Psych Of Language

Front 1

Raeding Wrods with Jubmled Lettres

What was the basic methodology?

Back 1

Methods: Asked 30 college students to read 80 sentences in which letters were transposed. Transpositions occurred at the beginnings, middles, or ends of words. Students also read words without transpositions. Eye movements were tracked and recorded. Comprehension questions were asked after 30% of the sentences. Reading rate was recorded in WPM.

Front 2

Raeding Wrods with Jubmled Lettres

What were the basic results?

Back 2

Results: Letter transpositions slowed reading. (Normal: 255 WPM, Internal: 227 WPM, End: 189 WPM, Beginning: 163 WPM) When substituting letters, reading is slower than normal and transpositions. (Internal: doubled WPM, End: doubled WPM, Beginning: 2.5 X WPM)
Meaning: Letters are important in recognizing words. There is cost involved (decreased WPM) when transposing or substituting letters.

Front 3

Meyer & Schvaneveldt (1976)

What was the basic purpose of the paper?

Back 3

Purpose: To explore semantic similarity and word recognition time. It examines the organization of memory.

Front 4

Meyer & Schvaneveldt (1976)

Sentence Comprehension: What were the basic method?

Back 4

Method: Participants were given a warning signal. They were then shown a printed sentence. They then had to choose whether or not the sentence was true or false. The study measured their accuracy. It was a 4 (Relation: subset, superset, overlap, disjoint) X 2 (Size: Small or Large) experiment.

Subset: Some/All Trees are Plants
Superset: Some/All Stones are Gems
Overlap: Some/All Writers are Women
Disjoint: Some Apples are Printers

Experiment 1 used "some" and Experiment 2 used "all".

Front 5

Meyer & Schvaneveldt (1976)

Sentence Comprehension: What were the basic results?

Back 5

Experiment 1: Closely associated words were recognized the fastest.
Experiment 3: Closely associated words were recognized the slowest.

Front 6

Meyer & Schvaneveldt (1976)

Priming: What were the basic method?

Back 6

Method: Participants were given a warning signal. Then the 1st Row
of Letters Appeared. The participant then makes a Lexical Decision. Then the 2nd Row of Letters Appeared. The participant then made a second Lexical Decision. The experiment used a 2 (Letters: Degraded or Normal) X 2 (Words: Related, Unrelated) design. Non-words were also included.

Front 7

Meyer & Schvaneveldt (1976)

Priming: What were the basic results?

Back 7

Degraded words took longer to recognize then normal words. Related words were recognized faster than non-related words.

Front 8

Wurm & Ross (2001)

What was the basic purpose of the paper?

Back 8

The purpose of the paper was to test the CRUP word advantage. (Are CRUP words recognized faster than non-CRUP words?)

Front 9

Uniqueness Point (UP)

Back 9

The earliest point that a spoken word becomes distinguishable from any other word.

Front 10

Root Uniqueness Point (Root UP)

Back 10

The earliest point that the root of a spoken prefixed word becomes distinguishable from any other word.

Front 11

Full Form Uniqueness Point (FFUP)

Back 11

The earliest point that the a spoken prefixed word becomes distinguishable from any other word.

Front 12

Conditional Root Uniqueness Point (CRUP)

Back 12

The earliest point that the root of a spoken prefixed word becomes distinguishable from any other word, given that it has a prefix.

Front 13

Cohort

Back 13

Prior to the UP of a word, a cohort (or group) of words will be consistent with the auditory
signal. At the UP of a word, the cohort is essentially reduced to one possible word that can complete the
auditory signal.

Front 14

CRUP word vs. Non-CRUP word

Back 14

A CRUP word is a word in which the CRUP precedes the FFUP. Non-CRUP words have identical CRUPs and FFUPS.

Front 15

Explain the difference between a full form UP and a root UP. Does one precede the other? If so, is
that always the case?

Back 15

The full form UP is determined based on the whole word (including prefixes), whereas the root
UP is determined based on the root only. The full form UP always precedes the root UP for prefixed
words.

Front 16

Wurm & Ross (2001)

Lexical Decision: What were the variables?

Back 16

control variables: semantic transparency, number of suffixes, and root frequency

IV: Word form: CRUP words vs. Non-CRUP words

DV: Reaction time (speed at which participants generated a lexical decision response)

Front 17

Wurm & Ross (2001)

Lexical Decision: What was the basic methodology?

