Study your flashcards anywhere!

Download the official Cram app for free >

  • Shuffle
    Toggle On
    Toggle Off
  • Alphabetize
    Toggle On
    Toggle Off
  • Front First
    Toggle On
    Toggle Off
  • Both Sides
    Toggle On
    Toggle Off
  • Read
    Toggle On
    Toggle Off
Reading...
Front

How to study your flashcards.

Right/Left arrow keys: Navigate between flashcards.right arrow keyleft arrow key

Up/Down arrow keys: Flip the card between the front and back.down keyup key

H key: Show hint (3rd side).h key

A key: Read text to speech.a key

image

Play button

image

Play button

image

Progress

1/15

Click to flip

15 Cards in this Set

  • Front
  • Back
neurolinguistic functional-imaging studies
fuse the gross anatomical (macroscopical) map of activated areas with 3D microscopically defined cortical areas.
3D computerized human brain atlas
differences in size and location of corticlal areas in different persons are incorporated in the database
lateralization
developmental shifts can occur- functional asymmetry is not necessarily correlated with structural asymmetry
sound patterns in Broca's aphasia
sound errors result from difficulties in the end stages of speech production.
dysarthria
may be distortion in quality of speech sounds
Chomsky's famous example
Wernicke's= "Colorless green ideas sleep furiously."
psychological reality
of an abstract grammatical concept- that it is not only an abstract linguistic concept; it can be seen to operate during speech production and/or comprehension. helps to determine the relationship between abstract theoretical notions that linguists have deduced and how the brain actually functions ex commutativity we wouldnt expect to have a specific brain location
linguistic competence/performance
linguistic distintion between our knowledge of language and our actual use of it. especially evident in patients whose output is agrammatic, yet who are able to perform quite well on grammaticality judgment tasks. we assume they have the grammatical knowledge even if they do not appear to be able to use it in their speech
psychological reality of the phoneme
cueing a forgotten word by giving the speaker its first phoneme is often quite successful in eliciting the word
biliguals and "foreign accent"
indicates that specific phonemes have a strong, psychologically real, phonetic identity. phonetic constraints are so strong for the individual that related ones in a foreign language are heard and produced as the native-language phoneme when the non-native speaker speaks the new language
ASL
1817- Thomas Hopkins Gallaudet brought from France
descriptive grammar
represents the unconscious linguistic knowledge or capacity of its speakers`
psychological reality of lexicon
even aphasics can distinguish real words in their language from words that are not in their language
semantic organization
brain centered approach- concepts are represented perceptually. characteristics of a given object are learned at different times and in different ways, concept is distributed over subsystems
Top-down modeling
begins with a realistic examination of language and proceeds by asking what kind of structure must be present in the brain to support the linguistic capabilities that humans possess.Start from linguistic data. Build a plausible model as a set of hypotheses. Test hypotheses against findings from neuroscience