C D 329 = Ch 3

Front 1

the left hemisphere is dominant
T/F

Back 1

False
Neither hemisphere is dominant. Neither hemisphere
is competent to analyze data and program a response
alone.

Front 2

lateralization uniquely human
T/F

Back 2

False
Lateralization of function is not uniquely human, but
the human brain is the most asymmetrical.

Front 3

the right hemisphere specializes in

Back 3

– holistic processing and is visuospatial
processing.
– comprehension and production of speech prosody and
affect etc

Front 4

the right hemisphere may play a role in...

Back 4

pragmatics, including the perception and
expression of emotion in language, the ability to
understand figurative language etc

Front 5

the left hemisphere specializes in...

Back 5

– language in all modalities, math
calculations
– is dominant for control of speech‐ and
– nonspeech‐related oral movements and for math and
language processing.
– is adept at perceiving rapidly changing sequential
information, such as acoustic characteristics of
phonemes in speech.

Front 6

Almost all right‐handers and 60% of left‐handers
are right‐hemisphere dominant for language.
T/F

Back 6

False
left-hemisphere dominant

Front 7

Left Hemisphere

Back 7

– Language
– Math
– Logic

Front 8

Right Hemisphere

Back 8

– Spatial abilities
– Face recognition
– Visual imagery
– Music

Front 9

Language development is highly correlated
with...

Back 9

brain maturation and specialization

Front 10

Two important aspects of brain maturation
are...

Back 10

weight and organization

Front 11

By age ___, the brain has usually reached its
full weight.

Back 11

12

Front 12

____, _____, or _____ result in less density and decreased
functioning.

Back 12

Disease, malnutrition, sensory deprivation

Front 13

Processing areas often overlap
T/F

Back 13

True

Front 14

In general, the ______ and _______ lobes are more
active in both perception and production.

Back 14

frontal, temporal

Front 15

The left insula is most active in...

Back 15

speech production;
important for motor feedback from articulators.

Front 16

In the 60s and 70s, linguists assumed that language
comprehension and production was

Back 16

linear

Front 17

Numbers and locations of activated regions differ
across

Back 17

individuals, vary with the task, cognitive
demands, competing resource, level of difficulty and
familiarity, etc.

Front 18

Comprehension consists of

Back 18

auditory processing and
language decoding and involves many areas of the brain

Front 19

Auditory processing is concerned with the nature of

Back 19

incoming auditory signal

Front 20

decoding considers

Back 20

representational meaning and the underlying concepts

Front 21

Auditory signals received in the brainstem are relayed to

Back 21

Primary auditory cortex (Heschl’s area)

Front 22

Primary auditory cortex (Heschl’s area)

Back 22

separate
incoming information, differentiating significant
linguistic information from nonsignificant noise.

Front 23

Linguistic left frontal lobe for

Back 23

processing

Front 24

paralinguistic input to the

Back 24

right temporal lobe

Front 25

Wernicke’s area

Back 25

in the left temporal lobe linguistically analyzing incoming information

Front 26

angular gyrus and the supramarginal
gyrus

Back 26

assist in linguistic processing and
integrating visual, auditory, and tactile
information.

Front 27

Reading

Back 27

Written input is received in the visual cortex
and transferred to the angular gyrus, where it may be
integrated with auditory input; it is then transmitted to
Wernicke’s area for analysis.

Front 28

Semantic analysis

Back 28

is distributed across the brain

Front 29

frontal lobe directs

Back 29

the process and evaluates the
information coming from Wernicke’s area where the
semantic processing actually occurs.

Front 30

storage of word meanings is

Back 30

diffusely located, centered primarily in the temporal lobe.

Front 31

Pragmatic analysis involves the

Back 31

frontal lobe and integration of paralinguistics from the RH.

