Language

Question 1

Speech production

Answer 1

Communication to an audience

Get both non-verbal and verbal feedback

Question 2

Is speech production difficult?

Answer 2

Speak 2- 3 words per second

Use Pre-formulation(similar expressions)

Under-specification (using expressions)

Effects of alcohol

Speech errors (every 500 sec)

Question 3

Processes involved in speech production

Answer 3

Semantic level
Syntactic level
Morphological level
Phonological level

Question 4

Syntactic level

Answer 4

rules for putting together different components of speech, nouns, verbs

Question 5

Morphological level

Answer 5

basic units of words

Question 6

Phonological level

Answer 6

sounds of words

Question 7

Errors in speech production arising from brain damage

Answer 7

Broca’s aphasia- damage to inferior frontal gyrus

Wernicke’s aphasia – damage to superior temporal gyrus

Question 8

Broca’s aphasia-

Answer 8

Slow, non fluent speech and difficulty producing syntacticly correct sentences

Question 9

Wernicke’s aphasia –

Answer 9

Speech comprehension, fluent and grammatical speech that is meaningless

Question 10

DEVELOPMENT OF LANGUAGE

Answer 10

Initially infants sensitive to both sound in their native language and other nominative language

Sensitivity demonstrated to sound of speech

Question 11

Critical period for neural consolidation of speech sounds

Answer 11

10 months of age find children’s sensitivity to non-native speech decreases

Question 12

Acquisition of words

Answer 12

Between 1 year and 18 months children utter their first word because of brain develop

Build vocabulary

Children are also use ‘rules” for constructing morphemes(basic units of words) from the sounds of language

Question 13

Does language comprehension precede language production? (Golmkoff et al., 1987)

Answer 13

Pre-speech infant sit on mothers lap between two screens Each screen played a different video event and only one matched the auditory stimulus

Left screen picture of cookie – hear “where is the cookie?” – Right screen picture of a sock

Attention directed towards the cookie

Question 14

Emergence of grammar

Answer 14

Can be seen through how young children imitate adult utterances
Process whole sentences versus production of meaningful words
Pivot words and open words

Question 15

Pivot vs Open word

Answer 15

Pivot: words that belong in particular positions
Open: can be placed in different positions

Question 16

Key Processes in Writing

Answer 16

Hayes and Flower (1986)
The planning process (generating and organising ideas)
The sentence-generation process
The revision process
Directed retrospection

Question 17

Directed retrospection

Answer 17

how we’re able to reflect on our own processes

Question 18

Planning

Answer 18

Writing plans rely on three kinds of knowledge:
Conceptual knowledge
Socio-cultural knowledge
Metacognitive knowledge

Question 19

Sentence Generation

Answer 19

The gap between the writing plan and the actual writing of sentences is usually large
Kaufer, Hayes, and Flower (1986)
Essays versus outlines
Expert writers versus average writers

Question 20

AD and writing

Answer 20

Longitudinal analyses of writers like Agatha Christie and Iris Murdoch
Sharp decrease in vocabulary size, increase repetitions, irrelevant phrases

Question 21

Revision

Answer 21

Hayes and Flower (1986)

Expert writers devote more of their writing time to revision than non-expert writers

Question 22

Writing Expertise

Answer 22

Planning is very important
Knowledge-telling strategy
Knowledge-transforming strategy
Ability to use the revision process (Hayes, 1985)
Expert writers more likely to detect and identify the nature of textual problems
Importance of revision at the end of the process

Question 23

Knowledge-telling strategy

Answer 23

Simply writing down everything known about a topic

Question 24

Knowledge-transforming strategy

Answer 24

Using high-level main points capturing important themes

Question 25

Knowledge-Crafting: Focus on the Reader (Kellogg (2008))

Answer 25

Expert writers tend to focus on readers’ needs They attain the knowledge-crafting(think of how they communicate and how its seen through audience) stage versus Knowledge effect(tendency to think others have the same knowledge that we have) stage(Hayes & Bajzek, 2008)

Question 26

Developing Expertise

Answer 26

``` Instructing writers to “read-as-the-reader” improves revision quality (Holloway and McCutcheon (2004) Procedural facilitation (Carvalho (2002) ```

Question 27

Procedural facilitation (Carvalho (2002)

Answer 27

After each sentence, writers are asked to evaluate what they have written Yielded more effective writing

Question 28

Instructing writers to “read-as-the-reader” improves revision quality (Holloway and McCutcheon (2004)

Answer 28

Feedback from readers

Question 29

Working Memory Theory

Answer 29

All main writing processes depend on working memory’s central executive Reaction time to auditory signals greater while writing than in isolation and depended on demands of writing process(Olive & Kellogg, 2002) Essay quality in children predicted by working memory (Connelly et al., 2012)

Question 30

Working Memory Theory Kellogg (2001)

Answer 30

Having more relevant knowledge reduces the burden on working memory Reviewing is more demanding than planning and translating (Kellogg (2001)

Question 31

Working Memory TheoryVanderberg and Swanson (2007)

Answer 31

Individuals with the best central executive functioning had better performance

Question 32

Working Memory Theory Strengths

Answer 32

Writing seems to rely heavily on working memory – central executive Phonological loop Visuo-spatial sketchpad

Question 33

Working Memory Theory Limitations

Answer 33

Why are planning, revising and sentence generation so demanding? The ways in which working memory components interact in writing

Question 34

Word Processing

Answer 34

Writing on the computer is associated with better outcome than handwriting

Question 35

Goldberg and Rapp’s (2008) Two-Route Model for Spelling

Answer 35

There are two routes between hearing a word and spelling it: Lexical route (left) Non-lexical route (right) Both routes make use of the graphemic buffer ( orthographic working memory stores info about spelling used to enable us to spell a word)

Question 36

Lexical

Answer 36

understanding meaning of words

Question 37

Phonological dysgraphics

Answer 37

No problem spelling familiar words Difficulty spelling unfamiliar and non-words Therefore the lexical route for spelling. Is not impaired

Question 38

Surface dysgraphics

Answer 38

Some success in generating appropriate spellings of nonwords Produce misspellings that sound like the relevant word More accurate at spelling regular than irregular words The non-lexical route for spelling is therefore not impaired