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53 Cards in this Set
- Front
- Back
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Logogens; imagens
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the units containing the information underlying our use of a word that comprise the verbal system;
the units containing information that generate mental images that make up the non-verbal system. Imagens operate synchronously (you can see many things at once) while logogens operate sequentially |
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dual-coding theory
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verbal (imagens, RH) and non-verbal systems (Logogens LH) are alternative ways of representing events
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concreteness
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the degree to which a word refers to concrete objects, persons, places, or things that can be heard, felt, smelled or tasted (the degree to which a word represents something that can be experienced by the senses)
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concrete stimuli vs abstract... (3)
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-better recall than abstract because a concrete word can be encoded by the verbal and non verbal systems and abstract only verbal
-are higher in imagery. - both words elicit activation from both hemispheres- concrete words dont necessarily yield greater RH activation |
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method of loci
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a mnemonic device based in places and image- you image in a place and then you imagines in the place, (the more bizarre the better because this is thought to aid recall) and then you mentally stroll through the loci
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distinctiveness hypothesis; Von Restorff Effect
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the more distinctive (bizarre) the item the more easier to recall; if one item in a set is different from the others to will be more likely to be recalled- they found the same (stronger actually) effect with humorous items
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special places strategy; metamemory
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people try to put items in places that they can remember easily but that others will be unable to discover (usually the least likely or normal the place, the harder a time we will have remembering it); metamemory = our belief about how memory works
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synaesthesia
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the power of the stimulus of one sense to arouse an experience of another sense- like a sound arrousing a colour- Chromaesthesia= coloured hearing
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inducer and concurrents
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with synaesthesia, an inducer is the cue that elicits the experience (like a sound) and the persons experience is concurrent (like colour)
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apoptosis in the brain
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the pruning of transient connections which allows senses to become disconnected from each other after birth- problems with this may lead to synaesthesia
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strong vs weak synaesthesia
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strong- people who are susceptible to an inducer in one sensory modality producing a concurrent image in another modality (cross-modal effects)
Weak- people who can appreciate cross-modal associations without having strong synaesthesiac experiences |
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icon; eidetic imagery
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the initial, brief representation of the info contained in a visual stimulus; images projected onto the external world that persist for a minute or so after the picture is removed (like iconic memory but lasts longer)- imagery is something perceived mentally but eidetic is seen
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synaesthesia and eidetic memory are both examples of:
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cognitive dedifferentiaion - perceptual processes that typically function independently are fused instead
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describe eidetic images (5)
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-they are perceived as being located outside of head
- they are easier to describe - image can be scanned and its parts described - more common in kids - not photographic images |
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mental rotation- how long does this take?
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the ability to imagine an object in motion and view it from different perspectives.
- they found that answers varied by degree of rotation- the more the rotation, the the longer the time to respond - we rotate at about 60 degrees a second or 17 ms per degree |
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objective distances; categorical distance
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they found that visual images maintain metric spatial information so that the true distance between objects are preserved in our mental images; the number of units transversed during metal scanning for ex landmarks on an island
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images as anticipations hypothesis
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the hypothesis that an image is a readiness to perceive something, suggesting it is an active process
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analog form of representation
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hypothesis that a mental image embodies the essential relationships of the true thing it represents
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egocentric perspective transformations; spatial framework
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you imagine yourself moving while the objects around you remain still; imaginary space around us with one vertical dimension (up, down) and two horizontal (behind in front, left, right)
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propositional knowledge
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hypothesis that knowledge about the world is stored in the form of propositions
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cognitive maps
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info from environment is worked over and elaborated into a map indicating environmental relationships
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path integration; mental models
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ones position in relation to an important location is continuously updated as one moves throughout the environment; we construct mental models of the situation which allow us to understand and reason about them
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mental stimulation of seeing model- what would we expect to see from it even though we don't...
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of imagery-suggests that conditions are recreated from LTM. Wouls expect to see areas associated with LTM but see similar brain regions activated as if we are actually viewing the real thing in feedforward and feedback pathways
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feedforward vs feedback pathways . Which is more prevalent? (study on perceive vs visualize)
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Feedforward go from sensory to higher (early sensory system to late sensory to cognitive systems) - this is slower
Feedback tom cognitive areas to sensory (cog systems to late sensory systems to early) - faster - whether we perceive or imagine images has same activation on frontal and parietal lobes, but perception resulted in more vigorous brain activity in visual imagery |
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Is PVC necessary for imagery? (2)
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- person with visual agnosia could still access stored memories and describe something they could not see
- reversals of bistable images are less frequent when imagined - so were leaning towards no |
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sex differences in imagery
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-males outpreform females in mental rotation tasks
- but with training we can improve |
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what are tree diagmrams used for?
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to describe the process that proceed from one level at which a number of relationships are simultaneously present to other levels at which these relationships are serially ordered;
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what are some things Chomsky points out? (3)
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-our language is open-ended and consistes of all possible sentences but speech is just a subset of this
- grammatical utterance doesn't need to be a meaningful one. distinguishes between semantics and grammar - disagrees with finite state grammar (a number of recursive rules acting on finite vocab) and proposes generative grammar (a set of rules to generate all and only the set of grammatically correct sentences in a language) - distinguishes between linguistic rules (linguistic competence) and cognitive factors (performance) |
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What is wrong with finite state grammars? What is phrase structure rules? Grammatical transformations?
