| Question | Answer |
| Motherese | slow speech so the baby can pick up the meaning |
| Genie-critical period | found completely isolated. she was too old to learn language after her critical point |
| 2nd language learners | early vs. late bilinguals:
-Wernicke's= active, no difference
-Broca's= different areas active when speaking language in late bilinguals |
| Animals and language | 1.)Akeakami (dolphin) learned the order of words was important but couldn't use tenses
2.)Washoe(chimp)- 1st chimp to learn sign language
3.)Kanzi(chimp)- picked up signing from his mom. could use complex sentences |
| 2 techniques for teaching chimps language | 1.)make the sign and perform the action
2.)make the ape arms make the sign |
| 3 stages of language development | 1.)perceptual learning- 2 months of age (cooing)
2.)babbling- 6 months- production of a variety of speech sounds (dadada)
3.)sound sequences- 1 year= 1 word (mama); 2 years= two word sentences (wash hair) |
| 2 most common language disorders | 1.)specific language impairment- grammar difficulties (misusing suffixes)
2.)stuttering- syllables/words are repeated or prolonged to disrupt the normal flow of speech |
| Wernicke's and Broca's aphasia | 1.)repetition/short sentences and agrammatical speech
2.)empty speech, difficulty naming objects, impairment in retrieving nouns (anomia) |
| Lichtheim's model of language processing | Auditory inputs-> word store <-> conceptual information <-> speech production-> lip, tongue, and throat movement |
| 2 components to establish a phrase tree | 1.)structure
2.)role |
| sentence parsing | we try to fill out sentence parts before the sentence is finished (immediacy of interpretation) |
| parsing production | ambiguity-words can have more than one meaning
-a sentence can be deduced in more than one way |
| 3 main characteristics of language | 1.)symbolic
2.)generative
3.)structured |
| hierarchical constructed language | phenomes (smallest sound unit)-> morphemes (smallest sound unit that makes sense)-> word-> phrase-> sentence |
| phrase tree evidence | Neisser- class assignment
-hardest to remember the ungrammatical and no semantics sentence |
| ERPs of grammar | semantics- N400 when wrong
syntax- P600 after grammar |
| 3 ways to resolve pronoun ambiguity | 1.)recency
2.)grammatical roles
3.)experiences |
| paragraph comprehension | we make inferences to understand language
-response, specific, explanation, evidence, sequence, cause, goal, collection
-Meyer- organization by relations and causal effect relationships help retain info |
| 3 stages of language comprehension | 1.perceptual- break down of auditory message
2.parsing- words are transformed into mental representation by clarifying word's role in a sentence
3.utilization- using the mental representation such that we can give a response or retain info |
| prosody | the patterns of stress and intention in a language |
| speech vs. music | both are: symbolic, generative, and structured |
| auditory scene analysis | analyze: location, pitch, intensity, and timbre |
| music perception vs. visual perception | primary and auditory cortex:
-core= simple sounds and pure tones
-belt and parabelt= complex sound
-ventral system= "what" pathway
-dorsal system= "where" pathway |
| availability heuristic | any info readily available to us contributes to our decision-making |
| framing effect | decision influenced by how proposed decision is worded or how a set of choices is worded
-influences our perception of amount of risk involved |
| conjunction fallacy | the false belief that 2 events are more likely to happen than one
-disregard probability |
| subjective utility | value to us
- we want to maximize what is important to us and avoid things we don't like |
| risk seekers and risk averse | we avoid risk when faced with a sure gain and seek risk when faced with a sure loss |
| sensitivity to losses | we are more sensitive to losses than gains
-ex: sports fans think the reps treat their team unfairly
-choose what produced the least loss |
| set effect | a problem solving problem
- negative set- bias toward solving a problem makes it more difficult
-9 dots problem (can't think outside the box) |
| functional fixedness | people are often very limited in the ways they think about objects,concepts, and people
-inhibits the problem solving process |
| Aha! feeling | subjects have greater insight right before solving the problem
-incorrect answers follow the same pattern |
| incubation effect | putting problems aside to incubate for a while facilitates problem solving
-avoids set effects
-opens self up to multiple solutions |
| representativeness heuristic | we use what we think is most typical of an event/situation to base our decision on |
| reason-based choice | we tend to make decisions we think are reasonable and justified
-custody problem
we focus on different characteristics depending on whether they are considering awarding or denying |
| differences between expert problem solvers and novice problem solvers | perception of problem- experts use a schema and know the problem already
approach- novices use backward reasoning (use knowns and progress forward) |
| Schema | experts use schema that allow them to organize the piece positions
-do worse when pieces are random |
