Chapter 9: Language Flashcards
(103 cards)
1
Q
It is the use of an organized means of
combining words to communicate with those around us.
A
Language
2
Q
Exchange of thoughts and feelings.
A
Communication
3
Q
2 aspects of communication.
A
Non-verbal communication
Verbal communication
4
Q
It is the psychology of our language as it interacts with the human mind; considers both production and comprehension of language.
A
Psycholinguistics
5
Q
Four areas of study that contributed greatly to an understanding of
Psycholinguistics.
A
Linguistics
Neurolinguistics
Sociolinguistics
Computational Linguistics and Psycholinguistics
6
Q
The study of language structure and change.
A
Linguistics
7
Q
The study of the relationships among the brain, cognition, and language.
A
Neurolinguistics
8
Q
The study of the relationship between social behavior and language.
A
Sociolinguistics
9
Q
The study of language via computational methods.
A
Computational Linguistics and Psycholinguistics
10
Q
6 properties of language.
A
Communicative
Arbitrarily symbolic
Regularly structured
Structured at multiple levels
Generative, productive
Dynamic
11
Q
Language permits us to communicate with one or more people who share our language.
A
Communicative
12
Q
Language creates an arbitrary relationship between a symbol and what it represents - an idea, a thing, a
process, a relationship, or a description.
A
Arbitrarily symbolic
13
Q
The thing or concept in the real world that a word refers to.
A
Referent
14
Q
2 Principles underlying word meanings.
A
Principle of conventionality
Principle of contrast
15
Q
Language has a structure; only
particularly patterned arrangements of symbols have meaning, and different arrangements yield different meanings.
A
Regularly structured
16
Q
The structure of language can be analyzed at more than one level (e.g., in sounds, meaning units, words, and phrases).
A
Structured at multiple levels
17
Q
Levels of Language that Psycholinguistics studies.
A
Sounds
Words
Sentences
Larger units of language
18
Q
Level of language such as p and t.
A
Sounds
19
Q
Level of language such as pat, tap, pot, top, pit, and tip.
A
Words
20
Q
Level of language such as “Pat said to tap the top of the pot, then tip it into the pit”.
A
Sentences
21
Q
Level of language such as this paragraph or even this book.
A
Larger units of language
22
Q
Within the limits of a linguistic
structure, language users can produce novel utterances - the possibilities for creating new utterances are virtually limitless.
A
Generative, productive
23
Q
Languages constantly evolve.
A
Dynamic
24
Q
Basic Components of Words and Sentences.
A
Phoneme
Morpheme
Lexicon
Syntax
25
It is the smallest unit of speech sound that can be used to distinguish one utterance from another.
Phoneme
26
The study of the particular phonemes of a language.
Phonemics
27
The smallest unit of meaning within a particular language.
Morpheme
28
Is the entire set of morphemes in a given language or in a given person’s linguistic repertoire.
Lexicon
29
Refers to the way we put words together to form sentences; it plays a major role in our understanding of language.
Syntax
30
2 parts of a sentence.
Noun phrase
Verb phrase (predicate)
31
Which contains at least one noun (like “man”) and includes all the relevant descriptors of the noun (like “big”
or “fast”).
Noun phrase
32
Which contains at least one verb and
whatever the verb acts on (like “runs”), if anything.
Verb phrase (predicate)
33
How we pronounce more than one sound at the same time; viewed as necessary for the effective transmission of speech
information.
Coarticulation
34
Process of trying to separate the
continuous sound stream into distinct words.
Speech Segmentation
35
Suggests that when we perceive speech, we use the same processes as when we perceive other sounds
like the crowing of a rooster.
The View Of Speech Perception As Ordinary
36
The stage where speech sounds are analyzed into their components.
One stage
37
The stage where components are analyzed for patterns and matched to a prototype or template.
In another stage
38
Involves integrating what we know with what we hear when we perceive speech.
Phonemic-Restoration Effect
39
One phenomenon in speech
perception that led to the notion of specialization; discontinuous categories of speech sounds.
Categorical Perception
40
Suggests that speech-perception processes differ from the processes we use when we hear other sounds.
The View Of Speech Perception As Special
41
When we hear one sound but see the mouth of the speaker articulating a different sound, we are likely to perceive a compromise sound; how we integrate what we hear with what we see.
McGurk Effect
42
The study of meaning in a language; concerned with how words and sentences express meaning.
Semantics
43
Strict dictionary definition of a word.
Denotation
44
Word’s emotional overtones, presuppositions, and other nonexplicit meanings; vary between people.
Connotation
45
Made by humans that are mostly distinguished by means of their function.
Objects
46
Mainly distinguished by means of
their looks.
Living things
47
Used more often (ex. Foot as a body part).
Dominant meaning
48
(ex. Foot as bottom part of the hill)
Subordinate meaning
49
The systematic way in which words can be combined and sequenced to make meaningful phrases and sentences; focuses on the study of the grammar of phrases and sentences.
Syntax
50
The study of language in terms of noticing regular patterns; patterns relate to the functions and relationships of words in a sentence.
Grammar
51
Kind of grammar prescribes the
“correct” ways in which to structure the use of written and spoken language.