Back 17

Method: Participants were tested in groups of one to three in a sound-attenuating booth. They listened
to the 230 stimuli, played over headphones at a comfortable listening level, and were instructed to make a speeded lexical decision
about each stimulus. Each participant pressed one button for words and a different button for pseudowords.

Front 18

Wurm & Ross (2001)

Lexical Decision: What were the basic results?

Back 18

Participants responded to CRUP words 88 ms faster compared to Non-CRUP words, demonstrating the CRUP word advantage.

Front 19

Wurm & Ross (2001)

Naming: What was the basic methodology?

Back 19

Participants were tested individually a sound attenuating
booth. They listened to the 115 stimuli and were instructed to repeat back each word they heard as quickly and accurately
as possible (through a microphone).
Response times were measured from the FFUP of each stimulus.

*A practice set of 20 words was used prior to the main experiment to familiarize participants with the procedure.

Front 20

Wurm & Ross (2001)

Naming: What were the basic results?

Back 20

The CRUP advantage was large and significant. CRUP words were named 107 msec faster than non-CRUP words

Front 21

Number of competitors was confounded with the IV in Wurm and Ross experiment 1. Explain how this confound affects your
interpretation of the results of Wurm and Ross Experiment 1.

Back 21

Although Wurm and Ross (2001) attempted to control the number of competitors one position prior to the full form UP for CRUP (7) and non-CRUP (24) words, there was a confound such that CRUP words had significantly fewer competitors. Thus, faster target lexical decision responses could be attributed either to the CRUP advantage, or to the presence of fewer competitors (i.e., cohort members). Importantly, the CRUP advantage (88 ms) remained significant when the number of competitors were entered into the regression analysis. In other words, CRUP location accounted for more variability in reaction times between the CRUP and non-CRUP words than number of competitors.

Front 22

What was another potential confounding variable in Wurm & Ross Experiment 1?

Back 22

There were several other potential confounds; specifically, both semantic transparency and prefix likelihood ratio were not perfectly matched between conditions. CRUP words were more transparent and had lower prefix likelihood ratios relative to non-CRUP words. Wurm and Ross (2001) reported faster target responses for words with more transparent stems as well as for words with lower prefix likelihood ratios.

Front 23

What statistical technique did Wurm and Ross (2001) implement to rule out the effects of
confounding variables? Was the main effect described in question 8 still significant after the application
of this statistical technique?

Back 23

Wurm and Ross (2001) conducted a regression analysis to determine significant sources of variability in target lexical decision reaction times. After variance attributable to confounding variables was removed, the CRUP advantage was reduced (46 ms), but remained significant.

Front 24

Dialects in the Language of Bees

What information can bees communicate?

Back 24

Bees can communicate in which direction and how far away a food source is. They can also convey how rich a food source is. The language is innate.

Front 25

Dialects in the Language of Bees

What design features of human speech also apply to bee communication?

Back 25

Displacement and Arbitrariness.

Front 26

Dialects in the Language of Bees

What design features of human speech cannot be found in bee communication?

Back 26

Traditional Transmission, Vocal-Auditory Channel, Reflectiveness, and Learnability

Front 27

What are the 16 design features of human speech?

Back 27

1. Vocal Auditory Channel
2. Broadcast Transmission
3. Transitoriness
4. Interchangeability
5. Total Feedback
6. Specialization
7. Semanticity
8. Arbitrariness
9. Discreteness
10. Displacement
11. Productivity
12. Traditional Transmission
13. Duality of Patterning
14. Prevarication/Equivocation
15. Reflectiveness
16. Learnability

Front 28

Which design features of human speech are the most unique to humans?

Back 28

Displacement, Productivity, Duality of Patterning

Front 29

Vocal Auditory Channel

Back 29

Description: Use of sound to send and receive information

Advantages:
-Frees body for other activities
-Communicate in the dark or outside of view

Disadvantages:
-Give up location
-Choking

Front 30

Broadcast Transmission

Back 30

Description: Natural property of sound

Advantages:
-Allows for binaural direction finding

Front 31

Transitoriness

Back 31

Description: Natural property of sound

Advantages:
-Message can be changed quickly

Disadvantages:
-Comprehension can be difficult

Front 32

Interchangeability

Back 32

Description: Modeling behavior

Advantages:
-Learn new words and concepts
-Model speech patterns to match the style of the listener to facilitate communication

Front 33

Total Feedback

Back 33

Description: Hearing what we say

Advantages:
-Allows for correction
-Allows for internalized speech or thought

Disadvantages:
-hearing can interfere with planning
-Did I say it or think it?

