Learning And Cognition - Exam 2 - Chapter 9

Front 1

Displacement

Back 1

when a person shifts impulses from an unacceptable target to a more acceptable or less threatening target, especially with anger

Front 2

Infinite generativity

Back 2

the ability to produce an endless number of meaningful sentences using a finite set of words and rules

Front 3

Phoneme

Back 3

basic unit of spoken language - "a" "k" "th"

Front 4

Morpheme

Back 4

basic unit of meaning - "pre-" "post-" "-ed"

Front 5

syntax

Back 5

grammatical rules that govern how we organize words into sentences

Front 6

grammar

Back 6

combination of morphology and syntax; both word structure and sentence structure

Front 7

semantics

Back 7

meaning of words and sentences

Front 8

pragmatics

Back 8

knowledge of social rules that underlie language use

Front 9

Chomsky's surface structure

Back 9

represented by the words that are actually spoken or written

Front 10

Chomsky's deep structure

Back 10

underlying, more abstract meaning of a sentence

Front 11

Describe Tomasello's cognitive-functional approach

Back 11

-emphasizes that the function of human language in everyday life is to communicate meaning to other individuals

-young children have extremely powerful cognitive & social learning skills

-adults use language strategically

Front 12

How do negative affect comprehension?

Back 12

the sentence almost always requires twice as much time to process; reader's understanding decreases as the number of negative terms increase

Front 13

How does passive voice affect comprehension?

Back 13

Passive form is harder to understand than active form

Front 14

how does complex syntax affect comprehension?

Back 14

readers experience a memory overload

Front 15

how do ambiguous words and sentences affect comprehension?

Back 15

sentences are difficult to understand if they contain ambiguous words and sentence structure

Front 16

Describe the "good enough" approach to language comprehension

Back 16

individuals frequently process only part of a sentence

Front 17

A person with damage to broca's area will...

Back 17

have hesitant speech that primarily uses isolated words and short phrases

Front 18

A person with damage to Wernicke's area will...

Back 18

have serious difficulties understanding language.

Front 19

describe the differences between aphasic individuals who have damage to Broca's area and aphasic individuals who have damage to Wernicke's area

Back 19

Broca = trouble producing speech

Wernicke = trouble understanding language; fewer pauses compared to someone with Broca's aphasia

Front 20

when is the right hemisphere active?

Back 20

-when you are paying attention to the emotional tone of a message

-abstract language tasks

Front 21

When is the left hemisphere active?

Back 21

-during speech perception where it quickly selects the most likely interpretation of a sound

-performs most of the work in language processing

Front 22

What is the language localizer task?

Back 22

compensates for individual differences; studied what kind of speech is associated with what part of the brain; the left frontal lobe was associated with language tasks

Front 23

How can the mirror system facilitate communication?

Back 23

-activated when you watch someone perform an action

-play a role in language comprehension

-active when we try to listen to someone talking in a noisy setting

Front 24

mirror system

Back 24

network of neurons in the brain's motor cortex;

Front 25

How do written and spoken language differ from each other?

Back 25

pages 317-318

Front 26

Direct access route

Back 26

people can recognize a word visually, without paying attention to the sound of that word; used if the word has an irregular spelling and cannot be sounded out

Front 27

Indirect access route

Back 27

as soon as a word is seen, the letters on the page are translated into some form of sound, before the word and its meaning can be assessed; used if the word has regular spelling and can be sounded out.

Front 28

Dual-route to reading

Back 28

specifies that skilled readers use both a direct access route and an indirect access route

Front 29

Do poor readers use indirect or direct access?

Back 29

indirect

Front 30

Do good readers use indirect or direct access?

Back 30

direct

Front 31

whole-word approach theory

Back 31

readers can directly connect the written word as an entire unit with the meaning that this word represents

-encourages children to identify a word in terms of its context within a sentence

-direct access favor this approach

Front 32

phonic approach

Back 32

readers recognize words by trying to pronounce the individual letters in the word

-argues speech is a necessary step in reading

Front 33

whole language approach

Back 33

reading instruction should emphasize meaning and it should be enjoyable

Front 34

discourse

Back 34

interrelated units of language that are larger than a sentence

Front 35

Theory of mind

Back 35

in every day life, we try to figure out the mental state of other people in our lives

Front 36

how do people form an integrated representation of a text?

Back 36

skilled readers organize and integrate information into a cohesive story, construct internal representations that include descriptions of the characters in a story, and maintain these internal representations in long term memory for many pages of a novel

Front 37

how do people draw inferences from what they read?

Back 37

we use our world knowledge to access information that is not explicitly stated in written passage; "read between the lines"

Front 38

constructionist view of inferences

Back 38

readers usually draw inferences about the causes of events and the relationships between events

ex: construct inferences about a character's motivations, personality, emotions

Front 39

How can students be taught to increase their metacognition and metacomprehension skills?

Back 39

instruct students in middle school to think aloud, so they can summarize passages, make predictions about possible outcomes, and describe puzzling sections

Front 40

Yerkes-Dodson Law

Back 40

there is a relationship between performance and arousal

-to a certain point, arousal/anxiety increases performance

-too much arousal/anxiety can negatively impact performance

Front 41

How does test anxiety relate to the Yerkes-Dodson Law?

Back 41

test anxiety is good to a point, because it motivates you to study and increases your alertness and awareness; but if you're TOO nervous, it can impair your ability to concentrate and make it more difficult to remember correct answers