Speech Exam #3

Front 1

Definition of psycholinguistics

Back 1

The study of thought and communication

Front 2

Definition of Cognitive Background

Back 2

thought affect communication and communication affects thought

Front 3

Theories of Language Processing

-Characteristics

-Limits

Back 3

-Prototype &Fuzzy Concepts –the “typicality sensitivity” process has been refuted by some studies.

-Probabilistic &Exemplar theoriesdon’t account for phrasal concepts.

Front 4

Mental Lexicon

Back 4

the words of a language that somebody knows the meanings of, can use, or uses habitually

Front 5

Word Superiority Effect

Back 5

Lettersounds contained within real words are accessed more quickly than non-words

Front 6

McGurk Effect

Back 6

Whenthe “heard” sound differs from the “seen” sound, listener perceives a thirdsound (fused).

Front 7

CNS vs PNS

Back 7

CNS= brain and spinal cord

PNS= bundles of nerve fibers extendingthroughout the body

Front 8

Hemispheric Specialization

Back 8

the left hemisphere controls language use, analytical thought, and abstract thinking, while the right manages visual and spatial relations, musical abilities, and other functions.

Front 9

Brocas (three things)

Back 9

-inferiorfrontal lobe area

-phonological system

-involves motor part of speech and language prouction

Front 10

Wernickes (three things)

Back 10

-posteriortemporal parietal area

-semantic and syntactic systems

-involved in auditory

Front 11

Thalamus

Back 11

Acts as a relay system between cortical and subcortical areas

Front 12

Corpus Collosum Communication

Back 12

Both hemispheres effect communication

Front 13

Aphasia

Back 13

The loss or impairment of the ability to communicate

Front 14

Broca's and wernikes if injured has difficulty?

Back 14

Broca's- production difficulty

Wernike's- Comprehension difficulty

Front 15

Does PNS effect processing?

Back 15

No

Front 16

Hierarchy of Brain

Back 16

-Cortex

-Hemisphere

-Brain stem

-Spinal cord

Front 17

What is frontal lobe responsible for?

Back 17

cognition, reasoning, and thinking

Front 18

What is parietal lobe responsible for?

Back 18

all senses except smell

Front 19

What is occipital lobe responsible for?

Back 19

Vision

Front 20

What is temporal lobe responsible for?

Back 20

auditory

Front 21

Neuroplasticity

Back 21

decreases with age

Front 22

Anomia

Back 22

difficulty saying names of things during a conversation

Front 23

How does CNS and PNS differ?

Back 23

CNS slows and allows information from multiple sources

Front 24

With brain hierarchy, higher structures less complex

Back 24

false

Front 25

Message Model

Back 25

equatesspeaker’s intended message with an utterance’s literal meaning.

Front 26

Inferential Model

Back 26

acknowledgesthat messages can be ambiguous, and dependent on participants’ ability tosuccessfully use context and shared beliefs to interpret meaning

Front 27

Areas of Shared Beliefs (4)

Back 27

Linguistic, Communicative, Literality, and Conversational

Front 28

Strategies of the inferential model

Back 28

Direct/Inderect and Literal/Nonliteral

Front 29

Conversational Properties

Back 29

-Reasonablenumber of participants

-Principlesgoverning how & when participants contribute and include principles

Front 30

Conversational Components (4)

Back 30

-Opening

-Topic maintenance

-Turn taking

-Closing

Front 31

Nature (internal)

Back 31

-Motor, linguistic, cognitive, and social systems

-Attention and memory

Front 32

Nurture (external)

Back 32

-environment

-personal interaction

Front 33

Critical periods

Back 33

-age 2- puberty

-theoptimal time for language acquisition

Front 34

Phonological Dev

Back 34

-At pre-linguistic stages, children’ssound production spans more than own language

-At subsequent stages, “unnecessary”sounds extinguish

-General sequence of acquisition is commonacrosschildrenand languages

Front 35

Flipsen's Formula

Back 35

-AGEIN YEARS / 4 x 100 = % UNDERSTOOD BY STRANGERS

-Measuringthe intelligibility of conversational speech in children to strangers

-ages 1-4

Front 36

Early multi-word constructions

Back 36

Isee a dog, It’s my dog, I want the dog

Front 37

Over extensions

Back 37

add to the word

example- adding ed to the end

Front 38

Under extensions

Back 38

Making a word less

example- Mommy cook,doggie est

Front 39

Phonology an syntax allow us to see if two languages are related

Back 39

true

Front 40

Internal language Acquisition systems (4)

Back 40

motor, cognitive, linguistic, social

Front 41

If child is 2 months and uses language unknown

Back 41

prelinguistic

Front 42

How will prelinguistic effect phonology

Back 42

Crying,Differentiated crying, Cooing, Babbling, Jargoning, Echolalia, True words

These stages overlap and oftencontinue in some form throughout early phonological development.

Front 43

Bias differentiation of Aphasia

Back 43

Broca's- speech and language production

Wernikes- comprehension

Conduction- impaired transmissions between right an left hemispheres

Anomia- difficulty with names

Front 44

Know how cognition and pragmatics interact

Back 44

intent of the message

Front 45

Types of speech studies used in psycholinguistics

Back 45

Speech error studies

Front 46

Challenges studying psycholinguistics

Back 46

Objectivemeasurement of “thought”, “concept”, “intent”, “cognitive organization”

Front 47

Does language processing involve CNS, PNS, or both?

Back 47

Both

Front 48

During phonological development, is it common for children to make typical errors at one age and atypical errors at another?

Back 48

Yes

Front 49

What is communicative effectiveness dependent on?

Back 49

comprehension

Front 50

Left hemisphere

Back 50

greater resources for acquisition language development

Front 51

Forsters speech model

Back 51

all possible word meanings are initiallyaccessed and then processed to determine most appropriate.