CHAPTER 9

Question 1

The use of an organized means of combining words to communicate with those around us.

Answer 1

Language

Question 2

The exchange of thoughts and feelings is through language

Answer 2

Communication

Question 3

The psychology of our language as it interacts with the human mind. It considers both production and comprehension of language

Answer 3

Psycholinguistics

Question 4

the study of language structure and change.

Answer 4

Linguistics

Question 5

the study of the relationships among the brain, cognition, and language.

Answer 5

Neurolinguistics

Question 6

the study of the relationship between social behavior and language.

Answer 6

Sociolinguistics

Question 7

the study of language via computational methods.

Answer 7

Computational linguistics and psycholinguistics

Question 8

states that word meanings are based on agreed conventions.

Answer 8

Principle of Conventionality

Question 8

● Language permits us to communicate with
one or more people who share our
language.
● The most obvious and remarkable feature.
● Allows people to write and share their
thoughts and feelings, which others can
read and understand.

Answer 8

Communicative

Question 9

The thing or concept in the real world that
a word refers to

Answer 9

Referent

Question 9

Language creates an arbitrary relationship
between a symbol and what it represents:
an idea, a thing, a process, a relationship, or
a description

Answer 9

Arbitrarily Symbolic

Question 10

allow us to refer to things not currently present, things that never existed, or intangible concepts.

Answer 10

Symbols

Question 11

asserts that different words have different meanings, ensuring that each word represents something slightly different.

Answer 11

Principle of Contrast

Question 12

Language has a structure; only particularly
patterned arrangements of symbols have
meaning, and different arrangements yield
different meanings.

Answer 12

Regularly Structured

Question 13

The structure of language can be analyzed
at more than one level.

Answer 13

Structured at Multiple Levels

Question 14

Refers to our vast ability to produce
language creatively.

Answer 14

Generative, productive.

Question 15

● Languages constantly evolve.
● The productive aspect of language leads to
its dynamic, evolutionary nature.
● Individuals create new words and phrases,
which are then either accepted or rejected
by the wider language community.

Answer 15

Dynamic

Question 16

the smallest unit of speech sound that
can be used to distinguish one utterance from
another (i.e., to change the meaning of a word)

Answer 16

Phoneme

Question 17

the study of how to produce or combine speech sounds or to represent them with written symbols

Answer 17

Phonetics

Question 17

study of the particular phonemes of a language

Answer 17

Phonemics

Question 18

the smallest unit of meaning within a particular language

Answer 18

Morpheme

Question 18

contains at least one verb and whatever the verb acts on (like “runs”)

Answer 18

Verb Phrase (predicate)

Question 19

the entire set of morphemes in a given
language or in a given per son’s linguistic repertoire

Answer 19

Lexicon

Question 20

refers to the way we put words together to
form sentences

Answer 20

Syntax

Question 21

contains at least one noun (like “man”) and includes all the relevant descriptors of the noun (like “fast”)

Answer 21

Noun Phrase

Question 22

One or more phonemes begin while other phonemes still are being produced.

Answer 22

Coarticulation

Question 23

record physical sound patterns.

Answer 23

Spectrograms

Question 23

The process of trying to separate the continuous sound stream into distinct words

Answer 23

Speech segmentation

Question 23

When we hear one sound but see the mouth of the speaker articulating a different sound, we are likely to perceive a compromise sound

Answer 23

The McGurk Effect

Question 24

involves integrating what we know with what we hear when we perceive speech

Answer 24

Phonemic-restoration effect

Question 24

One phenomenon in speech perception that led to the notion of specialization was the finding of categorical perception discontinuous categories of speech sounds

Answer 24

Categorical Perception

Question 25

The McGurk effect seems to have a physiological basis in the superior temporal sulcus.

Answer 25

Superior Temporal Sulcus (STS)

Question 25

When researchers used transcranial magnetic stimulation to interrupt activity of the STS in their participants, the likelihood of the McGurk effect was significantly reduced

Answer 25

Transcranial Magnetic Stimulation (TMS)

Question 26

is the strict dictionary definition of a word.

Answer 26

denotation

Question 26

studied the McGurk effect with respect to lip reading

Answer 26

Nicholls, Searle, and Bradshaw (2004)

Question 27

is the study of meaning in a language.

