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Fresher > PSYC112 M1 > Flashcards

PSYC112 M1 Flashcards

(66 cards)

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1
Q

Phoneme

A

Single unit of sound that changes the meaning

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2
Q

Morpheme

A

Smallest language unit that carries meaning. Prefixes, Suffixes, Words

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3
Q

Content morphemes/words

A

Unbound words, carry meaning. Semantic processing

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4
Q

Function morphemes/words

A

Syntactic processing, add detail

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5
Q

Bound morphemes

A

Don’t stand on their own, have to be joined with words. Suffixes, Prefixes

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6
Q

Semantic processing

A

Relies on processing of content words. Nouns, Verbs, Adjectives etc

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7
Q

Syntactic processing

A

Relies on processing function words. Pronouns, Conjunctions, Prepositions etc

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8
Q

Aphasia

A

Inability to produce and understand language

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9
Q

Brocas area

A

Near motor cortex. Is the production of speech and language. Puts words together.

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10
Q

Brocas aphasia

A

Broken speech. Impacts of syntax or grammar

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11
Q

Wernickes area

A

Located near the primary auditory complex. Translates sounds or signals/symbols into meaning.

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12
Q

Syntax

A

Structure of language. Rules of ordering words.

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13
Q

What is syntax cued by?

A

Word class, word order helps the identification of word class.

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14
Q

What is the English word order?

A

Subject-Verb-object

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15
Q

Wernicke’s Aphasia

A

Inability to produce and/or understand language

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16
Q

Surface structure

A

Words organised differently but the underlying meaning is the same

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17
Q

Deep structure

A

Words organised the same but the meaning of the sentence is ambiguous

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18
Q

Cooing

A

2 months, vocal play

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19
Q

Reduplicated babble

A

6-7 months, same symbol repeatedly

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20
Q

Variegated babble

A

11-12 months, syllables with different constants and vowels. At 10 months babble in diff languages is different.

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21
Q

Under extension

A

Incorrect restriction of words (Dog only for their dog not others)

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22
Q

Overextension

A

Using word to refer to all things similar (dog for cats and dogs)

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23
Q

Holophrases

A

Single word for an entire statement

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24
Q

What are the three theories that children acquire knowledge?

A
  1. Language is innately acquired
  2. Children learn through general learning mechanisms
  3. Language is learned through social interaction
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25
Pidgin Languages
Invented language drawing on words and grammar from a group of languages
26
Creoles
The pidgin language is acquired as a native language. Gramatically more complex than the original Pidgin language.
27
Sensitive period
Ideal time to acquire certain parts of language. Syntax is acquired more readily.
28
What evidence is there for sensitive period?
1. Isolated children - Genie 2. Deaf Signers
29
Independent cultures
Personal goals take priority over group goals.
30
Interdependent culture
self concept is part of the group therefore, group goals take priority
31
Representation
knowledge of the world which forms the content of our thoughts
32
What two ways do we represent the world to ourselves?
1. Analogical - mental images 2. Symbolic - Propositional thoughts (internal statements)
33
Analogical Mental Representations
picture represents concept of the thing and has many similarities to it. Access without It infront of you
34
Symbolic Representations
Statements that express ideas. unambiguous internal representation that defines a group or set of objects/events.
35
Propositions
Statements that express ideas, relationships between concepts. Connect to parts of semantic network.
36
What are the two forms of reasoning?
1. Deductive - Start with a belief and find the implications of the belief. 2. Inductive - Start with pieces of data and draw conclusions from it
37
Belief Bias
Judge whether conclusion is plausible on its own rather than follow logic.
38
Conformation bias
Seek confirmation rather than falsify
39
Heuristics
Short cuts to make decisions faster
40
Availability Heuristic
Probability estimates are influenced by easiness to retrieve info
41
What are the three general problem solving strategies?
1. Trial and error - kids use more as don't know what is going on. 2. Algorithm - Rule that guarantees a solution, used for well defined problems. 3. Heuristics (Means-end analysis) - Strategies by adults, don't guarantee solution but often work.
42
Means-end analysis
Work step by step to get closer to goal as you solve the problem. Monitor each step to see how much closer
43
Hill climbing
Change of present state of problem so you are one step closer to solving it.
44
Creative problem solving
Change representation of problem - Divergent thinking - Framing a problem
45
Solving by analogy
Think of previous solution use same way for present problem. Can see similarities.
46
Barriers to solving problems
1. Mental set 2. Functional fixedness
47
Whorfian Hypothesis
Having a specific language determines how we think.
48
Evidence that supports Whorfian hypothesis
1. Colour perception 2. Space and time 3. Culture and thinking style
49
Colour perception evidence
Russians blues experiment. Russian, faster to discriminate colours between categories than within. English had no categorical advantage.
50
What are the two spaces of time?
1. Ego-moving 2. Time moving
51
Ego-moving
Forward is a spacial term relatied to time concept - moving into future
52
Time-Moving
Time moving towards you, future moving past.
53
Boroditsky 2001
Spatial metafors for time. Mandarin think time vertically English think time horizontally
54
Western thinking styles
Analytic - focus on objects and properties - Preference for avoiding contradictions
55
Eastern thinking styles
Holistic - More wholistic way of thinking of world - Preference for compromise and tolerance for contradictions
56
What is absolute thinking style and Relative thinking style?
Absolute - ignoring contextual information Relative - Incorporating contextual information
57
Samuel Morton (1820-185)
Head size relates to intelligence - rank races
58
Paul brocca (1824-1880)
Heavier brain = more intelligent. Gender biases
59
Fluid intelligence
Able to learn, perceive and deal with new problems. Declines after adolecence
60
Crystalised intelligence
Able to acquire over time, draw on previous knowledge. Increases with age.
61
SternBerg's triarchic theory of intelligence
1. Analytic intelligence 2. Creative intelligence 3. Practical intelligence
62
Gardners theory of multiple intelligences
Many types of intelligences, some are high in sorts and low in others
63
What is intelligence?
Set of mental abilities, acquire and use of knowledge, plan and solve problems by taking thought and adapt effectively with environment. learn from experiences
64
Finding of twin study
Intelligence is not fixed. Environmental factors relate to child IQ. High heritability doesn't mean uninfluenced by environment.
65
Spencer, Steele & Quinn (1999)
Stereotypes negatively impact performance
66
Spencer, Steele & Quinn (1999)
Stereotypes negatively impact performance

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