Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSY1002 SEMESTER 2 > PSY1002 SEMESTER 2 - WEEK 5 > Flashcards

PSY1002 SEMESTER 2 - WEEK 5 Flashcards

1
Q

define language

A

difficult to define, an exchange of info, reflecting differences between human language and non-human animal communication systems, an arbitrary set of symbols and rules for combining symbolds, used to create infinite varieties of messages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

what is Hockett’s design features for language

A

initially 13, and now 16. differentiates human language from non-human, with all human spoken language containing all 16 components

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

name 14 of 16 Hockett design features for language

A

vocal-auditory channel
broadcast transmission and directional reception
rapid fading transitoriness
interchangeability
total feedback
specialisation
semanticity
arbitrariness
discreteness
displacement
productivity
traditional transmission
duality of patterning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

outline Hockett’s design features for language - vocal auditory channel

A

usually transmitted through channel as best evolutionary choice (free hands, don’t have to see people for communication, cover great distance)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

outline Hockett’s design features for language - broadcast transmission and directional reception

A

when speaking sound produced in all direction but perceiver able to localise speeches source, attribute sounds to individual

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

outline Hockett’s design features for language - rapid fading transitoriness

A

speech disappears when talking stops, sound created ceases to exist, so language attributed to sound ceases to exist

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

outline Hockett’s design features for language - interchangeability

A

competent language user can repeat any message they hear

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

outline Hockett’s design features for language - total feedback

A

speaker hears everything they say, online tracking of message

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

outline Hockett’s design features for language - specialisation

A

sound produced designed to convey meaning not biological outcomes of different activity
eg: dog panting communicates thirsty, but this isn’t the main purpose (dog pants for cooling)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

outline Hockett’s design features for language - semanticity

A

ties between word and it’s meaning are definite - sounds denotes specific messages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

outline Hockett’s design features for language - arbitrariness

A

word arbitrary and decided by agreement. words themselves not representativeness (microorganisms is large word, actual microorganisms are small)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

outline Hockett’s design features for language - discreteness

A

linguistic representations can be broken down into small discrete units that combine with each other using rules
eg: adding s denotes plurality, but this doesn’t denote quantity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

outline Hockett’s design features for language - displacement

A

can talk about things not currently in vicinity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

outline Hockett’s design features for language - productivity

A

language not stagnant and open to change as we develop new novel word, or meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

outline Hockett’s design features for language - traditional transmission

A

language is acquired through social groups, teaching through social interaction (ongoing process)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

outline Hockett’s design features for language - duality of patterning

A

speech analysed on 2 level:
1. made up of meaningless element - limited inventory of sounds or phonemes
2. made up of meaningful element - virtually limitless inventory of words or morphemes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

name key features and importance of the different human communication systems

A

body language and verbal language (unique to humans- speak, written, sign)
allows communication of thought, concept

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

what is semantics

A

linking word to meaning. in order to discuss concept, we need to have mental representations of the concept

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

what is syntax

A

grammar and rules that subtly alter meanings of phrase
eg: you tickle/tickle you changes meanings of phrase

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

what is morphology (morphemes)

A

smallest meaningful unit of sound, specific sound combinations carry different meanings
adding s, or ed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

what is pragmatics

A

using language to convey meaning via ways of speaking “meaning within meaning”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

outline how language is thought to be based on mental representation

A

we store mental representations for language, developed via experience with sensory input. match these mental representations with word we hear and activates the words we reply using

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

outline mental representation for language comprehension (input, activate, output)

A

input (speech) activates existing mental representations of sound and links to meaning
output (comprehension)

24
Q

name 2 model for speech production

A
  1. spreading-activation theory of retrieval in sentence production
  2. theory of lexical access in speech production
25
Q

outline mental representation for speech production (input, activate, output)

A

input (concept for communication)
activates meaning and link to existing sounds representation
output (speech, writing, gesture)

26
Q

name language functions of speech production

A

speaking, writing

27
Q

name language functions of speech comprehension

A

reading, understanding

28
Q

name the 5 building blocks of language (in right order)

A
  1. semantics
  2. syntax and morphology
  3. form (phonology)
  4. speech
29
Q

what is syntax in languages dependent on

A

which language we use
English = subject-verb-object (woman-lifts-fridge)
Japanese = subject-object-verb (woman-fridge-lifts)

30
Q

give an example of syntax rules for language

A

limited number of rule, infinite numbers of unique statement
[I shot][an elephant][in my pj]
[I shot][an elephant in my pj]

31
Q

what is form (phonology)

