Flashcards
Chapter 9 Language
Cards in this deck (42)
- 1What is Language?-organized way to combine words to communicate; exchange of thoughts/feelings
-unique to humans
-communication syst that is learned instead of inherited biologically - 2Non-verbal Communication-form of communication involving sending and receiving visual clues (body lang, distance, physical environment/appearance, voice)
- 3Psycholinguisticspsychology of language as it interacts (production and comprehension) with the human mind
- 4Four Areas in Psycholinguistics-Linguistics: lang structure and change
-Neurolinguistics: relationships among the brain, cognition & lang
-Sociolinguistics: relationship b/w social behavior and lang
-Computation linguistics: lang via computational methods - 5Properties of Language-communicative property
-arbitrarily symbolic
-regularly structured
-structured at multiple levels
-generative/productive
-dynamic - 6Communicative propertylanguage permits us to communicate with one or more people who share our language
- 7Arbitrarily symbolic-creates arbitrary relationship between a symbol and what is represents
-words don't have to sound or look like what they describe
-Principle of conventionality: meaning of words are determined by conventions
-Principle of contrast: different words have different meanings
-regularly structured - 8Regularly structured-has a structure
-only particularly patterned arrangements of symbols have meaning, and different arrangements yield different meanings - 9Structured at multiple levelsstructure of lang can by analyzed at more than one level (i.e. sounds, words, sentences, paragraphs/texts)
- 10Generative propertyusing rules of language can create an unlimited number of new utterances (vast ability to produce lang creatively)
- 11DynamicConstantly evolve
-allows for new developments w/ creation of new words/ideas
(blog, spam, Shut up!) - 12Basic Components of Words and Sentences-Phonemes
-Morphemes
-Syntax - 13Phonemes-smallest unit of speech --> sounds of lang
-diff lang use different sets of phonemes - 14Morpheme-smallest unit that denotes meaning (root words, prefixes, suffices)
-Morphology: study of word structure
-Lexicon: entire set of morphemes for a language
-Content morphemes: convey bulk of meaning
-Function morphemes: add detail and nuance to meaning - 15Syntax-rules used to put words together for a sentence (sentence = noun phrase[NP] + verb phrase[SP])
[NP] = noun and relevant descriptors
[VP] = at least one verb and possibly objects it acts upon - 163 Approaches to Language Comprehension-Speech perception
-Grammatical structure approach (assign meaning to words)
-Discourse macro-level analysis (make sense of what we hear/read) - 17Understanding Words (hear sounds)-Coarticulation: pronouncing more than one sound at same time; 1+ phonemes begin while other phonemes still being produced
-Speech segmentation: put sounds together to form words
-comprehend phrases of another's sentences; understand ideas being conveyed;individual differences in speech pronounciation - 18View of Speech Perception as Ordinary-sometimes speech sounds don't = perception
-cog and contextual factors may influence perception of sensed signal
-phonetic-restoration effect: integrating what we know with what we hear when we perceive speech...using context of other words --> trouble identifying when no context provided - 19Coordinating Visual and Auditory PerceptionMcGurk Effect
-lip movements to one sound "ba"; soundtrack indicates "da": brain processes both "tha"
Factors that reduce McGurk effect
-right side of mouth was covered
-disruption of superior temporal sulcus (STS) via TMS
movements of speaker's vocal tract provide listener w/ phonetic info --> disrupting with TMS made more difficult to distinguish speech sounds involve lips/tip of tongue - 20Understanding Meaning: Semantics-Denotation: definition of word
-Connotation: additional nuances of word meaning (emotional, social, cultural)
-How do we understand? concepts, words are arbitrary symbols for concepts
-How do we retrieve? perceptual features and function to identify - 21Understanding Sentences: Syntax-grammatical arrangement (structure) of words into a sentence/phrase provides meaning
-for pyscholinguists: study of lang in terms of noticing regular patterns
*descriptive grammar: describe structures, fxns, and relationships of words in lang
*prescriptive grammar: the 'correct' way to structure sentences - 22Syntactical Priming-exposure to particular syntactic structure leads speakers to reproduce the same structure in subsequent speech
-Ex. Heard "The cat is being chased by the dog", Say "The mouse is being chased by the cat" vs "The cat is chasing the mouse" - 23Syntactic Ambiguity-more than one possible structure, more than one meaning
-Temporary ambiguity: initial words of a sentence can lead to more than one meaning - 24Speech Errors-switch nouns for nouns, verbs for verbs, prepositions for prepositions
