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PSYCH 240 > Language > Flashcards

Language Flashcards

1
Q

what are the main tasks of language?

A

production and comprehension

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2
Q

steps to listen

A

hear sound
identify the words and sentences
comprehend meaning

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3
Q

steps to speak

A

have a thought
form a sentence
produce sound

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4
Q

what is the hierarchical structure of language (smallest to largest)?

A 
phoneme
morpheme 
word
phrase
sentence
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5
Q

phoneme

A

smallest unit of speech sound that distinguishes one word from another

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6
Q

morpheme

A

smallest unit that has a definable meaning or grammatical function
can be entire words

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7
Q

word

A

combination of 1+ morphemes

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8
Q

phrase

A

organized grouping of words

the building blocks of sentences

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9
Q

sentence

A

group of phrases conveying meaning

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10
Q

syntax

A

rules that determine how to build phrases

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11
Q

phrase structure

A

a way to map the structure of a sentence
each word is assigned a role
rules specific what order and combinations those roles can occur

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12
Q

problems with relying only on phrase structure for comprehension

A

the same phrase structure can have multiple meanings

multiple phrase structures can have the same meaning

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13
Q

surface structure

A

phrase structure that corresponds to the order in which words were actually spoken

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14
Q

deep structure

A

the fundamental, underlying phrase structure that conveys its meaning

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15
Q

transformational grammar

A

rules that transform among surface structures having the same deep structure

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16
Q

paraphrase

A

different surface structures have the same deep structure

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17
Q

ambiguity

A

the same wording has more than one meaning

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18
Q

types of ambiguity

A

lexical
syntactic
referential

19
Q

lexical ambiguity

A

a word has multiple meanings

20
Q

syntactic ambiguity

A

the same words can be grouped together into more than one phrase structure

21
Q

referential ambiguity

A

the same word or phrase can refer to two different things within a sentence

22
Q

how do we process language?

A

hear sounds
identify phonemes from the sounds
identify morphemes and words from the phonemes
lexical access
put words into phrases
figure out phrase structure of the sentence
compute the sentence’s meaning
figure out how the sentence fits into the context of the conversation

23
Q

McGurk effect

A

the phoneme one hears depends on visual input

24
Q

phonemic restoration effect

A

the brain can fill in missing phonemes using context

25
Q

parsing

A

establishing the syntactic structure of a sentence

26
Q

mistake

A

error in choosing the goal or the plan to achieve it

27
Q

slip

A

error in carrying out the intended plan

28
Q

what are the different linguistic levels of error?

A

sound/phoneme errors
morpheme errors
word errors

29
Q

types of word slips

A 
spoonerism 
anticipation
preservation 
addition 
deletion
substituition
blend
30
Q

spoonerism

A

swapping phonemes

ex. reading list&raquo_space; leading rist

31
Q

anticipation

A

sounds that are anticipated in a sentence are duplicated beforehand
ex. sun is in the sky&raquo_space; sky is in the sky

32
Q

preservation

A

a sound at the beginning of a sentence is repeated at the end
ex. beef noodle&raquo_space; beef needle

33
Q

addition

A

a morpheme, phoneme, or word is added to a sentence

ex. to strain it&raquo_space; to strained it

34
Q

deletion

A

taking out a morpheme, phoneme, or word from a sentence

ex. I just wanted to ask that…&raquo_space; I just wanted to that…

35
Q

substitution

A

automatic replacement of a word

ex. Liszt’s second Hungarian rhapsody&raquo_space; Liszt’s second Hungarian restaurant

36
Q

blend

A

combining two relevant words

ex. tennis athlete + tennis player = tennis athler

37
Q

syntactic category rule

A

nouns replace nouns, verbs replace verbs

38
Q

phonological rule

A

sound errors follow phonemic rules

39
Q

consonant-vowel rule

A

consonants replace consonants, vowels replace vowels

40
Q

lexical bias effect

A

a phonemic error is more likely to occur if the error results in a word than if it results in a non-word

41
Q

syntactic-phonological interaction

A

phonological errors are more likely when the error follows grammatical rules

42
Q

semantic-phonological interaction

A

phonological errors occur more often when the resulting word is related in meaning to the intended word

43
Q

spreading activation model

A

way to explain the lexical bias effect
all connections are excitatory and bidirectional
an editor is not present
the most activated phoneme determines what will be uttered
lexical bias occurs because of the residual phoneme activation from priming

PSYCH 240 (12 decks)

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