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Cognitive Psychology
Week 4
| Question | Answer |
|---|---|
| Language | System of communication using sounds or symbols that enables us to express our feeling, thoughts, ideas, and experiences. |
| Properties of human language | - Provides a way of arranging a sequence of signals - Makes it possible to create new and unique sentences because it has a structure that his hierarchical and governed by rules |
| Psycholinguistics | Field concerned with psychological study of language |
| 4 major concerns of psycholinguistics | 1. Comprehension 2. Speech production 3. Representation 4. Acquisition |
| Lexicon | Knowledge of what a word means |
| Phonemes | Short segment of speech |
| Morphemes | Smallest units of language that have a definable meaning or grammatical function |
| Phonemic restoration | A phoneme can be perceived even if it is obscured by noise. Knowledge of meaning helps fill in the blanks |
| 4 effects related to comprehension | 1. Phonemic restoration 2. Words isolated from conversational speech 3. Speech segmentation 4. Word superiority |
| Words isolated from conversational speech | It's hard to perceive isolated words; the context provided by surrounding words aid in the perception of a word. |
| Speech segmentation | Individual words are perceived in sentences even though there are usually no breaks between words in the speech stimulus. Knowledge of meanings of words in a language and other characteristics, help create speech segmentation. |
| Word superiority | Letters presented visually are easier to recognize when in a word. Letters are affected by their surroundings. |
| Corpus | Large representative sample of utterances or written text from a particular language |
| Word frequency effect | We respond more rapidly to high-frequency words like home, than low-frequency words like hike. |
| Lexical ambiguity | Multiple word meanings |
| Meaning dominance | Some meanings of words occur more frequently than others |
| Biased dominance | This dominance comes to mind easier. |
| Balanced dominance | A mind has more than one meaning but the meanings have about the same dominance. |
| Semantics | Meaning of words and sentences |
| Syntax | Specifies the rules for combining words into sentences. |
| Broca's aphasia | Damage to frontal lobe = slow, laboured & ungrammatical speech. Have difficulty processing connecting words. Syntax. |
| Wernicke's aphasia | Damage to temporal lobe = fluent and grammatically correct speech, but very incoherent. Semantics. |
| Parsing | Process for determining the meaning of a sentence. |
| Garden path sentences | Sentences which begin appearing to mean one thing but end up meaning something else. This illustrates temporary ambiguity. |
| Temporary ambiguity | The initial words of the sentences are ambiguous, but the meaning is made clear by the end of the sentences. |
| 2 approaches to parsing | Syntax-first approach Interactionist approach |
| Syntax first approach | As people read a sentence, the grouping of words is governed by a number of rules that are based on syntax, while other information (like lexical or pragmatic information) exert their influence at a later stage. |
| Late closure | A person assumes a new word belongs to a sentence. So when reading, each new word is added to the current sentence for as long as possible. |
| Interactionist approach | Information provided by both syntax and semantics is taken into account simultaneously as we read or listen to a sentence. Most contemporary researchers support this approach. |
| Visual world paradigm | Determining how participants process information as they are observing a visual scene. |
| What experiment supported the interactionist approach? | The visual world paradigm, with ''put the apple in the box'' where they studied eye movements. |
| N400 ERP component | A component elicited when the meaning of a certain word does not fit in with the rest of the sentences. |
| What do we make predictions on in language? | - Knowledge of environment - Knowledge of language You can change these predictions of language |
| P600 ERP component | Syntax |
| Anaphoric inferences | Inferences that connect an object or person in one sentence to an object or person in another sentence. |
| Instrument interference | Inferences about tools or methods |
| Causal inference | Inference that the events described in one clause or sentence were caused by events that occurred in a previous sentence |
| Situation model | A mental representation of what the text is about. People responded 'yes' faster when what was presented matched more accurately. This supported the fact that people create mental representations. |
| Understanding text: Link between action words and brain activity | Motor areas are activation by action words; readers' responses to words include simulation of actions. |
| Understanding text: Prediction based on world knowledge and current discourse | Readers and listeners more easily access words that fit with their world knowledge. Readers' and listeners' LTM and current experiences with situations lead to predictions. |
| Given-new contract | Speaker should construct sentences which include - Given information - New information |
| Common ground | Speakers mutual knowledge, beliefs and assumptions. |
| Syntacting coordination | Similar grammatical construction in sentences during conversations |
| Syntacting priming | Hearing a statement with a particular syntacting construction increases the chance that a return sentence will be produced in the same construction. It is important because it helps people to coordinate the grammatical form of their statements. |
| Slips-of-tongue | Errors in which sounds or entire words are rearranged between 2 ore more different words. |
| Pragmatics | Social rules and world knowledge that allow speakers to successfully communicate messages to other people. |
| Frame | Our mental structure that simplify reality. |
| Does language affect perception? | It depends on which part of the brain is involved. When display was viewed in right visual field (linked to left hemisphere, language half) reaction time was faster than when the target was from different categories. |
| Sapir-Whorf hypothesis | Nature of a culture's language can affect the way people think. Experiment: Russian/English colour comparison. |
| Simultaneous bilingualism | Learning two languages simultaneously during childhood |
| Sequential bilingualism | Native language is their first language |
| How does being bilingual affect your cognition? | 1. Scored better on tests of first-language skills 2. Showed greater mental flexibility 3. More advanced in school 4. Languages appear to be stored in same system |
| Why do bilinguals have certain better cognitive effects? | They have more practice with inhibition, which leads to better inhibitory control (control your attention, thoughts, behaviour & emotions). |
| Advantages of knowing multiple languages (first 4) | 1. More expertise native language 2. More aware of arbitrary names 3. Better at tasks with complicated or changing instructions 4. Perform better on concept-formation tasks & nonverbal intelligence tests |
| Advantages of knowing multiple languages (the other 4 reasons) | 5. Excel at paying selective attention to subtle aspects of language task and ignoring obvious linguistic characteristics 6. More accurately/quicker on Stroop test 7. More sensitive to pragmatic aspects of language 8. Develop signs of dementia later |
| Disadvantages of knowing multiple languages (3) | 1. May alter pronunciation 2. May process language more slowly 3. May have somewhat smaller vocabularies that are used in a home setting. |
| Theory of Naom Chomsky on language development | Born with acquisition device in the brain. |
| Broca area | Production of speech |
| Wernicke area | Understanding of speech |
| Current 3 main theories on language development | 1. Learn language same way physics or pscyhology; associative learning, conditional probabilities, etc. 2. Active production is important for language acquisition 3. Baby mode helps learning. |
| Infancy & language | Words are symbolic understanding. Why? Learning is exponential, and children use a combination fo context & position in sentence to determine meaning of words. |
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DoorBella
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