-switch these things, but structure remains the same - 25Analyzing Sentences: Phrase-Structure Grammar-Parsing: functional components of sentences --> use syntax to construct grammatical sequences of parsed components
-Phrase-structure rules: rules governing sequence of words; linguists use tree diagrams
*tree diagrams help reveal interrelationships of syntactical classes w/in phrase structures of sentences - 263 Processes important for Reading (recognize the letters)-Perceptual
-Lexical
-Comprehension - 27Perceptual Issues in Reading-Lexical Processes: used to identify letters and words; activate relevant info in memory about these words
-Comprehension processes: used to make sense of the text as a whole - 28Lexical Processes-when reading, eyes move in saccades (rapid sequential movements as they fixate on successive clumps of text)
- 29Fixations and Reading Speed-fixations are like a series of 'snapshots' of variable length
-readers fixate for a longer time on: longer words, less familiar words, last word of a sentence
-visual span of fixations: about 4 characters to left of fixation point, 14-15 characters to right of it - 30Lexical Access-ability to retrieve phonemes from LTM
-Bottom-up processing: recognizing letters and words
-Top-down processing: meaning of words, expectations and prior knowledge about material - 31When Reading is a ProblemSeveral different processes may be impaired with dyslexia
-phonological awareness
-phonological reading
-phonological coding in a working memory
-lexical access: ability to retrieve phonemes from LTM - 32Phonological Awareness-awareness of the sound structure of spoken lang; recognizing diff sounds that make up word
*phoneme-deletion task: say "goat" with "-t"
*phoneme counting: how many different sounds are there in the word "fish"
*problems attaching sounds to letters: cannot attach "cuh" to letter "c" in word "cat" - 33Phonological Reading- involves reading words in isolation
*"word decoding" or "word attack"
*difficulty telling if 2 words rhyme/start with same sound
*difficulty in sounding out entire word and then repeating the sounds rapidly so that can be identified - 34Phonological Coding-difficulty storing phonemes in WM
*remembering string of phonemes that are sometimes confusing
*comparing WM for confusable (t,b,z,v,g) vs nonconfusable phonemes (o,x,r,y,q) - 35Demonstration of Reicher-row of x letters shown, then word is shown
-next shown 2 words with a letter shown above and below
-need to guess which of two letters actually appeared in appropriate location - 36Word Superiority Effect-letters more easily recognized in context of a word than alone and after processing a sentence
-demonstrates importance of interaction between top-down and bottom-up processing - 37Understanding Conversations & Essays: Discourse-involves units of lang larger than individual sentences (in conversations, lectures, stories, essays, and textbooks)
*research on how we obtain meaning from stories, lectures, and reading
*identify processes underlying reading and factors that lead to successful comprehension - 38Effects of Expectations in Reading-understanding at each pt in discourse was influenced by existing knowledge and expectations based on own experiences within particular context
- 39Comprehending Known Words: Retrieving Words Meaning from Memory-semantic encoding: process by which we translate sensory info (written words) into meaningful rep --> need vocab --> strong relationship b/w vocab and ability of students to construct meaning
-acquire vocab, comprehend ideas, create mental models, impact of context on comprehension & POV on comprehension - 40Comprehending Unknown Words: Deriving Meaning from Context-readers acquire vocab in variety of ways
*wide reading, use of context & dictionary, direct instruction - 41Comprehending Ideas: Propositional Representations-Kintsch's model
-use propositions in WM
*don't memorize exact words, try to get fundamental idea from words, store idea in simplified form in WM
-Macropropositions: thematically crucial propositions
-Macrostructure: overarching thematic structure of the passage of text - 42Representing Text in Mental Models-additional concepts that are added to explicit concepts in text
-bridging interference: interference that is necessary to connect 2 sentences; text requires inferences leads to longer processing time
-controversy across text comprehension models: how many and what type of inferences are made, minimalist positions posits that only 2 classes of inferences occur (based on easily available info, required for local coherence), constructivist models of text comprehension propose there are many potential inferences that are automatically generated during reading
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- Psychology Flashcards on Chapter 9 Language, created by Khiana Odekirk on 16/04/2017.
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