Module 28

Question 1

language

Answer 1

the use of symbols to represent, transmit, and store meaning/information

Question 2

symbols

Answer 2

organized patterns of sounds, visual representations, and movements

Question 3

meaning

Answer 3

concepts, quantities, plans, identity, feelings, ideas, facts, and customs

Question 4

phonemes

Answer 4

smallest units of sound (vowels and consonants)

Question 5

morphemes

Answer 5

units of meaning - unladylike = un, lady, like

include suffixes and prefixes

Question 6

phonemes

Answer 6

smallest units of sound (vowels and consonants)

Question 7

grammar

Answer 7

rules for using words, including semantics, definitions, connotations, and syntax

Question 8

use of language

Answer 8

• understanding phenomena we have never experienced
• connecting to people far away
• make plans for others to carry out
• know that another person is thinking more directly than just by their behavior
• store information

Question 9

language development

Answer 9

very fast

• 10 new words/day between 2-18yrs
• basic grammar before they can add 2+2
• recall words and meanings, assemble words into sentences, while simultaneously following social rules for speaking and listening
  1) receptive
  2) productive
  3) one word
  4) two word

Question 10

receptive language

Answer 10

(0-4 mos)

associating sounds with facial movements, and recognizing when sounds are broken into words

Question 11

productive language (humans)

Answer 11

(4 mos)

babbling in multilingual sounds and gestures

Question 12

babbling at (10 mos)

Answer 12

babbling sounds more like the parents’ household’s language

Question 13

one-word stage

Answer 13

(12 mos)

understanding and beginning to say many nouns

Question 14

two-word, telegraphic speech

Answer 14

(18-24 months)

adding verbs and making sentences but missing words

Question 15

24+ months, 2+ years language

Answer 15

full sentences and understanding complex sentences

Question 16

role of genes in language acquisition (nature)

Answer 16

inborn, genetic talent for acquiring language, though no particular kind of language in the genes

Question 17

role of experience in language acquisition (nurture)

Answer 17

“statistical” pattern recognition talent. Infants quickly recognize patterns in syllable frequency and sequence, preparing them to later learn words and syntax

Question 18

critical period of language acquisition

Answer 18

• important to begin appropriate language exposure/education early so that language centers of the brain continue to develop
• genetic and environmental
• may never develop if not begun by age 7
• learning pronunciation and grammar of 2nd language more difficult with age

Question 19

deaf and blind children: adapted languages

Answer 19

– heightened other senses

sign language: same syntax, grammar, and complex meaning of any spoken language

Question 20

aphasia

Answer 20

an impairment in the ability to produce or understand language, usually caused by damage to the brain

Question 21

example of aphasia:

Answer 21

having the ability to read, to produce words in song but not in conversation, and to speak but not repeat; or producing words in jumbled order

Question 22

Broca’s area, left frontal lobe

results of damage

Answer 22

leads to difficulty in putting words together in sentences or even speaking single words, although a person can sing a song or swear

Question 23

Wernicke’s area, left temporal lobe

results of damage

Answer 23

leads to difficulty comprehending speech and producing coherent speech (not easily monitoring one’s own speech to make sure it makes sense)

Question 24

Steps to reading a word:

1) visual cortex

Answer 24

receives written words as visual stimulation

Question 25

Steps to reading a word: | 2) angular gyrus

Answer 25

transforms visual representations into an auditory code

Question 26

Steps to reading a word: | 3) Wernicke's area

Answer 26

interprets auditory code

Question 27

Steps to reading a word: | 4) Broca's area

Answer 27

controls speech muscles via the motor cotex

Question 28

Steps to reading a word: | 5) motor cortex

Answer 28

word is pronounced

Question 29

receptive language (dogs)

Answer 29

dogs can follow hundreds of human word commands

Question 30

productive language

Answer 30

"words" through sounds, gestures, dances (bees) to communicate information, including different "words" for different objects, states, and places

Question 31

chimpanzees and signing language

Answer 31

signing language: "apple which is orange = orange" - chimps do not pick up words as easily as human children - word production lacking syntax, but they understand "make the dog bite the snake"

Question 32

chimpanzees and computer keys

Answer 32

- they seldom used symbols in new combinations = no productivity- used symbols to request, not describe

Question 33

linguistic determinism

Answer 33

the idea that our specific language determines how we think Benjamin Whorf: ex: Hopi since they don't have past tense for verbs, it is hard for them to think about the past

Question 34

language's influence on thought: emotion

Answer 34

- speaking in Japanese provides many extra words for interpersonal emotions such as sympathy and empathy, which Americans might have trouble differentiating - speaking English gives us many words for self-focused emotions, such as sadness

Question 35

language's influence on thought: personality

Answer 35

- bilingual people appear to have different personality profiles when describing themselves in different languages - "learn a new language and get a new soul"

Question 36

Language's influence on thought: color perception

Answer 36

we use our native language to classify and to remember colors - different languages may vary in where they put the separation between "blue" and "green" or they may not have separate words for these colors

Question 37

Language influences thought: gender neutral vs male-based usage

Answer 37

even if "he" and "mankind" are meant at times to be gender-exclusive, people do create a male image in their mind when they hear these terms - instead of replacing "he with "he/she" or "their" we can rewrite sentences without pronouns and possessives; for ex: "his" can become "the"

Question 38

bilingual advantage

Answer 38

- numerous brain connections and neural networks - hidden talent, ability to suppress one language while learning another - ability goes with other forms of executive control, such as resisting distraction and inhibiting impulses

Question 39

thinking in images without words

Answer 39

some everyday decisions such as which turn to take while driving, are certainly made based on images or other nonverbal content such as mental maps

Question 40

image rehearsal and memory

Answer 40

image rehearsal can help improve behavior, including skilled performance (piano/sports) outcome simulation does not improve grades (imagining A) process simulation (imagining detailed actions of studying) does improve grades

Question 41

conclusion: thinking affects our language, which then affects our though

Answer 41

1) thinking in a culture affects the formation of a language, especially its vocabulary 2) thinking and language develop together in an individual as they grow 3) learning a language and using a language as an adult can affect one's style and content of thinking

Question 42

steps to reading a word (structures)

Answer 42

1) visual cortex 2) angular gyrus 3) Wernicke's 4) Broca's 5) motor cortex

Question 43

side of brain associated with speech and language

Answer 43

left (where broca's and wernicke's are)

Question 44

washoe the chimpanzee

Answer 44

learned sign language and a deaf nyt reporter was able to communicate with her fellow chimps also learned some without training or reward