Front 32

The message structure is organized in

Back 32

Wernicke’s area, then the message is transmitted through the arcuate fasciculus

Front 33

arcuate fasciculus

Back 33

a white matter tract underlying the angular gyrus, to Broca’s area

Front 34

Broca’s area is responsible for

Back 34

detailing and coordinating speech programming.

Front 35

Signals are passed to regions of the

Back 35

motor cortex that activate the muscles responsible for respiration, phonation, resonation, and articulation.

Front 36

Writing follows a similar pathway, passing from

Back 36

Wernicke’s area to the angular and supramarginal gyri,
then to Exner’s area (motor cortex) for activation of the
muscles used for writing.

Front 37

there is no relation between intelligence and the speed of information processing
T/F

Back 37

False
there is a relationship

Front 38

Effortful processing requires

Back 38

concentration and attention

Front 39

Both thought and language are processed by the

Back 39

brain’s information processing system.

Front 40

brain’s information processing system includes

Back 40

cognitive processes involved in attention, perception, organization, memory, concept formation, problem‐solving and transfer, and executive function

Front 41

Attention

Back 41

• includes awareness of a learning
situation and active cognitive processing.
• Attend best when motivated

Front 42

Less mature individuals' attention are

Back 42

less efficient at attention allocation and have a more limited attentional capacity

Front 43

Discrimination

Back 43

• is the ability to identify different stimuli.
• It requires working memory

Front 44

working memory

Back 44

•holds the message during processing for language decoding
•important for decoding if spoken language that
the brain can hold the information that is not longer
present (hold sentence during analysis)

Front 45

Linguistic experience aids memory
T/F

Back 45

True

Front 46

Working Memory consists of

Back 46

several related systems for language processing under the control of a central executive

Front 47

Organization

Back 47

• important for later retrieval.
• Memory capacity is likely fixed and better memory results from
better organization.

Front 48

Memory

Back 48

• organism's ability to store, retain, and recall
information and experiences
• Information is moved to more permanent storage via short‐term
memory.
. Short]term memory (old term. New term: working memory)

Front 49

Short‐term memory (old term. New term: working memory)

Back 49

– limited capacity (only about 7 items can be stored at a time)
– limited duration (storage is very fragile and information can be lost
with distraction or passage of time)

Front 50

Incoming information is either

Back 50

discarded or held in working
memory and rehearsed for more durable long‐term memory

Front 51

Information is retained in long term memory by

Back 51

rehearsal or repetition and organization.

Front 52

Memory is best when linguistic information is

Back 52

deep processed, which includes semantic interpretation/elaboration and relating to prior experience/knowledge

Front 53

Words may be stored in various locations based on

Back 53

meaning, word class, sound pattern, and categories

Front 54

Transfer or generalization

Back 54

- is the ability to apply previously learned material to similar but novel problems
- 2 types of generalization: near transfer and far transfer

Front 55

near transfer

Back 55

When the two are very similar, generalization

Front 56

far transfer

Back 56

When very dissimilar, generalization

Front 57

Language processing is limited by

Back 57

the amount of incoming and stored language data, the demands of the task, and available cognitive resources

Front 58

overloads decrease

Back 58

efficiency

Front 59

Executive function

Back 59

determines cognitive strategies and activities needed for a task and monitors feedback and outcomes in order to re‐allocate resources

Front 60

Metacognition (your knowledge of your own cognition
and memory processes), can facilitate

Back 60

encoding, retrieval and use of problem solving strategies

Front 61

Theory of Mind (ToM)

Back 61

• learn that people have thoughts,
beliefs, and feelings that are not the same as
theirs
• requires social and interactional experience
over several years to reach fully mature abilities

Front 62

The relationship between ToM and language may
be

Back 62

• dynamic
• Each contributes to the development
of the other.

Front 63

Language precedes and promotes

Back 63

ToM development but not vice versa
Language is the necessary precursor to acquire ToM

Front 64

Language and ToM development are

Back 64

interdepednent
A two‐way street.