Prescriptive Grammar
52
An attempt is made to describe the structures, functions, and relationships of words in language.
Descriptive Grammar
53
We spontaneously tend to use syntactical structures and read sentences faster that parallel the structures of sentences we have just heard.
Syntactical Priming
54
Example of syntactical priming.
Sentence Priming
55
Even when we accidentally switch the placement of two words in a sentence, we still form grammatical, if meaningless or nonsensical, sentences.
Speech Errors
56
Extreme difficulties in both
comprehending and producing language, preserve syntactical categories in their speech errors.
Agrammatic Aphasics
57
Analyze the structure of phrases
as they are used.
Phrase-structure Grammar
58
Mental mechanisms of humans for classifying words according to syntactical categories.
Parts of speech
59
Rules governing the sequences of
words.
Phrase-Structure Rules
60
Revolutionized the study of syntax; suggested that to understand syntax, we must not only
observe the interrelationships among phrases within sentences but also consider the syntactical relationships between sentences.
Noam Chomsky
60
Involves transformational rules; these rules guide the ways in which an underlying proposition can be arranged into a sentence.
Transformational Gramma
61
Refers to an underlying syntactical structure that links various phrase structures through various transformation rules.
Deep Structure
62
Refers to any of the various phrase structures that may result from such transformations.
Surface Structure
63
A complex process that involves, at
minimum, perception, language, memory, thinking, and intelligence.
Reading
64
3 different process that contribute to our
ability to read.
Perceptual
Lexical processes
?
65
A basic but important step in reading is the
activation of our ability to recognize letters.
Perceptual
66
Ability to identify pattern of specific letters as words leading to word recognition.
Orthographic
67
Playwright and lover of the English language,
observed the illogicality of English spellings. Suggested that, in English, it would be perfectly reasonable to pronounce ghoti as
fish.
George Bernard Shaw
68
2 basic kinds of processes readers must master.
Lexical processes
Comprehension processes
69
Used to identify letters and words; also activate relevant information in memory about these words.
Lexical processes
70
Used to make sense of the text as a whole.
Comprehension processes
71
Our eyes move in saccades—rapid sequential movements—as they fixate on successive
clumps of text.
Fixation and Reading Speed
72
The last word of a sentence seems to receive an extra long fixation time.
Sentence wrap-up time.
73
The identification of a word that allows us to retrieve the meaning of the word from memory. . It combines information of different kinds, such as the features of letters, the letters themselves, and the words comprising the letters.
Lexical Access
74
Suggesting that activation of particular lexical elements occurs at multiple levels; activity at each of the levels is interactive.
Interactive-activation model (David Rumelhart and James McClelland)
75
3 Levels of processing following visual input in
interactive-activation model.
Feature level
Letter level
Word level
76
Involving discrete levels of processing comes from studies of cerebral processing.
Word-recognition model
77
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.
Word-superiority effect
78
People take substantially longer to read unrelated letters than to read letters that form a
word.
Reicher-Wheeler effect
79
People take about twice as long to read unrelated words as to read words in a sentence.
Sentence-superiority
80
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.
Phonics approach
81
Teaches children to recognize whole words, without the analysis of the sounds that make
up the word.
Whole-word approach
82
Argues that words are pieces of sentences and reading should therefore be taught in
connection with entire sentences.
Whole-language approach
83
Difficulty in deciphering, reading, and comprehending text—can suffer greatly in a society that puts a high premium on fluent reading.
Dyslexia
84
Refers to awareness of the sound structure of spoken language.
Phonological awareness
85
Entails reading words in isolation.
Phonological reading
86
People have difficulty storing phonemes in working memory and tend to confuse them more often, reading becomes increasingly difficult.
Phonological coding in working memory
87
Entails one’s ability to retrieve phonemes from
long-term memory.
Lexical access
88
2 types of dyslexia.
Developmental Dyslexia
Acquired Dyslexia
89
Dyslexia that starts in childhood and is believed to have both biological and environmental causes.
Developmental Dyslexia
90
Dyslexia that is the result of a traumatic
brain injury.
Acquired Dyslexia
91
Involves units of language larger than individual sentences—in conversations, lectures, stories, essays, and even textbooks.
Discourse
92
The process by which we translate sensory information (i.e., the written words we see) into a meaningful representation.
Semantic encoding
93
Used to formulate the meaning based on the existing information stored in memory.
Context cues
94
Has developed a model of text comprehension based on his observations.
Walter Kintsch
95
Briefest unit of language that can be independently found to be true or false.
Proposition
96
Thematically crucial propositions.
Macropropositions
97
Overarching thematic structure of a passage of
text.
Macrostructure
98
May be viewed as a sort of internal working
model of the situation described in the text, as the reader understands it.
Mental model
99
Preliminary conclusions or judgments.
Inferences
100
An inference a reader or listener makes when
a sentence seems not to follow directly from the sentence preceding it.
Bridging inference
101
Direction of Process of Interactive-activation model which is bottom-up, starting with sensory data and working up to higher levels of cognitive processing.
First
102
Direction of Process of Interactive-activation model which is top-down, starting with high-level cognition operating on prior knowledge and experiences related to a given context.
Second
