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language

sam taylor Psychology Englisch 41 Karten

language

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  1. 1languagelanguage
  2. 2what are double dissociation'sIf region A is damaged and function X no longer works but function Y does, AND if region B is damaged and function Y no longer works but function X does, then A and B have different and separable functions
  3. 3what does - Hans-Lukas Teuber 1995 say about double dissociationsHans-Lukas Teuber 1995 -demonstration that two experimental manipulations each have different effects on two dependent variables
  4. 4what is neurological specificitythe assumption that specific parts of the cognitive system map on to specific neural areas.So if region A is damaged, and function X no longer works, then region A must be responsible for function X
  5. 5what is aphasiadisturbance in the comprehension or production of language, caused by brain damage- Usually caused by stroke, or injury such as car accident
  6. 6what is Anomiacan’t find names of things; more likely to use nouns correctly than verbs (from Fridriksson et al., 2010)
  7. 7what is agrammatismespecially difficulty with function words – in, and, so, because
  8. 8what is apraxiaarticulation difficulties (e.g. likstip for lipstick) (left precentral gyrus of the insula, Dronkers 1996; Baldo et al., 2011)
  9. 9Describe the symptoms and neural bases of Broca’s aphasiaAgrammatical speech. Apraxia of speech. Anomia
    damage to left frontal lobe
  10. 10Describe the symptoms and neural bases of Wernicke’s aphasiaDifficulty in recognising and comprehending spoken words
    Fluent but meaningless speech
    Associated with damage to superior temporal gyrus – a region of auditory association cortex
    Patients do not seem to realise that their language is impaired
    They follow normal social conventions of language such as turn-taking, answering questions, etc
  11. 11Identify the symptoms of conduction aphasiaComprehension OK
    Speech OK
    Can’t repeat sentences or nonwords
  12. 12describe conduction aphasia contribution to understanding about connections in Broca’s and Wernicke’s areasDamage to arcuate fasciculus connecting B’s and W’s areas- demonstrating Conveys information about the sounds of words, but not their meaning
    Plays an important role in short term memory of words and sentences supports Baddeley’s phonological loop
  13. 13Identify some of the issues in identifying brain regions from studies of patients with brain damagePatients display different symptoms
    E.g. 5 Broca’s patients – 5 very different speech behaviours (Badecker & Caramazza, 1985)
  14. 14why is speech perception complexCo-articulation
    Speaker variability
    Segmentation (word identification)
  15. 15what is Co-articulationanalyse changes due to adjacent sounds. - makes speech fast and effective
  16. 16Speaker variability-Speech rate ,Pronunciation ,Variations in size and shape of the vocal apparatus e.g., Men vs women and Mood
  17. 17Segmentation (word identification)no consistent gaps between words to allow easy segmentation.
  18. 18What does cross-modal integration in speech perception mean?Speech perception from Auditory and motor perception- supported by A. Liberman motor theory of perception
  19. 19what is A. Liberman motor theory of perceptionThe motor theory: speech is perceived by reference to how it is produced. Articulatory gestures are units of perception
    directly provide the listener with phonetic information.
  20. 20Define the cohort model of speech perception proposed by Marslen-Wilson.Marslen-Wilson- Upon hearing the start of a word, all potential candidates (the ‘cohort’) become activated. As more of the word is heard, candidates that don’t fit the signal or the context drop out of the cohort until only one is left.
  21. 21What are the strengths of the cohort model?Word frequency effect.
    Shadowing experiment-
    Detecting mispronunciations-Easier to detect distortions in the first syllable of a word .
  22. 22what is word frequency effectwhere recognition times are faster for words seen more frequently than for words seen less frequently.-Marc Brysbaert
  23. 23what is shadowing experiementRepetition of sentence with mispronounced words.
  24. 24State one limitation of cohort model.The system cant know when the words start
  25. 25what does McClelland &Elman,1986 demonstrate about the trace modelEmphasis on the context effect (top-down processing)-“The woman got a leash and went for a walk with the ….”
  26. 26what are the strengths of the trace modelit also Explains context effect on speech recognition.,Good at finding word boundaries.
    Performs well even with noisy input which characterises the natural language.
  27. 27Explain the two main processes that underlie visual word recognition.phonological processing
    Orthographic/visual reading
  28. 28what is phonological processinganalyse and manipulate sound structures of words. This means that you can hear the sounds of the words and convert them into letters on a page (spelling). You can also see letters on a page and convert them into something you can hear (reading).
  29. 29what is Orthographic/visual readingStanovich & West, 1989- ability to identify patterns of specific letters as words,
  30. 30whats theory of mind p1Ability to understand our own mental states and others.
    Ability to predict and explain others’ behaviours on the basis of mental states.
    The central mental states are belief and desire.
  31. 31what is theory of mind pt2If we know someone’s desire and beliefs then predicting behaviour is easier.
    It is called theory because it resembles theories in that we make hypothesis and predictions of other people’s mental states and behaviour.
    If you can change the belief of someone you can also change their behaviour (manipulation of behaviour).
  32. 32Does ToM develop around 4 years of age?Studies using TOM or similar tasks concur that TOM develops around 4 years of age
  33. 33what does Peskin & Ardino, 2003 demonstrate about TOMKeeping secrets = around age 4. Supports by Stouthamer-Loeber, 1991 Lying correlates strongly with false belief tasks
  34. 34what does Bretherton & Beeghly, 1982 say about ToM2-year-olds frequently use terms about desires but cognitive states of beliefs and thoughts are less frequent
  35. 35what does Jenkins and Astington, 1996 demonstrate about ToMChildren who are linguistically more competent also perform better on the TOM tasks
  36. 36what did Hale & Tager-Flusberg (2003) demonstrate about ToMshowed that language training improved performance on TOM tasks
  37. 37what did Meristo et al (2007) say about ToMDeaf children who start learning sign language late also tend to score poorly on false belief tasks compared with age and IQ matched controls- (evidence of delayed development of TOM)
  38. 38What does Milligan, Astington, & Dack (2007) demonstrate about ToMmeta-analysis of 104 studies confirmed these findings. They found strong relationships between language skills and false belief.
  39. 39what does Milligan et al, 2007 say about ToMRecent research showed bidirectional relationship between language and TOM, but the effect of early language on later false belief was stronger
  40. 40what does Leekam, 1992 demonstrate about ToMThe understanding of irony and metaphors have been firmly linked to TOM
  41. 41Is autism caused by a deficit in ToMSimon Baron-Cohen ,Alan Leslie, Uta Frith (1985) made the first link between TOM and Autism
    Theory of mind failure= mind blindness
    Children with ASD have difficulties with false belief tasks .

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Psychology Karteikarten am language , erstellt von sam taylor am 01/05/2019.
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