Front 34

Specialization

Back 34

Description: Spreading of sound waves is specialized for language

Advantages:
-Communication is independent of other physical needs

Disadvantages:
-Increases likelihood of choking

Comparison
-Dog panting

Front 35

Semanticity

Back 35

Description: Fixed association between words and environmental situations

Advantages:
-consistency

Front 36

Arbitrariness

Back 36

Description: Type of association between words and meaning

Advantages:
-Flexible, limitless

Disadvantages:
-Arbitrary, therefore, difficult to learn/remember

Comparison:
-Bee dance, speed=distance

Front 37

Discreteness

Back 37

Description: Categorical Perception

Advantages:
-Communicate in noisy environments
-Allows for speaker variation

Disadvantages:
-can lead to confusion in the absence of context

Front 38

Displacement

Back 38

Description: Communicate about things distant in time and space

Advantages:
-Flexible, allows for planning

Disadvantages:
-takes focus away from the present place and time, can lead to misunderstanding

Comparison:
-Bee dance

Front 39

Productivity

Back 39

Description: Construct and unlimited number of novel statements

Advantages:
-Can communicate about new discoveries

Disadvantages:
-Can lead to confusion

Front 40

Traditional Transmission

Back 40

Description: Extra genetic learning

Advantages:
-Ability to learn within a lifetime

Disadvantages:
-requires learning

Front 41

Duality of Patterning

Back 41

Description: rearrangement of sounds to create new words

Advantages:
-requires relatively few sounds, reduces the complexity of speech production

Disadvantages:
-can lead to confusion

Examples:
-PIN/BIN
-TEAM/MEAT

Front 42

Prevarication/Equivocation

Back 42

Description: Ability to evade, deceive, fabricate, lie

Advantages:
-Avoid embarrassment/punishment

Disadvantages:
-Mistrust, which can break social ties

Front 43

Reflectiveness

Back 43

Description: Ability to use the system to describe the system

Advantages:
-Increase knowledge about best practices needed for traditional transmission

Front 44

Learnability

Back 44

Description: Ability to learn other languages

Advantages:
-Adapt to and learn from other cultures

Front 45

Is our language truly arbitrary?

Back 45

No. The first created words are arbitrary. Words that follow are systematic.
Examples: Onomatopoeia, Phonesthemes, Portmanteaus

Front 46

Onomatopoeia

Back 46

A word that imitates or suggests the source of the sound that it describes.

Example: Snap, Sizzle, Bang

Front 47

Phonesthemes

Back 47

A consonant cluster apparently associated with a particular semantic field, but with no distinguishable independent meaning.

Example: snore, sneeze, snout

Front 48

Portmanteaus

Back 48

a new word formed by joining two others and combining their meanings

Example: Brunch, Smog

Front 49

Bottom-up processing

Back 49

-Sensory
-translation of raw sensory input into component features
-based on raw, environmental information

Front 50

Top-down processing

Back 50

-Memory Driven
-based on past experience
-schema-based predictions
-requires knowledge from higher levels

Front 51

Mental Lexicon

Back 51

Abstract conceptualization of memory for lexical information

Front 52

Semantics

Back 52

Word meaning

Front 53

Latent Semantic Analysis (LSA)

Back 53

A complex mathematical procedure which uses context to acquire knowledge about similarities and differences of words used in language.

Front 54

Phonology

Back 54

The study of sound and pronunciation of language.

Front 55

Morphology

Back 55

The study of word structure

Front 56

Orthography

Back 56

The study of word spelling

Front 57

Lexical Representations

Intraconnected/Interconnected/Multidimensional

Back 57

Lexical information for a word.

