Week Ten

Question 1

language and memory

Answer 1

false memories can be created based solely upon how someone has described the scene to you.

Question 2

photolinguistics

Answer 2

• the study of how we speak and use language

- the relationship between linguistic behaviour and the psychological processes thought to underlie it.

Question 3

perception of speech

Answer 3

• reliance on the perceptual system. Sounds and sound sequences can be analysed without knowing what they mean.

Question 4

phonology

Answer 4

study of the principles that govern the organisation of sounds in a language and how sounds vary

Question 5

phenomes

Answer 5

minium unit of sounds that conveys meaning in a particular language (difference between r and L etc.).

Question 6

Problems in decoding speech sounds

Answer 6

• speech is not discrete and things can flow into each other.
  phonetic segments are not invariant.
• pronounciations might differ.
• speech is not always clear but we can selectively attend and meaning plays a role.

Question 7

phonemic restoration effect

Answer 7

(Warren & Warren)
played sentences to participants where some examples replaced a word with the cough and other sentences where the word was ommitted. Found that people were generally able to identify the word better when replaced with the cough than they could when it was simply incomplete. Thought to be because the rest of the sentence allows us to fill in the blanks.

Question 8

how meaning is conveyed

Answer 8

• syntax
• prosody
• rules of conversation
• shared world knowledge
• non-verbal cues.

Question 9

pragmatics

Answer 9

the use of language in everyday life and the way in which it is used.

Question 10

syntax

Answer 10

syntax appears to be acquired implicity.
relates to the rules of the language, rules that dictate how words should be arranged to convey relationships within sentences.

Question 11

semantics

Answer 11

word meaning

- is a strong cue to syntax and interpretation of sentences.

Question 12

Rober & Allen

Answer 12

presented 20 combinations of letters combined according to pre-specified rules. Often, students were able to identify the sequences due to how they were complied through the use of the specified rules.

Question 13

Chomsky, 1957

Answer 13

claimed that syntax and semantics relate at a surface level and a deeper structure.
surface structure: grammatical structure of the sentence (concrete).
deep structure: underlying meaning of a sentence (abstract).
transformational rules: rules showing relationships between sentences with the same meaning but different surface structures.

Question 14

slips of the tongue

Answer 14

fromkin.
insights into the mechanisms f speech planning.
while we generally dont know what were going to say next, when we plan we can often have a slip of the tongue.
allows insights into mechanisms of speech planning.

Question 15

aphasia

Answer 15

Broca’s patient ‘tan’.

• t was unable to produce full sentences.
• poor comprehensions of written and spoken language.
• production is superficially okay but the sentence is meaningless.
• patients with aphasia can produce grammatical structures but their words have no meaning.

Question 16

what does the child need to learn?

Answer 16

• phonology (system of sounds).
  -morphology (combining sounds into meaningful words).
• syntax (combining words into sentences).
• semantics (meaning system).
• pragmatics (appropriate use of language).
  nonverbal communication.

Question 17

infant speech perception

Answer 17

neonate: startle response, head turning, preference for mother’s voice, can discriminate speech sounds.
1-2 months: smiles in response to speech.
3-7 months: responds differentially to tone of voice.
8-12 months: responds to name, ‘no’ phrases from routine, recognises some words.

Question 18

first words and meaning

Answer 18

first words emerge between 9 and 12 months.
protowords: preverbal vocalisations containing certain sound patters. not meaningful to other, invented by child.
first words: mostly refer to concrete objects in the environment.
over-extensions: naming all things of that category (all men are dad).
under- extensions: calling only their own dog dog.

Question 19

the acquisition of grammar

Answer 19

holophrases: ‘one word sentences’. child can name, request, demand and question with one word. tend to refer to familiar actions.
also use non-verbal gestures.
initially: one word at a time (12-15 months).
at 18 months they can say around 50 words.

Question 20

first mapping

Answer 20

children adapt words from what adults say and if they hear an unknown word they know to match it to the unknown object.

Question 21

Child learning :grammar (2-5 years).

Answer 21

• progression from 2 words to 3 to full sentences.
• more rules of language are inferred.
• overregularisation: child will say hitted as they have picked up that “ed” is past tense but are not yet aware of exceptions.
  all children go through the process of overregularisation and the process reflects active participation in learning language rules.

Question 22

linguistic environment

Answer 22

for children, adults use directed speech with exaggerated intonation and pitch.
can involve recasting of child;s speech - adult will repeat incorrect sentence.

Question 23

behaviourist theories of language

Answer 23

skinner (1957): language is leaned through stimulus- response contingencies which are reinforced.
stimulus response links can be strengthened (yes thats right) or weakened (no, thats incorrect).

Question 24

nativist theories

Answer 24

Chomsky (1965).
universal grammar: innate set of linguistic principles is shared across cultures.
language acquisition device (LAD): inborn mechanism for acquiring language.

Question 25

interactionist theories

Answer 25

cognitive theory: language as aspects of general cognitive development- depends on maturation and experience.

Question 26

second language acquisition

Answer 26

critical period between 2 and 13.

can still learn a language after but is more difficult.