8551007
Description
Flashcards by Khiana Odekirk, updated more than 1 year ago
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Created by Khiana Odekirk
about 7 years ago
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| Question | Answer |
| What 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 |
| Non-verbal Communication | -form of communication involving sending and receiving visual clues (body lang, distance, physical environment/appearance, voice) |
| Psycholinguistics | psychology of language as it interacts (production and comprehension) with the human mind |
| Four 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 |
| Properties of Language | -communicative property -arbitrarily symbolic -regularly structured -structured at multiple levels -generative/productive -dynamic |
| Communicative property | language permits us to communicate with one or more people who share our language |
| Arbitrarily 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 |
| Regularly structured | -has a structure -only particularly patterned arrangements of symbols have meaning, and different arrangements yield different meanings |
| Structured at multiple levels | structure of lang can by analyzed at more than one level (i.e. sounds, words, sentences, paragraphs/texts) |
| Generative property | using rules of language can create an unlimited number of new utterances (vast ability to produce lang creatively) |
| Dynamic | Constantly evolve -allows for new developments w/ creation of new words/ideas (blog, spam, Shut up!) |
| Basic Components of Words and Sentences | -Phonemes -Morphemes -Syntax |
| Phonemes | -smallest unit of speech --> sounds of lang -diff lang use different sets of phonemes |
| Morpheme | -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 |
| Syntax | -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 |
| 3 Approaches to Language Comprehension | -Speech perception -Grammatical structure approach (assign meaning to words) -Discourse macro-level analysis (make sense of what we hear/read) |
| Understanding 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 |
| View 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 |
| Coordinating Visual and Auditory Perception | McGurk 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 |
| Understanding 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 |
| Understanding 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 |
| Syntactical 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" |
| Syntactic Ambiguity | -more than one possible structure, more than one meaning -Temporary ambiguity: initial words of a sentence can lead to more than one meaning |
| Speech Errors | -switch nouns for nouns, verbs for verbs, prepositions for prepositions -switch these things, but structure remains the same |
| Analyzing 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 |
| 3 Processes important for Reading (recognize the letters) | -Perceptual -Lexical -Comprehension |
| Perceptual 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 |
| Lexical Processes | -when reading, eyes move in saccades (rapid sequential movements as they fixate on successive clumps of text) |
| Fixations 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 |
| Lexical 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 |
| When Reading is a Problem | Several 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 |
| Phonological 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" |
| Phonological 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 |
| Phonological 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) |
| Demonstration 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 |
| Word 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 |
| Understanding 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 |
| Effects of Expectations in Reading | -understanding at each pt in discourse was influenced by existing knowledge and expectations based on own experiences within particular context |
| Comprehending 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 |
| Comprehending Unknown Words: Deriving Meaning from Context | -readers acquire vocab in variety of ways *wide reading, use of context & dictionary, direct instruction |
| Comprehending 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 |
| Representing 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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