Abstract conceptualization of a neural network that becomes activated when we attempt to retrieve a word from a lexical memory for recognition or production

Multidimensional- minimally includes semantic, orthographic, and phonological information

Intraconnected- within lexical representations (activation of one dimension activates other areas) (Example: What a dog looks like- How to spell "Dog")

Interconnected- between lexical representations (activation of one representation activates another) (example: Cat-Dog)

Front 58

Representation Accounts

Whole Listing vs. Decompositional Representation

Back 58

Whole Listing: Each word is represented by its own concept that is not decomposed

Decompositional Representation: Makes use of decompositional semantic features. (example: Father= human, male, older)

Front 59

Priming Paradigm

Back 59

Purpose: Explore interconnectivity within the mental lexicon

Procedure: Present a word, present a 2nd word, Measure Recognition

It is easier to recognize targets after related primes

Front 60

Facilitation

Back 60

Positive Priming Effect (quicker recognition)

-semantically, morphologically, or phonologically related pairs

Front 61

Inhibition

Back 61

Negative Priming Effect (slower recognition)

-Orthographically related pairs

Front 62

Phonemes

Back 62

Meaningful units of sound

Front 63

Allophones

Back 63

Two different sounds perceived as the same phoneme

Front 64

Aspiration

Back 64

Sound that is produced with an audible breath.

SKIT: “sGit” g is the breathe

Front 65

Co-articulation

Back 65

Preceding and following phonemes have an effect on the articulatory track. A sound conveys information about its neighbors.

Example: Cola and Can produce different "C" sounds

Front 66

Affixation

Back 66

Prefixation and suffixation, not infixation in English

Front 67

Aphasia

Back 67

Disorder of language, loss of production or comprehension aspects of written or spoken language.

Wernicke's Aphasia: Speech Comprehension

Broca's Aphasia: Speech Production

Front 68

Bound Stem

Back 68

Stems of prefixed words that could not exist by themselves.

Example: De_"nounce"

Front 69

Broca's Area

Back 69

Area in the front of the brain used for speech production

Front 70

Wernicke's Area

Back 70

Area in the back of the brain used for speech comprehension

Front 71

Free Stems

Back 71

Stems of prefixed words that could serve as words without their prefix

Example: Re_"act"

Front 72

Functions of Language

Back 72

1. Express Emotion
2. Interact Socially
3. Utilize sounds, games
4. Control environment
5. Record facts
6. Think
7. Express Identity
8. Recreation, Humor

Front 73

Linguistics

Back 73

Study of language structure and theoretical reasons for such structure

Front 74

Magnetoencephalography (MEG)

Back 74

-Detects magnetic fields in the brain
-Better spatial and temporal resolution than FMRI and ERP (But it's more expensive)

Front 75

Minimal Pairs

Back 75

Two words in a language that differ by just one sound (ex bat and rat)

Front 76

Prosody

Back 76

Stress and tone patterns of language

monotone: one tone

Front 77

Psycholinguistics

Back 77

Study of how people perceive and produce language

Front 78

Morpheme

Back 78

Smallest unit of meaning

Example: Dogs has 2 (‘dog’ and ‘s’)

Front 79

Inflectional Forms

Back 79

-Noun plurals and verb tense (-ed, -s, -ing).
-Semantically transparent
-only suffixes

Front 80

Derivational Forms

Back 80

-Changes to a word that alters its underlying meaning
-Prefixation, Suffixation, Semantic Drift

Example: develop to development

Front 81

Grapheme-to-phoneme correspondence (GPC)

Back 81

One or more letters which corresponds to a particular phoneme.

Example: F/PH (deep, English) - /f/

Front 82

Deep vs. Shallow Orthography

Back 82

-Serbo-Croatian has a shallow orthography. Consistent correspondence between graphemes and phonemes.

-English has deep orthography, poor correspondence between graphemes and phonemes.

Front 83

Graphemes

Back 83

orthographic units (one or more letters) that correspond to a particular phoneme

Front 84

Syntax

Back 84

Rules of word order in a language

Front 85

FOXP2 gene

Back 85

Animals: coordination of sensory and motor information.

Humans: plays a role in language acquisition.

Front 86

Bigram/trigram counts

Back 86

-Bigram (n-1) and Trigram (n-2) quantify orthographic regularity

Bigram Example:
Lake
*n=4 because there are four letters, therefore, 4 - 1= 3 bigrams*

LAXX
LXXE
XXKE

Front 87

Orthographic Regularity

Back 87

Measurers how "word-like" a particular word is

Front 88

Bigram trough

Back 88

-Low point of a word’s type or token count.
-Tends to occur in morphologically complex words at morpheme boundaries.

Front 89

Type Count

Back 89

The number of different possible completions for a given word

Front 90

Token Count

Back 90

The sum of their frequencies of different possible completions for a given word

Front 91

Neighborhood counts

Back 91

-Number of possible words created by substituting one letter of a given word

-Measure of orthographic regularity
-Not used for long words (it is less likely that a word would be the same except for one letter.)

