Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

Cognitive Psychology > Chapter 9 Language 1 > Flashcards

Chapter 9 Language 1 Flashcards

1
Q

What is language

A

-occurs on an impressively fast time scale Each speaker produces the sounds of
-the same language in different ways.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Psycholinguistics

A

an interdisciplinary field that examines how people use language to communicate ideas

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Phoneme

A

The basic unit of spoken languages, such as the sounds a, k, and th

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Morpheme

A

The basic unit of meaning
RUN
RERUN

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

morphology

A

The study of morphemes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Syntax

A

The grammatical rules that govern how we organize words into sentences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Grammar

A

Morphology + Syntax

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Semantics

A

The area of psycholinguistics that examines the meaning of words and sentences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Pragmatics

A

Our knowledge of the social rules that underline language use

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Basic facts about human language

A

-Productivity of language is unlimited.
-Language skills are complex and
impressive.
-There are currently over as 7,000 spoken
languages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Languages differ in terms of

A

Phonemes
Morphemes
the meaning of changes in pitch
use of passive voice
whether nouns have grammatical gender

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Chomsky’s Approach

A

Knowledge of grammar can exits independently of semantic knowledge
People are born with grammar knowledge
Children do not need to learn the basic generalizable concepts of languages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Surface structure vs. deep structure

A

The actual words written on the page/in the sentence vs. the underlining more abstract meaning of the sentence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Ambiguous sentences

A

Sentences may have identical surface structures but very different deep structures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Transformational rules

A

The rules we use to convert deep structures into surface structure that we can actually speak and write

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Cognitive-Functional Approach

A

The function of human language in
everyday life is to communicate meaning to other individuals.
Cognitive processes are intertwined with language comprehension and production.
Children use flexible strategies to create increasingly complex language.
Adults use language strategically.
People can use language creatively.
Demonstration 9.2: Different perspectives on the same event

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Clark and Chase (1972)

A

Negative statements require more processing time than affirmative statements.
Affirmative statements produce fewer errors.
Multiple negatives decrease performance.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Incremental Interpretation

A

We do not wait until the end of the sentence before making judgements about what it means
This can make certain sentence structures difficult to understand

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

“On-line” language processing measures

A

designed to gauge the amount of difficulty
one experiences as the linguistic signal unfolds unit-by-unit over time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Self-paced reading task

A

Participants see a series of dashes on a
screen masking each word of a sentence. pressing spacebar reveals new words. reaction times (RTs) measured

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Explanations for difficulty processing complex grammatical structures:

A

more demanding on an individual’s memory resources
very infrequent in language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Lexical ambiguity

A

The fact that a single word can have multiple meanings
People pause longer when they are processing an ambiguous word

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Lexical Ambiguity
People are likely to choose one particular meaning:

A

if that meaning is more common than the alternate meaning
if the rest of the sentence is consistent with that meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Syntactic ambiguity