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They operate only at one level – they generate sentences that move only right to left; the alternative to finite state proposed by CHOMSKY- rules describing the way in which symbols can be written as other symbols (like in those horrible tree diagram a sentence can be broken down into a VP NP etc
Transformations= rules operating on entire strings of symbols- converting them to new strings |
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Give ex of grammatical transformation. What is a kernel sentence?
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1) optional transformations, for ex passive transformations like adding ‘to be’ before a verb- it is not necessary to make sentence grammatical
2) kernel sentences are sentences which don’t need to have transformations applied to ,make them grammatical- they are simple with one verb and are active, indicative, and affirmative: for ex- the man opened the door. non-kernel= the man did not open the door |
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Competence vs performance
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- a person may have an internalized system of rules that constitutes a basic linguistics competence but this may not always be reflected in the person language performance
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Deep vs surface structures (2)
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-The sequence of words that makes up a sentence constitutes a surface structure that is derived from an underlying deep structure
- the meaning is at the deep level and the words at another. When we produce a sentence we work form deep to surface |
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Innateness Hypothesis; poverty of stimulus
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The hypothesis that children innately posess a language acquisition device that comes equipped with that principals of UG; that the linguistic environment that a child is exposed to is not enough for that child to gain language from that alone- must have innate capacity
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Brown and Hansons study
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Found that mothers not only allow grammatical violations go uncorrected but responded to these utterances as if they were correct ( unless the child was saying something untrue)
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What was Skinners approach to language? ; Parental reformulation
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That we learn if from the feedback we get on utterances- given approval and response for making grammatical sentences (proven wrong by Brown and Hanson);
When a parent rephsrases ungrammaticalities, the child realizes they were erroneous and learns to copy adult |
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Recursion
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A process that refers to itself. In language:
‘you are saying X’ you are saying that you are thinking X, you are saying that you are thinking that you are talking to someone that X -certain processes we have for language are shared with other primates |
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What are the two models of communication?
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Code model
- based on info processing theory - communication=process by which thoughts are converted into words - assumes a lot of mutal understanding between speaker and decoder Inferential model - based on Grices inferential theory - the speaker intends something and the listener infers what they mean |
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Huttenlocher study
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Looked at classes of kids and monitored syntactice development progress. The amount of development was a function of the complexity of the teachers general utterances
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Given, new contract; Cooperative principal
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Speakers are said to enter into this, whereby the speaker agrees to connect new info to what the listener already knows;
That the speaker intends to say something truthful, concise, relevant, and unambiguous |
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What are the four conversational maxims that stem from cooperative principal
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1) speakers attmot to say no more than necessary (maxim of quantity)
2) try to be truthful (maxim of quality) 3) attempt to be relavent (maxim of relation 4) try to avoid ambiguity (maxim of manner) |
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Figurative language; pretense theory of irony vs standard
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Figures of speech like irony or metaphors; when speaking ironically, the speaker is only pretending to mean what he or she means vs listener thinks they intend that but then realize they don’t mean it literally- coop principal would explain
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Egocentric speech; inner speech
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Doesn’t take the listeners perspective into account- seen in children but declines as they become socialized and replaced with social speech; speech for oneself that regulates thought
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Zone of proximal development
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The distance between the actual developmental level as determined by problem-solving alone, and the potential level of development as determined through problem solving with adults or smarter people- related to inner speech
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Metalinguistic awareness
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The ability to talk about language without worrying about what it refers to- ability to deal with the abstract. For ex calling a phrase with like or as a similie. Illiterate people cant really
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What is wrong with dyslexics? What are the two types?
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Dyslexics cant match words with mental lexicon so they have to sound out word by word
Surface dyslexia= acquired dyslexia , characterized by a deficit in whole-word irregular word reading but not phonetic reading (letter by letter) Phonological dyslexia= impairment in phonological reading but now whole word- cant understand graphime to phoneme rules that allow us to sound out non words |
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Dual Route theory; Polysemy
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Theory of word reading that posits two separate pathways for reading- one for comparing words to lexicon and one for converting letters to sounds; Word with more than one meaning like pot
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Sapir-worf hypothesis; linguistic relativity
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Two languaes may be so different from each other as to make two native speakers experience of the world qualitatively different from each other, something called linguistic relativity. Gives examples of referencing events vs objects and of the billion words for snow thing
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Language of literacy; Basic colour terms hypothesis… is it true?
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Theory of word reading that posits two separate pathways for reading- one for comparing words to lexicon and one for converting letters to sounds;
The hypothesis that there is an invariant sequence regulating the emergence of colour terms in any language – like if the language has 2 terms they would be black and white, three terms would be black white red etc- this doesn’t seem to be true, language does seem to influence colour perception and memory (linguistic relativity) |
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Intrinsic frame of reference; relative frame of reference; absolute frame of reference
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Intrinsic: Spatial relations are described based on the relationship between the objects being disussed ‘the man is at the chairs back’
Relative: spatial relations described relative to observers viewpoint- ‘the man is to the right of the cahair Absolute; uses an invariant set of coordinates ‘the man is north of the chair’ - different languages use different ones |
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MMN waves; ELAN; Eye link 100
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- mismatched negativity- when you notice contrasts in VOT da has shorter VOT than ta
- combination of syntactic and semantic mess up- the thunderstorm was in ironed -Eye link 1000 is an eye tracking technology |
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In general, ILH show____, cognates show ____
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interference, facilitation
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what is the controversy with imagery?
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some people look at metal images as propositional knowledge and these people would say that images are epiphenomenal and dont cause events in cog processes
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minimalism
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new theory that came from chomskys idea of poverty of stimulus- uses parameter setting- switches turned on and off when person in dif settings or ling contexts
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