A

sound systems of phonemes (sounds - t,th,k), and graphemes (made up of number of letters corresponding to sound (th=thhh, ight= eyt)

32
Q

outline orthography

A

writing system = graphemes (letters), and visual representations of phonemes

33
Q

give an example for pragmatics and components which impact why it is chosen

A

understand context behind “whats up” so don’t look up
- why we choose option
- effect of choice
- context
- emphasis
- vocabulary
- tone

34
Q

what are Grice’s Maxims (pragmatics), and give 4

A

understanding when person violates maxism allows us to interpret meaning within meaning
1. quantity- only include necessary info
2. quality- truthful communications
3. relation- topic relevant communication
4. manner- avoid ambiguity

35
Q

explain mental lexicon for speech comprehension

A

hearing word activates sound in mental lexicon, activates meaning (semantics), activates spelling of word (orthographic mental representation)

36
Q

explain mental lexicon for speech comprehension

A

mental lexicon produces syntax, semantics, phonological text representation to know how to say words, then activate orthographic representation

37
Q

what is activation spreading competition in our mental lexicon

A

related words are activated in mental lexicon, competes for selection

38
Q

what does hesitation in speech production allow

A

insight into spreading activations in mental lexicon

39
Q

outline how timing of speech onset, hesitation, pause are used in testing speech production

A

delays in speech initiation due to processing problems, and hesitation suggests larger mental lexicon (competing for articulation)
if a concept activates more competition word, causes more hesitation due to increased processing

40
Q

give an example of hestitation being used to study speech production (regarding lecture content)

A

(Schacter et al - 1991) more hesitations in humanity than natural science because of greater cohort of words being activated due to nature of object and word-link complexity

41
Q

explain speech errors and slip of tongue

A

knowing what you intend to say, retrieve wrong words,syntax, sounds
type of error made suggests nature of language processed

42
Q

explain research study into speech error

A

Vigliocco & Hartsuiker (2002)- estimate speech errors in 1/500 sentances
‘queer old dean’‘dear old queen’

43
Q

give slip of tongue error example in words = if initial phrase is “prongs of fork”, what is error

A

“prongs of fork”, “forks of prong” = words have changed making a speech error- now no longer makes sense

44
Q

give slip of tongue error example in morphemes = if initial phrase is “sliced thinly”, what is error

A

“slicly thinned”

45
Q

give slip of tongue example for phonemes = if initial phrase was “york library” what is error

A

lork yibrary

46
Q

explain levels of processing in speech errors (impact of semantics, syntax, morphemes, articulation)

A

semantic error- conceptualisation (spork - semantic blend error)
syntax and morphemes- formulation (slicly thinned)
articulation- word and phoneme exchange (lork yibrary, forks of prong)

47
Q

give example of an exchange or blend error resulting in legal non-word

A

spork no fpoon

48
Q

define conceptualisation

A

level of thought where messages are pieced together

49
Q

define formulation (functional stage and positional stage)

A

grammatical process stage mapping messages onto linguistic units with 2 stages:
1. functional stage: select semantically appropriate lexical item, assign to functional role (verbs etc)
2. positional stage: form info (spelling) of words is specified

50
Q

outline tip of tongue state

A

a state where you know what you want to say but have trouble retrieving word to say it, due to competition between conflicting info, or activation competition between related items blocking retrieval of target words

51
Q

give research study into tip of tongue error caused by interference

A

Schrifers et al 1990 = ppts named object photo and also played word they had to ignore (phonologically, semantically related, random) with word appearing same time/after photo
RESULTS: when early, distractor word was heard if semantically, not phonologically, related
if later, no impact for semantic, but there was for phonologic

52
Q

explain research evidence for priming (Smith & Tindell, 1997)

A

give ppts priming word, then target word fragment, had to complete fragment words
related target/priming word competed for activation and articulation = poor performance
(eg: analogy, anatomy. not baggage and failure)

53
Q

what evidence suggests that language production is a series of process

A

competitive processes underpinning concept selection (speech hesitation, blend errors, tip of tongue)
production requires concepts activation, morphological element added, articulating words (speech error respects syntactic, word, phonological categories, tip of tongues)

54
Q

how is comprehension system used to monitor speech production

A

before and after articulation (perceptual loop)- run through inner speech plan looking for error

55
Q

outline alignment theory

A

goal of conversation is alignment of representation of speaker/listener via priming = conversation includes sound repetition, words, syntax, meanings which are activated, and individuals become more and more coordinated during speech

PSY1002 SEMESTER 2 (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions