Brainscape's Knowledge GenomeTM

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


See full index

Finals > Psycholinguistics Final > Flashcards

Psycholinguistics Final Flashcards

1
Q

perceptual invariance (lack of invariance):

A

Sounds that are acoustically variable are perceived as the same sound.

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

coarticulation

A

Sounds are affected by neighbouring sounds

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

phoneme, allophone

A

phonemes are distinct categories, chair vs couch, allophones are the same category, different kinds of chairs.

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

Categorical perception

A

clear shift in phonemes; sharp boundaries imposed by mental categories; the difference is perceived at a threshold. Humans can only identify sounds categorically. Stronger effects for consonants over vowels. (sounds)

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

Continuous perception

A

a gradual change along the VOT continuum, where one and more listeners start hearing one sound over another at different times, however people are only agreeing at the two ends of the spectrum. (words)
ie) peach vs. beach

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

forced-choice identification task

A

listen to a sound, is it /pa/ or /ba/.

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

ABX discrimination task

A

listen to sound X, is it more like A or B?

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

McGurk effect

A

bottom-up processing): there is mismatch in the sounds we hear vs see. Our interpretation of speech sounds depends on acoustic signals and visual signals.

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

Ganong effect

A

(top-down processing): uses words and non-words; did you hear /k/ or /g/? We know that /kift/ is not a real word so we hear /gift/.

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

phoneme restoration effect

A

Even if we miss a sound in a word, we will fill it in because we know the intended word.

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

Top-down

A

prior knowledge helps listeners identify speech sounds

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

Motor Theory

A

knowledge of how sounds are produced affects speech perception; you need to know how articulators move.

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

semantic priming

A

You retrieve the desired word, but also partially activate related words; which makes them easier to access later (spreading of activation)

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

lexical decision task (LDT)

A

participants have to decide if a word is real or not; based on speed. Faster to recognize a real word if it follows a semantically related word.

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

Masked priming paradigm

A

Lexical decision task (have to decide if a word is real or not)
Less time between prime and target words

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

visual world eye-tracking experiment

A

they locate the target but also look at semantically related words and cohort competitors.

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

Experimental stimuli

A

the stimuli that is measured

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

Control stimuli

A

an unrelated word, just to throw the participant off track

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

facilitation effect

A

easier to recognize a word when it appears after a semantically related one

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

inhibition effect

A

Partially activated words “get in the way”, Phonologically related words like [stiff] vs. [still]

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

neighbourhood density effect

A

it will take longer to recognize words with dense phonological neighbours

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

cross-modal priming task

A

both meanings are accessed at first (ie of bug), but several syllables later, the appropriate meaning is selected and the irrelevant meaning is thrown away

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

decay

A

activation levels will decrease over time and activation depends on time.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

cohort competitors

A

Share same initial sound

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

cohort model

A

lexical activation starts right after the beginning of a word, and multiple cohort competitors are active

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

TRACE model

A

Words that overlap anywhere with the target word all get activated

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

direct route

A

memorize a series of units that you identify as a word.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Assembled phonology route

A

graphemes (written symbols) are sounded out, starting at the left edge of the word. More skilled = direct route used.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

connectionist model

A

hearing a word activates phonological units which are (indirectly) linked to meaning units. Connections are formed over time; learned associations between sounds and meanings.

30
Q

parsing

A

Incremental - structure building in real-time language comprehension. We can’t just retrieve meanings of sentences that are stored in our memory because of ambiguity.

31
Q

incremental processing

A

Predictions are made as sounds are being heard

32
Q

partial input (words)

A

comprehenders predict the upcoming structure based on the
evidence received so far (either written or auditorily)

33
Q

global ambiguity

A

remains ambiguous

34
Q

local ambiguity

A

becomes disambiguated at a certain point (disambiguating region)

35
Q

self-paced reading paradigm

A

Measures reading times

36
Q

garden path sentences

A

local (temporary) ambiguity; ambiguous as the sentence is unfolding and structure is being built; the intended meaning becomes clear at the disambiguating word/region.

37
Q

Minimal attachment

A

use the smallest number of syntactic nodes possible

38
Q

Late closure

A

any new words should be attached to the structure that is being built

39
Q

constraint-based model

A

different constraints can affect processing. Multiple interpretations accessed in parallel - interactive and top-down

40
Q

Parallel

A

we do not commit to a certain word representation, multiple candidates are activated. CONSTRAINT BASED

41
Q

Serial

A

syntax first, 1 structure at a time. GARDEN PATH

42
Q

Modular

A

higher level info does not affect processing, syntax then semantics.

43
Q

modifiers

A

Helps when deciding between two objects

44
Q

High surprisal

A

high surprisal is less predictable

45
Q

filled gap effect

A

comprehenders make predictions about where the gap will be in the sentence * preference to find the gap as soon as possible. Longer reading times when object position is filled rather than containing a gap.

46
Q

object relative clauses

A

NP subject of 1 verb but object of another. Harder to understand and more memory needed

47
Q

subject relative clauses

A

Subject of both verbs, gap closer

48
Q

Memory

A

difficulty at the embedded verb

49
Q

Expectation

A

Difficulty at second NP

50
Q

reading span task

A

keep certain words in memory as you hear sentences. Low span: harder time with objective relative clauses. High span: higher memory span.

51
Q

Language production

A

Takes longer to say complex subjects than objects

52
Q

Substitutions

A

Replace word with an incorrect one

53
Q

Blends

A

Combine two words together

54
Q

Exchanges

A

2 words trade places

55
Q

Anticipation

A

sound pronounced too early

56
Q

Perseverations

A

sound already pronounced gets pronounced again

57
Q

Exchanges (or spoonerisms)

A

2 sounds change places

58
Q

2 stage model of language production

A

Stage 1 = access word Stage 2 = find sounds

59
Q

lemma

A

contains information about meaning and and syntactic category but not sounds

60
Q

picture-word interference task

A

participants look at pictures with words superimposed on them and are asked to name the pictures as quickly as they can while ignoring the words
Semantically related: Slower Inhibition
Phonologically related: Faster Facilitation

61
Q

disfluencies

A

if there’s not enough time to adapt your linguistic planning —> disfluencies may arise. but, such disfluencies can help listeners understand the speaker’s mental processes

62
Q

message planning

A

message planning before words are retrieved

63
Q

linguistic planning

A

Linguistic planning might interrupt message planning. You know what you want to say but you need to plan your message.

64
Q

lexical bias effect

A

More likely to make speech errors that result in something grammatical than ungrammatical.

65
Q

what is the evidence for bidirectional activation?

A

speech errors with similar meanings, sounds or both (mixed)

66
Q

proposition

A

Its core meaning

67
Q

memory-probe task

A

faster response times when sweatshirt remained on main character
* slower response times when sweatshirt was separated from main character

68
Q

pronouns

A

Subjects are more accessible for pronoun antecedents

69
Q

repeated name penalty

A

better to use pronoun rather than repeating same name

70
Q

conversational implicature

A

speaker’s intended meaning that can’t be determined by the linguistic code; it must be inferred by the hearer based on their expectations about the speaker’s communicative goals and behaviours

71
Q

Gricean maxims

A

Quality * do not make false statements
Quantity * be as informative as required
Relation/Relevance * be relevant
Manner * be brief, orderly, don’t be obscure, don’t be ambiguous

72
Q

scalar implicature

A

choosing a vaguer expression instead of a stronger one as the stronger one would be inaccurate in the context

Finals (1 decks)

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