Psych exam 3
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| show | gestures in first year of life, cries and laughs not intentional communication
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| DeCasper and Spence (1986) | show 🗑
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| show | baby talk
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| show | 8 months of age, criteria needed to show intent (waiting, persistence, and development of alternative plans like child tugging on parents and pointing to toy)
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| show | child can perceive a distinction that they can not produce, meaning you can’t look at production to judge comprehension
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| Categorical perception in infants | show 🗑
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| show | born with all distinctions from all languages, phonetic distinction from other languages declined by 1 month old
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| Development of phonemic and word boundaries, Saffran et al. (1996) , Marcus et al. (1999) | show 🗑
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| Idiomorphs | show 🗑
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| Fast mapping | show 🗑
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| Overextensions | show 🗑
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| show | have use of word in more restrictive way than adults use because different conceptual categories
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| show | higher order category - call track a bus and apple an orange, can’t differentiate within category
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| Analogical | show 🗑
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| Context bound | show 🗑
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| show | Lack of category knowledge – only use clock for wall clock not phone clock- hard to measure because don’t do a behavior
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| show | single word utterance used by kid to express more than meaning attributed to single word by adult → stand for complete assertions
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| Syntactic growth, MLU | show 🗑
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| show | combine content words and leave out functional
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| show | high amplitude sucking - pick up differences in voicing because show interest in novel sound
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| show | complexity of ideas expressed
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| show | complexity of utterance
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| OverRegularizations | show 🗑
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| show | ule and irregular verb stored and in retrieval the irregular overpowers the rule so the error occurs when there is no irregular form stored
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| PDP | show 🗑
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| Giletman et al | show 🗑
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| show | preschool kids understand the names of objects may change but the properties of objects cling to name when it’s transferred → concepts of words are not separate from their referents
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| Decontenxtualised | show 🗑
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| Metalinguistic awareness | show 🗑
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| Behaviorist vs. Innateness accounts for language development | show 🗑
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| Species Specific Learning Device | show 🗑
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| show | Lenneberg said songbird won’t ever learn song is not heard to exposed to in the first 20 days, first tested in humans on genie → evidence for critical period
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| show | humans have critical period for left hemisphere to develop language
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| show | she had a left ear advantage and language was localized in her right hemisphere, if language in right hemisphere and right handed then it might be compensatory because potential problem with left hemisphere
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| Sylvian fissure | show 🗑
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| show | important for reading and writing
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| Arcuate fasciculus | show 🗑
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| Neuroanatomical flow of information in word production | show 🗑
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| show | goes to opposite sides of the brain
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| Conduction | show 🗑
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| Frontotemporal Dementia | show 🗑
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| Progressive nonfluent aphasia | show 🗑
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| show | left temporal lobe damage and you forget what things are
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| Behavioral ftd | show 🗑
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| show | used an fMRI to see activation in brain for bilinguals, late bilinguals had separate parts of broca’s area used for each language
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| Alexia | show 🗑
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| show | angular gyrus damage creates inability to write
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To hide a column, click on the column name.
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You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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Created by:
jasmin0506
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