Front 92

Gating Procedure

Back 92

Progressive demasking of a word, phoneme by phoneme, until the full word is revealed

Example: Cat: Cuh-Cah-Cat

Front 93

Formants

Back 93

Patterns or bands of energy at specific frequencies on a spectrograph.

-Fingerprint of a sound

-Cola and Can have different sounds for "C". It can be seen on a spectograph (Though not easily heard)

Front 94

Automatic Spreading Activation

Back 94

Theoretically there is a mental connectedness between lexical representations. Automatic Spreading Activation is the activation of words that are stored similarly.

Example: Cat-Dog

Front 95

Language Behaviors

Back 95

Modality: Auditory / Visual
Perception: Listening / Reading
Production: Speaking / Writing

Front 96

Ziph’s law

Back 96

-A rule of frequencies that applies to language and population

-The second most frequent word is half as frequent as first most frequent word, third most frequent word is a third as a frequent as first most frequent word, etc.

Front 97

Truth Verification Task

Back 97

-Used in Meyer & Schvaneveldt (1976)

-Participants are asked to verify statements (Example: All Trees are Plants)

Front 98

Transitory Nature of Speech

Back 98

Speech fades very quickly after spoken

Front 99

Shadowing Task

Back 99

Participants listen to spoken words and repeat it back as quickly and accurately as possible

Front 100

Phoneme Restoration Effect

Back 100

-People will fill in a missing phoneme based on the context surrounding it

Example: Orange _eel. Individuals will likely fill in the missing "P".

Front 101

Naming Task

Back 101

-Used in Wurm and Ross (2001)

-Participants listen to spoken words and repeat it back as quickly and accurately as possible

Front 102

Morphological Family Size Effect

Back 102

As a word's family size increases, it takes more time to recognize the word

Front 103

Missing Letter Effect

Back 103

Individuals see whole words as opposed to individual letters.

Front 104

Lexical Decision Task

Back 104

- used in Meyer & Schvandevelt study 2 (1976) and Wurm & Ross study 1 (2001)

-Participants are given a word on a computer screen and asked to determine if it is a real word.

Front 105

Hierarchical Memory Structure

Back 105

Hierarchy in arrangement of neocortical neurons.

Example: words, phrases, sentences, discourse

Front 106

Evolution of Language

Back 106

-Gestures to speech?

-Did it evolve as a adaptation shaped by natural selection?

-Did it arise as a side effect of something else (e.g., increase in brain size, increase in general intelligence)?

-FOXP2 gene, Hemisphere asymmetry

Front 107

Categorical Perception

Back 107

Perceiving things that lie along a continuum as belonging to one distinct category or another.

-Classify speech sounds as one phoneme or another.

Front 108

Cohesion

Back 108

local vs. global
–Local: meaning must be known within a sentence.
-Global: paragraph, title of chapter establishes context.

Front 109

Word Frequency

Back 109

A measure of word familiarity

-frequent words recognized faster

Front 110

Working Memory

Back 110

Short term memory

Front 111

Connectionism

Back 111

An approach to cognition that involves computer simulations with many simple processing units, and where knowledge comes from learning statistical regularities rather than explicitly presented rules

Front 112

Neural Networks

Back 112

simple richly interconnected neuron type units working together without a specific governing plan. Rules and behavior emerges from the interaction of these units

Front 113

Transparent vs. Opaque Morphological Derivations

Back 113

Transparent: react -> act
Opaque: allowance -> allow

Front 114

Semantic Drift

Back 114

Describes the evolution of word usage

— usually to the point that the modern meaning is radically different from the original usage

Front 115

Free Association

Back 115

Number of words associated with the given word

Front 116

Buffalo buffalo, Buffalo buffalo buffalo, buffalo Buffalo buffalo.

Back 116

Buffalo bison, [that] Buffalo bison bamboozle, [in turn] bamboozle [other] Buffalo bison.

Front 117

Buffalo buffalo, Buffalo buffalo Buffalo-buffalo, Buffalo-buffalo Buffalo buffalo.

Back 117

Buffalo bison, [that] Buffalo bison bamboozle [in a] Buffalo manner, [in turn], bamboozle [in a] Buffalo manner [other] Buffalo bison