the mental lexicon

85
Q

Lexical Selection

A

The process of choosing the best fitting word match to the acoustic input.

86
Q

Lexical Integration

A

The process of linking the selected word form to the overall semantics and syntax of the utterance.

87
Q

Cohort

A

The set of all words that begin with the same sequence of phonemes (e.g, ele-).

88
Q

Word Recognition Point

A

The point at which a string of phonemes provides enough evidence for identifying the word. Longer unique words.

89
Q

Bottom-up Process

A

A process that is driven solely by the input without consideration of context of expectations.

90
Q

Sentence Superiority Effect

A

The improved ability to identify a word within a sentence as opposed to by itself.

91
Q

Visual World Paradigm

A

A task in which participants are asked to interact with objects or pictures in the visual environment according to spoken instructions. (e.g., click on the white kitten).

92
Q

two steps in spoken word production

A

Lexical Selection: process that goes from a particular concept to an abstract word form or lemma.

Phonological Encoding: the process that goes from abstract word form, or lemma, to its phonological representation.

93
Q

Dysarthria

A

a disorder where you have decreased muscle control of your speech.

94
Q

Feedforward model

A

A model in which each process is performed in a serial fashion. The flow of information goes in one direction only.

95
Q

Interactive model

A

A model in which higher and lower levels of processing influence each other. The flow of information goes in both directions.

96
Q

six stages/processes of the Levelt Model

A

Conceptual preparation, lexical selection, morphological encoding, phonological encoding, phonetic encoding, articulation.

97
Q

outputs for each of the six stages

A

Lexical concept, lemma, morpheme, phonological word, gestural score, sound wave

98
Q

Conceptual preparation

A

lexicla concept

99
Q

lexical selection

A

lemma

100
Q

morphological encoding

A

morpheme

101
Q

phonological encoding

A

phonological word

102
Q

phonetic encoding

A

gestural score

103
Q

articulation

A

sound wave

104
Q

Dell’s model has three layers.

A

Semantic layer
word layer
phoneme layer

105
Q

Semantic layer

A

concepts are distributed across a network of feature nodes (Cat is a concept- a group of features including 4 feet, mammal, furry, pet)

106
Q

Word Layer

A

– one node = one lemma

107
Q

Phoneme Level

A

nodes for each phoneme

108
Q

Semantic Neighbours

A

Concepts with related meanings (cat and dog) that have overlapping feature nodes.

109
Q

lemma within the word level of Dell’s model

A

Abstract representation of word, not the word forms as they are spoken.

110
Q

Dell’s model propose phonemes become properly sequenced into word

A

Each phoneme is tagged with its syllable position (onset, nucleus, coda).

111
Q

how each layer interacts within Dell’s model

A

Spreading activation and spreading activation feedback

Psychology 2134B (10 decks)

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