Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
82 Cards in this Set
- Front
- Back
|
Phone (phonetic) |
An acoustically discriminable sound, does not change the meaning of the word |
|
|
Phoneme (phonemic) |
Speech sound represented by a single symbol. Contain no meaning of their own but can change the meaning of a word |
|
|
Voiced vs. Unvoiced consonants |
Do the vocal cords vibrate? d vs. t v vs. f |
|
|
Place of Articulation |
Where the air stream is obstructed during formation of a consonant. |
|
|
Coarticulation |
Phonemes are not produced in isolation, they are affected by the mouth shape of the sounds before and after them. The brain interprets these slightly different speech signals as the same. |
|
|
Categorical Perception |
Our native language teaches us 'categories' of phonemes. For example, aspirated vs. non-aspirated T is the same in English but 'R' and 'L' are different. In Japanese. 'R' and 'L' are in the same phonemic category |
|
|
When to babies show categorical perception? |
6 months- first signs 12 months - adult-like discrimination of native language |
|
|
Morpheme Bound Morpheme |
Smallest unit of language that carries meaning Words, prefixes and suffixes "a" "-ed" Bound morphemes cannot stand alone |
|
|
Two Systems View of "Morphing" the spoken word |
Regular transformation (ask-->asked) Irregular transformation (know-->known) Supported by children's overregularizations ("I knowed it!") and different brain areas activated |
|
|
Cohort Model |
When a phoneme is heard, a set of possible matches is activated, whittled down until a match is found |
|
|
Allopenna, Magnuson and Tanenhaus (1998) Phoneme processing |
Tracked eye movements while giving people instructions such as "Place the beaker below the circle" Participants glanced at objects that began with the same phoneme more than other similar words ("beetle" more often than "speaker") |
|
|
Nygaard and Queen (2008) Word Valence |
Pronounced words with different emotions Faster RT when word valence matched emotion (when "happy" was said excitedly") |
|
|
Recursion |
Combining of sentences (relative clauses) Considered by some to be the defining feature of human language (vs. animal) |
|
|
How to we segment words? (Bottom-up) |
Phonotactic knowledge - j is never followed by b Metrical - regularities of word stress, in English the stress is often at the beginning of the word |
|
|
Saffran, Aslin and Newport - Word boundaries |
Presented infants with two minutes of 4 nonsense words in random order with no pauses Infants preferred novel new combinations of the same syllables |
|
|
Mondegreens |
Misheard Word Boundaries, often in song lyrics "Why do I feel this good so bad" - from my childhood lol |
|
|
Foss 1969 Word Frequency |
People listened for a target phoneme while comprehending passage RT was longer for low-frequency words, more resources needed to access in mental lexicon |
|
|
Foss 1970 Word Ambiguity |
People listened for a target phoneme while trying to understand passage Longer RT for ambiguous (multiple meaning) words |
|
|
Bilingual - Separate Stores approach |
Two separate mental lexicons Priming in decision tasks is stronger cat-->cat than gato-->cat Priming would be the same if gato and cat shared one mental representation |
|
|
Bilingual - Common stores approach |
Supported by most evidence but more common in early bilinguals RT to decide if a concept is a member of a category is the same across languages cat-->animal = gato-->animal |
|
|
Syntax |
Set of rules that specify legal combinations of words "Colorless green dreams sleep furiously" is legal but nonsensical Broca's area |
|
|
Semantics |
Rules that govern transmission of meaning Wernicke's area |
|
|
Phase structure |
Rules that define fundamental components (noun phase, tense) and ways they can be arranged |
|
|
Surface structure vs Deep Structure |
Surface = actualization of a sentence, syntax Deep = concepts to be conveyed, semantics "Flying planes can be dangerous" |
|
|
SotT - Shift |
One segment moves to another location A thee prage paper |
|
|
SotT - Blend |
More than one word is being considered and two fuse Ginormous |
|
|
SotT - Perseveration |
Earlier segment reappears in a later segment Winnie the Pooh Blue Roo disk |
|
|
Anticipation |
Later segment also appears in an earlier segment The feather forcast |
|
|
SotT - Addition/Deletion |
Addition/removal of material Please untie your shoe She is __occupied with a problem at work |
|
|
SotT - Exchange |
Do you want pizza on your pepperoni? |
|
|
SotT - Substitution |
Segment replaced by an intruder The psych department destroyed the major (I mean revised the major!) |
|
|
Perceptual Loop Theory |
Language Production-->Language Comprehension = Inner speech --> Articulation-->Audition = Outer speech |
|
|
Slevc and Ferreira 2006 Speech monitoring |
People identified drawings of objects, followed by a label for the object ("lamp") or a stop-signal Stop-signal phonologically related (landing) or semantically related (candle) "Landing" was harder to stop, meaning internal speech is largely phonological |
|
|
Chomsky's theory & challenges |
Chomsky - language is not behaviorally learned do to poverty of the stimulus, children understand certain grammatical rules from birth, called transformational grammar Too much diversity of languages for grammar to be inborn or universal Language learning may be learned do to neural network formation, mothers lengthen pauses while speaking to children |
|
|
Motor Theory of Speech Perception |
Implicit knowledge of how speech is articulated enhances our perception |
|
|
Auditory Theory of Speech Perception |
Speech perception is pattern recognition, does not have a special mechanism |
|
|
Saccades |
Discrete movements made by the eyes from one point to another. No visual info is taken in during one |
|
|
Fixations |
Brief pauses for info intake |
|
|
What affects fixation time? |
Word frequency Age word was acquired Word predictability in context |
|
|
Regressive saccades |
Occur when a word is difficult Good and poor readers make the same number but good readers are more efficient |
|
|
Perceptual span |
In English, 3 letters to the left and 15 to the right This is opposite in right-->left languages |
|
|
Parafoveal information |
Slightly out of fixation but still within perceptual field |
|
|
Direct Access Word recognition |
Orthography (word's written letter parrern) allows it to be directly represented in semantic memory) |
|
|
Indirect Access Word Recognition |
Access to semantic memory goes through it's phonological representation first (we access memories of a word based on how it sounds) |
|
|
van Orden 1987 |
Category verification task - 1. Category (flower) 2. Category member (rose), homophone of category member (rows), orthographically similar word (robs) Error rate much higher for homophones, supporting indirect access view. |
|
|
Ashby 2010 Word recognition |
ERPs during silent reading of words primed with a syllable (COM for COMMON or COMMIT) Greater ERP for incongruent (unexpected) sounds |
|
|
Dual-Route Cascaded Model |
That long-ass chart with just grapheme-phoneme rule system on one side and all this semantic memory/orthographic input/etc on the other Complicated side is faster |
|
|
McCarthy & Warrington - Surface Dyslexia |
Brain damage restricted person to route one (g-p rule system) More errors for irregular words ("pear") |
|
|
Phonological dyslexia |
Restricted to Route 2, trouble with unknown words |
|
|
Phonics vs. Whole-language approach to teaching |
Phonics (sounding out words) is a better method because it is a useful skill |
|
|
Anaphoric reference |
Relates to an idea presented earlier in the same text |
|
|
Given Info New Info |
"My professor gives difficult exams" my professor gives exams = given info they are difficult = new info |
|
|
Garden Path Model |
Syntax first, we read a sentence word-by-word and try to fit each word into a structure Assume the simplest structure until forced to reconsider - minimal attachment Don't close a phrase unti forced to - Late Closure |
|
|
Pickering and Traxler Semantic processing |
GP difficulty is worse when a sentence is semantically plausible Indicates that semantics begins before syntax is finished, they interact |
|
|
3 levels of discourse comprehension |
Surface code - words used and their meanings Text base - major facts and themes Situation model - "world" created by the discourse, mental image |
|
|
Ditman et al 2009 Embodiment |
Situation models should be memorable if they can be simulated from the reader's perspective Better memory when pronoun "you" is used |
|
|
Kintsch 1974 Inferences |
I never said the cigarette started the fire After 15 min, implicit and explicit facts were recognized with the same RT |
|
|
Construction-Integration Model |
Kintsch and van Dijk True or false statements made of arguments and predicates |
|
|
Gernsbacher Structure Building |
Comprehension = building structures as we read Laying foundation (intro to topic, organizing relationships Mapping (relating new info to previously encoded) Shifting (new structure begins when incoming material is unrelated or there is a cue like "the next day...") |
|
|
Callender & McDaniel High/low structure builders |
Embedded questions in text helped only low structure builders with comprehension (High structure builders can identify key info for themselves) |
|
|
Metacomprehension |
People overestimate their comprehension, better when assessing specific rather than broad areas of knowledge Improves after test |
|
|
My Side Bias |
Confirmation bias, we fail to give enough weight to contrary evidence. Participants came up with more arguments to support the side they agreed with, but the effect was lessened when they were told to put aside personal feelings |
|
|
Belief Bias |
What people know to be true interferes with validity assessment |
|
|
Reasoning, Judgement |
Reasoning = evaluating a conclusion based only on given info Judgement = reasoning about info to generate a conclusion |
|
|
Heuristic Mode s. Analytic mode |
Heuristic = automatic Analytic = deliberate |
|
|
Rule-based vs. Model-Based reasoning |
Rule - logic Model - think of an example where this might not be true |
|
|
Inductive vs Deductive reasoning |
Deductive = From general to specific (valid/invalid) Inductive = From specific to general (assessed in terms of strength, can't be proven) |
|
|
Typicality Effect |
Typical member of a category more likely to be deemed representative (robin/turkey) |
|
|
Kornell and Bjork 2010 Spacing & Induction |
Presented works of art from many artists Massed - all works by same artist together Spaced - random order Spaced led to better induction of artists' style in never before seen works |
|
|
Gigerenzer & Hoffrage Recognition Heuristic |
San Diego vs. San Antonio Germans who had never heard of San Antonio - 100% correct Take-the-best, if both cities are recognized, evaluate based on major sports team, capital, etc |
|
|
Kahneman & Tversky Representativeness Heuristic |
Artist v. Engineer based on how they were described regardless of prob. |
|
|
Tversky & Kahneman Anchor Effect |
People spun a wheel 1-100 Unlikely to stray from that guess |
|
|
Kahneman & Tversky Conjunction Fallacy |
Estimated likelihood of two things being true vs. one |
|
|
Hastie et al Hindsight bias |
Participants rated likelihood of accident (and whether something should be done) higher if they were told the accident already occured |
|
|
St Petersberg Paradox |
Flip those coins foreverrrrr |
|
|
Prospect Theory |
People are more sensitive to potential losses than potential gains (more likely to buy $10 ticket after losing $10 than to buy a second ticket after losing one) |
|
|
Porcelli and Delgado Emotions & Decisions |
Stress (hand in ice water) enhanced framing effects, may increase automatic tendencies |
|
|
Metcalfe and Wiebe - Insight v. Noninsight |
Asked participants about 'warmth' every 15 seconds Non-insight = steady increase in warmth Insight = sudden surge |
|
|
Ideal problem incubation |
30 min |
|
|
Duncker FF |
Use the box |
|
|
Luchins and Lucins Prior Experience |
Solving an easy (+/-) problem first made a more complicated one harder |
|
|
Gick & Holyoak Positive Transfer |
Doctor problem was easier to solve after reading general story |
