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- 1language.A method of human communication, either spoken or
written, consisting of the use and interpretation of words in a
structured and conventional way - 2functions of language-Express states of the communicator
-Issue signals that can elicit responses from listener
-Describe concepts, ideas, or external states
-Comment on a previous communication - 31)Pragmatics 2) Syntax 3) Semantics: Morphemes: Phonemes:1)Social rules
that underlie language
use
2) Rules governing
how words are organised
in sentences
3) Meaning of
words and sentences
4) Basic units
of meaning
5)Basic units of
spoken language - 4Pragmatic knowledgeInfer intended meaning beyond
the literal meaning of words and
sentences, interpret ambiguous
sentences, etc. - 5role of motor system using fmri(requiring a toward or away movement )
Motor processing
= concept
understanding
:(
fMRI doesn't tell us the timing of activation in these regions.
fMRI IS CORRELATIONAL = it does not tell us whether
the motor system is necessary for understanding
action words. - 6top down in languageindividuals prior knowledge ,expectations and intentions guide intake of information
eg: conceptual system first - 7Bottom up processing in languagebased on external information (perception)little use of higher knowledge
- 8Modular models of language (Fodor 1983)Processing made up of independent modules, such as semantic and lexical
* serial processing
language s bottom up - 9Interactive models (McClelland & Rumelhart, 1981)Language processing modules interact
Language is both top down and bottom up - 10what can babies do in regards to languagerecognise patters in the noise
Associate those patterns with meaning
Learn the grammar of their language
produce patterns - 11Segmentaiona way of decoding speech :
the difficulty of separating our words from the pattern of speech sound
Ice cream vs I scream
spectographs show that its difficult to tell where words begin and end - 12Co-articuationA way of decoding speech
the way you produce a phoneme depends on the one that comes after
eg : preparing tongue for next letter
:) predictive value
:( harder to recognise as this might change phoneme sounds - 13context effects on speech perceptionPhonemic Restoration effect
(warren and warren)
eg it was found that the * ...... was on the orange (peel) - 14Uniqueness Pointwhen a word becomes distinguishable from all other words. eg candle (L)
- 15Cohort model (Maslen-Wilson 1980)Model of auditory recognition
1)sequence of sounds enter ears
2)this input activates all the word candidate which seem compatible ( initial cohort)
3) unlikely word candidates deactivate
4)best fitting wins
* top down important too because the context is what helps deactivation - 16Word superiority effectSingle letters are easier detected in the context of a real word
eg Hand ......D
better than D......D
*importance of context - 17interaction active model (writing ) McClelland & Rumelhart (1981)Word layer
letter layer
feature layer
**connections are bi-directional; activation and inhibition
spreads both ways.
:( does not take in to account role of meaning and role of sound - 18semantic and languagemeaning of words
general knowledge
concepts - 19Semantic priming *what do we use to test it ?the exposure to meaningful information facilitates processing of semantically related information
-Lexical decision task
= semantically related words = fast reaction time , activation ? - 20evidence for SEMANTIC priming N400ERP = neural correlate of semantic priming =N400
the size of the N400 reflects the amount of semantic info active
*smaller = more activated
eg doctor-nurse reduces size of N400's - 21SEMANTIC CONGRUITY and N4In sentences, words that do not fit with the general semantic context elicits an N400.
Perceptually incompatible stimuli do not. - 22semantics and brainTEMPORAL LOBES
-SPECIALLY LEFT
associated with loss of semantic knowledge
e g semantic dementia - 23Semmantic networks conceptual categorisation Collins & Quillian 1969-Based on logical classification
-Conjuction of necessary binary features
-Hierarchichal nature - 24How to test the semantic networks ?Sentence verification tasks
the further away the concepts are from each other the longer the verification time is.
this is because they share less defining features
:( = did not control for conjoint marsupial :eg : words that are usually used together - 25Problems with semantic networks? 3:(:( Not all concepts are organised hierarchically = eg truth,j
usticec,law
:( not all have defining binary features "game"
:( Makes incorrect prediction for items which are at the
same level of the taxonomy - 26Prototype approach- This is a concept that is represented by a collection of characteristic features
- not necessary defining, they are cues -probablilistic
- - 27evidence for the prototype approach-Rosch & Mervis : People are more likely to give prototype as an example
-people judge prototypical members faster
-Captures tendency to provide non-distinctive yet high
-frequency features of concepts (e.g., bird => flies) - 28Prototypical approach :(:(:(:( Not all concepts have prototypes especially if they are abstract
:( does not explain why concepts cohere - 29Exemplar approach Medin and schaffer 1978,- we first learn examples of a concept eg family dog
then we classify new stimuli according how much this resembles our exemplars.
Semantic decisions are made by retrieving exemplars one at a time from our semantic memory. - 30Examplr approach :)participant judged typicality in two clases spoon/ large spoon
the third variable == material
Suggests judgements based on stored instances. - 31Exemplar approach :(offers no account for memory
to vague on the definition of exemplar : how are this stored? we keep track of frequency ? - 32Embodied cognitionsuggest that
conceptual content is represented within the sensory and motor systems.
* ‘understanding’ is nothing more than sensory and motor simulation.
action words activate similar regions to
performing an action. - 33ROLE OF MOTOR SYSTEM CORRELATIONAL TMS Willems et al. (2011,-Used TMS to test whether
manipulating the motor system would affect performance on a a lexical decision task.
Stimulating hand area
affected response times to manual action verbs(e.g., “to throw,”) but not
non-manual action verbs
(e.g., “to wander”). - 34A more intermediate approach to the semantic systemSemantic system contains both abstract and sensory-motor representations that interact
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