A

When a sentence has an ambiguous structure, sometime without punctuation
Difficult when initial interpretation is confirmed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
general considerations
decades of speculation about specific brain locations associated with language difficulty locating brain area’s response for language bc language involves multiple cognitive processes
26
neurologuistics
the discipline that examines the underlying neurological structures and systems that support language and language-related processes
27
aphasia
an acquired difficulty communicating, typically as a result of damage to the brain caused by a stroke or a tumor
28
Broca’s area/Broca’s aphasia
Expressive-language deficit People with Broca’s aphasia may also have some trouble with language comprehension
29
Wernicke’s area/Wernicke’s aphasia
Receptive-language deficit many people with Wernicke’s aphasia have problems with language production as well as language comprehension
30
Lateralization
Each hemisphere of the brain has somewhat different functions
31
Role of language is the left hemisphere
Speech perception/sound interpretation Meaning Imagery
32
Role of language in the right hemisphere
Emotional tone Humor More abstract language tasks
33
The hemispheres work together
Interpreting subtle word meaning Resolving ambiguities Combining the meaning of several sentences
34
Mirror system
A network of neurons in the brain’s motor cortex that are activated when you watch someone perform an action
35
Rizzolatti and colleagues
measure responses of single neurons monkeys watching a researcher break open a peanut Monkeys’ responses while watching were similar to when the monkeys themselves broke open a peanut.
36
Calvo-Merino and colleagues (2005)
fMRI data for experts in classical ballet or martial arts Had them watch videos of classical ballet vs. videos of martial arts experts in classical ballet showed significantly greater activation in the motor- cortex areas relevant to ballet movements, and relatively little activation in the areas relevant to martial arts. Individuals who were experts in martial arts showed the reverse activation pattern.
37
Summary of the mirror system
Language is not limited to spoken and written messages; physical actions are also important. Sound-based language is not the only way people communicate.
38
Reading
Slides 275-279!!!
39
Dual-route approach to reading
Skilled readers employ both a direct-access route and an indirect-access route
40
Direct-access route
Recognize words directly through vision
41
Indirect-access route
Recognize word by first sounding out the word People often translate visual stimuli into sound during reading.—subvocalization Sound coding may enhance working memory.
42
Luo and colleagues
pairs of words judged as related or unrelated in meaning Students made errors on pairs where the second word sounds like a word that is semantically related to the first word suggests they were silently pronouncing the word pairs when they made the judgments few errors on pairs where the second word only looked like a related word
43
Dual-Route Approach With more words
flexible argues that the characteristics of the reading material determine whether access is indirect or direct argues that characteristics of the reader also determine whether access is indirect or direct (e.g., beginning vs. advanced readers; poor vs. good readers) consistent with brain-imaging research
44
Whole-word approach (direct access)
argues readers can directly connect the written word—as an entire unit—with the meaning that this word represents argues that children should not learn to emphasize the way a word sounds emphasizes context within a sentence
45
Problem with whole-word approach
Even skilled adult readers achieve only about 25% accuracy when they look at an incomplete sentence and guess which word is missing
46
Phonics approach (indirect access)
Readers recognize words by trying to pronounce the individual letters in the word. “sound it out” argues that speech sound is a necessary intermediate step in reading emphasizes developing children’s awareness of phonemes
47
Whole-language approach
Compromise approach Reading instruction should emphasize meaning. Reading instruction should be enjoyable, to increase children’s enthusiasm about learning to read.
48
Discourse
Interrelated language units larger than a sentence
49
Frederick Bartlett
People’s recall of stories becomes more consistent with their schemas after a long delay. interaction of bottom-up and top-down processing inferences
50
Theory of Mind
In everyday life, people try to figure out the mental state of other people in their lives
51
Skilled readers
frequently organize and integrate information into a cohesive story use mental models during reading e.g., mental map of locations described in writing construct internal representations e.g., characters in a story make inferences going beyond the information given
52
The Constructionist View of Inferences
Readers usually draw inferences about the causes of events and the relationships between events. Readers actively integrate current information with all the relevant information from previous parts of the text, as well as background knowledge.
53
Huitema and colleagues (1993)
had participants read a brief story far/near placement of test sentence from statement of goal consistent/inconsistent relationship between goal and test sentence measure reading time for test sentence reading time longer for inconsistent statements Readers try to connect material within a text passage and consult information stored in long-term memory;
54
Factors That Encourage Inferences
Working-memory capacity Metacomprehension skills Expertise Type of Text
55
Higher Level Inferences
Some genres of books activate different expectations. Inferences may be based on how the reader wants the story to turn out. Mental preferences for a particular outcome may interfere with judgments about how the story actually turned out.
56
Metacomprehension
Your thought about your own comprehension Young children do not have the appropriate cognitive skills for Metacomprehension
57
Teaching Contemplate your own reading strategies
consider relevant background knowledge reading every sentence vs. skimming monitor your understanding notice when your mind wanders
58
Teach students to
think out loud summarize make predictions about possible outcomes describe puzzling sections
59
Test Anxiety and Reading Comprehension
People with high scores on the Cognitive Test Anxiety scale also made more errors in summarizing textbook material and more errors on a test of ability to make correct inferences.
60
Metacognition
Your knowledge about your cognitive processes as well as your control of these cognitive processes

Cognitive Psychology (13 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions