Reading...
Play button
Play button
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;
34 Cards in this Set
- Front
- Back
|
Describe the 3 stages of language development.
|
Perceptual learning: observation; cooing by 2 mos.
Babbling: basic speech sounds by 6 mos. Sound sequences: combine 2 syllables by 1 year; 2 word sentences by 1.5 - 2 years; more complex construction past 2 years |
|
|
Describe the 2 most common language impairments.
|
Specific: grammar difficulties; misuse of suffixes
Stuttering: syllables/words are repeated or prolonged to disrupt normal flow of speech |
|
|
Describe Lichtheim's Model of Language processing. How are the word store and speech production modules represented in the brain?
|
1. Compare perceived sounds with knowledge of spoken words.
2. Recognize word, which activates associated concepts and production. |
|
|
Broca's area.
|
speech production
Broca's aphasia: hard time producing grammatical speech; use repetition, short sentences |
|
|
Wernicke's area.
|
speech comprehension
Wernicke's aphasia: grammar okay, but speech is empty; difficulty naming objects; hard time pulling from lexicon |
|
|
What is the relationship between age of acquisition of a 2nd language and activation in the brain? What differences are observed?
|
2 different areas of Broca's active with late learner; recruit more cortex for production, Broca's expands to cover speech production
No difference in Wernicke's, same area for early and late learners; no distinction, integrates into current/native lexicon |
|
|
What are two techniques for teaching chimpanzees language?
|
Modeling: demonstrate sign first, then what it means
Molding: move chimps arms into position for sign |
|
|
What are the 3 characteristics of language?
|
symbolic: arbitrary representations
generative: create infinite # of sentences structured: use rules to set up sentences |
|
|
How is language hierarchically constructed?
|
phonemes: basic unit of speech
morphemes: basic unit with meaning words: combo of phonemes phrases --> sentences |
|
|
What is the word superiority effect?
|
We are better able to recall the position of a letter in a word than just the letter alone. It shows that we're good at using words because they're special and important.
|
|
|
How do violations of grammar and semantics affect our language perception?
|
We can better recall words when they're as we expect them to be. It's faster to process semantically and grammatically correct sentences.
|
|
|
What 2 components are needed to establish the phase tree structure of a sentence?
|
Rewrite rules: noun and verb phrases
Mental lexicon |
|
|
What evidence is available to support the structure of phase trees?
|
Language universals:
98% subject before object 80% subject before verb |
|
|
How are semantic and syntactic violations reflected in the brain?
|
Brain waves opposite of normal when error is detected; ERP Anomalies
Semantic: N400 Syntactic: P600 |
|
|
What is the difference between a backward and forward inference in the stage of utilization?
|
Backward: connect current sentence to info given prior.
The tooth was pulled painlessly. The dentist used a new method. Forward: add info which may [not] be necessary to connect current sentence. The tooth was pulled painlessly. The patient liked the new method. |
|
|
What are the 3 ways we go about resolving pronoun ambiguity?
|
1. Own experience.
2. Grammar (syntax; organization). 3. Recency. |
|
|
How do we go about organizing multiple sentences to comprehend a paragraph in processing text? Does this impact how we store this information in memory?
|
Identify the main idea, or bigger picture, in order to improve recall.
Cause/effect, sequence, explanation, collection, goal, etc. Meyer: Identify top-level structure --> improved memory for text. Bartlett: Training to use organization --> doubles recall performance |
|
|
What similarities are observed between the comprehension of speech and the comprehension of music?
|
symbolic, generative, structured
syntax and semantics immediacy of interpretation implementation system, ambiguity |
|
|
What is prosody?
|
Musical rhythms.
No dogs are allowed. No. Dogs are allowed. |
|
|
Representative heuristic.
|
Base judgment on what we think is most typical when the probability is equally likely.
|
|
|
Conjunction fallacy.
|
Tendency to think that the likelihood for 2 events happening together is greater than for 1 event
|
|
|
Availability heuristic.
|
Base judgment on the most readily available information.
|
|
|
What do we investigate in an auditory scene analysis?
|
Break down the characteristics of music/melody (pitch, intensity, timbre) and the location.
Location: the ability to separate distinct musical sources based on relative location. Sound source separated-- 2 locations. Sound source moves-- continuous path |
|
|
How does music perception parallel that of visual perception?
|
Right Brain = spatial orientation, art, music
Left Brain = language, classification, analytical "What?" pathway: starts in front part of core/belt and extends to PFC (= ventral stream) 'Where?" pathway: starts in back and extends to parietal lobe/PFC (= dorsal stream) |
|
|
When are people risk-seekers? risk averse?
|
perceived loss = risk seeking
*tend to prefer risky option to avoid sure loss perceived gain = risk averse *tend to prefer sure gain |
|
|
What is functional fixedness?
|
Think object has only one function.
|
|
|
What is a set effect?
|
Tunnel vision.
9 dots, candle holder |
|
|
How does our sensitivity to losses affect our behaviors/decisions?
|
We tend to be more sensitive to losses than to gains (e.g., fans think refs treat their team unfairly, but don't notice calls made to their advantage).
|
|
|
Explain the differences between an expert and a novice problem solver (i.e., perception and approach)
|
Perception--
Novice: superficial, basic constructs Expert: principles, theories, laws Approach-- Novice: backward; step-by-step Expert: forward reasoning |
|
|
How does the use of schemas differ between a novice and expert?
|
Subjects are shown a chessboard and then the pieces are cleared off. Recall positions.
actual game positions: beginners < intermediates < experts * schema allows experts to organize the piece position so that they only need to remember schema, not individual pieces random piece positions: beginners > intermediates > experts * experts try to use schemas but they end up misremembering the actual piece position |
|
|
Describe Thorndike's Theory of Identical Elements. What does it suggest about the transference of expertise from one area to another?
|
Theory of Identical Elements: the amount of transfer between the familiar situation and the unfamiliar one is determined by the number of elements that the two situations have in common.
a + b = c doesn't apply to d + e = f |
|
|
What are the 3 stages of language comprehension?
|
ask Alysse...
|
|
|
How do we go about parsing a sentence? Discuss the role of immediacy of interpretation.
|
ask Alysse...
We try to extract meaning out of each word as it arrives rather than waiting until the end of the sentence. |
|
|
Discuss the role of ambiguity and complex grammar (e.g., has has has) in disrupting the normal functioning of the parsing system.
|
ask Alysse...
Word ambiguity: words can have more than one meaning/role 1. Word order problems. 2. Words have multiple meanings or uses. |