Answer 27

Semantics

Question 28

is a word’s emotional overtones, presuppositions, and other non explicit meanings.

Answer 28

Connotation

Question 28

is the study of language in terms of noticing regular patterns. These patterns relate to the functions and relationships of words in a sentence.

Answer 28

Grammar

Question 28

is the systematic way in which words can be combined and sequenced to make meaningful phrases and sentences

Answer 28

Syntax

Question 29

form the meaning of a word.

Answer 29

Denotation and Connotation

Question 30

this kind of grammar prescribes the “correct” ways in which to structure the use of written and spoken language.

Answer 30

Prescriptive grammar

Question 30

in which an attempt is made to describe the structures, functions, and relationships of words in language.

Answer 30

Descriptive grammar

Question 31

Syntactic priming and speech errors and consider two approaches to analyzing sentences

Answer 31

phrase-structure grammar and transformational grammar

Question 32

we spontaneously tend to use syntactic structures and read sentences faster than parallel the structures of sentences we have just heard.

Answer 32

Syntactic Priming

Question 32

even when we accidentally switch the placement of two words in a sentence, we still form grammatical, if meaningless or nonsensical, sentences.

Answer 32

Speech errors

Question 33

who have extreme difficulties in both comprehending and producing language, preserve syntactic categories in their speech errors

Answer 33

Agrammatic aphasics

Question 34

they analyze the structure of phrases as they are used.

Answer 34

Phrase-structure grammar

Question 35

when we compose sentences, we seem to analyze and divide them into functional components.

Answer 35

Parsing

Question 36

the rules governing the sequences.

Answer 36

Phase-structure rules

Question 37

revolutionized the study of syntax.

Answer 37

Noam Chomsky

Question 38

which involves transformational rules.

Answer 38

Transformational grammar

Question 39

refers to an underlying syntactical structure that links various phrase structures through various transformation rules

Answer 39

Deep structure

Question 40

refers to any of the various phrase structures that may result from such transformations.

Answer 40

Surface structure

Question 41

the activation of our ability to recognize letters when it is presented in a wide array of type styles and typefaces.

Answer 41

Orthographic

Question 41

is a complex process that involves, at minimum, perception, language, memory, thinking, and intelligence

Answer 41

Reading

Question 42

playwright and lover of the English language, observed the illogicality of English spellings

Answer 42

George Bernard Shaw

Question 43

are used to identify letters and words. They also activate relevant information in memory about these words.

Answer 43

Lexical Processes

Question 44

are used to make sense of the text as a whole (and are discussed later in this chapter). The separation and integration of both bottom-up and top-down approaches to perception can be seen as we consider the lexical processes of reading.

Answer 44

Comprehension Processes

Question 45

When we read, our eyes do not move smoothly along a page or even along a line of text. Rather, our eyes move in saccades—rapid sequential movements—as they fixate on successive clumps of text.

Answer 45

Fixation and Reading Speed

Question 46

it is the identification of a word that allows us to retrieve the meaning of the word from memory.

Answer 46

Lexical Access

Question 47

developed an interactive activation model suggesting that activation of particular lexical elements occurs at multiple levels.

Answer 47

McClelland & Mirman, Rumelhart

Question 48

-David Rumelhart and James McClelland used this figure to illustrate how activation at the feature level, the letter level, and the word level may interact during word recognition.

Answer 48

Word Recognition

Question 49

distinguishes among three levels of processing following visual input: the feature level, the letter level, and the word level. The model assumes that information at each level is represented separately in memory.

Answer 49

Interactive-activation model

Question 50

Letters are read more easily when they are embedded in words than when they are presented either in isolation or with letters that do not form words.

Answer 50

Word Superiority Effect

Question 51

People take substantially longer to read unrelated letters than to read letters that form a word.

Answer 51

Reicher-Wheeler effect

Question 52

people take about twice as long to read unrelated words as to read words in a sentence.

Answer 52

Sentence-Superiority Effect

Question 53

children are taught how the letters of the alphabet sound and then progressively put them together to read two letters together, then three, and so on.

Answer 53

Phonics Approach

Question 54

teaches children to recognize whole words, without the analysis of the sounds that make up the word

Answer 54

Whole-word Approach

Question 55

argues that words are pieces of sentences and reading should therefore be taught in connection with entire sentences; children start to read by reading sentences rather than words.

Answer 55

Whole-language Approach