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Psychology 1X03 > Language > Flashcards

Language Flashcards

1
Q

Criteria for language

A

arbitrary, productive, regular

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2
Q

Arbitrary associations

A

the word used to represent the shape is not constrained by any characteristics

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3
Q

Productive

A

language has a limited set of rules that can be used to combine a limited set of symbols in infinite ways

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4
Q

Regular/rule-governed

A

each combination must follow a specific set of rules in order to make sense

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5
Q

Changing cultural values

A

changes in word use is likely due to a shift in the culture

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6
Q

Morphemes

A

smallest units of sound that contain information; often words but not all morphemes can be used individually

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7
Q

Phonemes

A

constituent sounds; some letters can represent more than one phoneme; combinations of letters can make new phonemes

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8
Q

Transparent orthographies

A

consistent letter to sound correspondence; a given letter will always make the same sound; low amount in the English language

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9
Q

Grammar

A

rules that govern how we put words together to form a sentence; generally an expert but difficult to describe to others

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10
Q

Overregularization

A

children are in the process of learning the rules of language, but have not yet mastered the exceptions to the rules

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11
Q

Semantics

A

meaning contained within a language; sentence may have perfect syntactical structure but no semantic meaning

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12
Q

0 - 4 months

A

turns head towards sound source; makes noise when spoken to

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13
Q

6 - 12 months

A

tries to imitate sounds and later begins to babble; understands “no”

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14
Q

12 - 17 months

A

answers simple questions nonverbally; points to objects and people; follows simple directions paired with gestures; uses 1-3 words in combination

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15
Q

18 - 23 months

A

follows simple verbal directions; asks for familiar item by name; starts combining words; imitates animal sounds

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16
Q

24 months

A

uses approximately 50 - 250 words

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17
Q

2 - 3 years

A

speaks in 2-3 word phrases; answers simple questions; begins to use plurals and past tense

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18
Q

5 years

A

understands more than 2000 words; uses longer sentences (at least 8 words in length); can engage in conversation

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19
Q

6 years

A

understands more than 10 000 words and continues to develop sentence structure

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20
Q

Universal phoneme sensitivity

A

ability of infants to discriminate between virtually all phonemes even before learning language

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21
Q

Conditioned headturn procedure

A

if they play a novel sound and the infant turns their head, the researchers infer than the infant can discriminate between the sounds

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22
Q

Different language cultures - Hindi and English

A

infants from English-speaking families were almost at good as Hindi phoneme discrimination as Hindi speakers;
English adults were significantly worse than Hindi adults and infants

23
Q

Different language cultures - Korean and Japanese

A

adults who only speak Korean or Japanese have trouble discriminating between r and l;
Korean or Japanese infants are able to easily discriminate these sounds

24
Q

Perceptual narrowing

A

process of losing the ability to distinguish between contrasts in sound not used in native language; universal phoneme sensitivity lost during first year of life

25
Infant directed speech
speaking in a higher pitch and exaggerating changes in pitch and use of rhythm exaggerated changes in pitch help discriminate between different vowel sounds
26
Broca's area
damage to Broca’s area leads to difficulty in the production of fluent speech
27
Wernicke's area
damage to Wernicke’s area allows individuals to speak fluently but their speech makes no sense
28
Foreign accent syndrome
typically suffer from a stroke or head injury that has damaged areas in the left hemisphere involved in motor control of speech; able to speak their native language but seem to have a foreign accent
29
Still-face procedure
infants who are only 2-3 months will become distressed, indicated that they have some expectations on how a face-to-face social interaction should proceed
30
Babbling
wide range of repetitive combinations of consonants and vowels; may sound like a real sentence or question because of the use of inflection and rhythm in the production of the babble
31
Holophrastic phase
single word is used to indicate the meaning of an entire sentence
32
Naming explosion/word spurt
occurs around 18- 24 months; rapid increase of vocabulary
33
Fast mapping
children learn the meaning of a word following only 1 or 2 encounters with a new word
34
Expressive vocabulary
words that children use to speak
35
Receptive vocabulary
words that children can understand but may not yet use; develops before expressive vocabulary
36
Segmentation abilities
good speech segmentation skills = larger expressive vocabularies; poor speech segmentation skills = smaller expressive vocabularies
37
Overextension
errors that involve using a fairly specific word for a broader set of related items
38
Underextension
general term is used for only a very particular instance of an item
39
Telegraphic speech
use short phrases that contain only the most crucial information they are trying to communicate
40
Bilingualism
no effect for intelligence; bilingual children perform worse for language processing and proficiency; advantages in episodic and semantic memory
41
Whorfian hypothesis
our thoughts are shaped by language; language may influence how we perceive and experience the world
42
Social learning theory
children learn language through a combination of imitation and instrumental conditioning; important role of positive reinforcement that comes with language and language-related behaviours
43
Innate mechanism theory
humans are born with an innate mechanism (language acquisition device) that allows them to learn language
44
Sign language
children developed a basic sign language on their own, which evolved into a complex and fully symbolic language; people from different cultures use different sign languages
45
Laura Ann Petitto - sign language
toddlers generally have trouble using “you” and “me”, as the words have the opposite referent to when the adult is speaking; in ASL, 2 year olds will still mix up the pronouns
46
Manual babbling
systemic and rhythmic errors in motions that are precursors for more advanced or complex signing
47
Interactionist theory
argue for a combined role of nature and nurture; recognizes that children are biologically prepared for language, but also require extensive experience for adequate development
48
Washoe
taught how to communicate using ASL; could use signs to communicate requests; did not seem to use systematic grammar
49
Sarah
taught to use symbols to communicate ; used a large vocabulary, was able to answer questions; however, could not generate new sentences
50
Kanzi
taught to use lexigrams to communicate; utilized full immersion rather than classical conditioning (through observation); could communicate some novel requests; limited grammar
51
Swearing and the brain
taboo words activate brain areas associated with negative emotion - right hemisphere; when we swear = basal ganglia; when we listen to others swear = amygdala
52
Dysphemistic swearing
making people think about how awful something actually is; opposite to euphemisms
53
Emphatic swearing
draws attention to a certain phrase; can be positive or negative
54
Cathartic swearing
rage-circuit theory; when injured, language system is triggered

Psychology 1X03 (11 decks)

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