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Lang Comprehension
Lecture 16 & Willingham needs discussion 4/2
| Question | Answer |
|---|---|
| what are the critical properties of language? | communicative, mostly arbitrary, structured, generative, dynamic |
| the critical property of language communicative is that | languages permit communication between individuals |
| the relationship between the elements in the language and their meaning is | arbitrary. a sound stands for a meaning but which sounds stands for which meaning is arbitrary |
| the pattern of symbols is not arbitrary meaning that language is | structured |
| the critical property of language generative is that | the basic units of language (words) can be used to build a limitless number of meanings |
| language is not static it is changing constantly as new words are added and as the rules of grammar change which illustrates | that language is dynamic which is on of the critical property of language |
| why does the definition of language really matter? | the pieces of the definition tell us what we are trying to account for when we try to understand how people use language |
| a distinctive property of language Is that | we almost never say the same thing twice |
| the definition of language is a | description of what a complete theory must account for |
| phonemes are | individual speech sounds that roughly correspond to letters of the alphabet |
| how many phonemes are there in the English language? | 46 phonemes |
| what is an allophone? | a close variation in the way a phoneme is pronounced that doesn't change its meaning |
| what are words? | the end result of combining phonemes |
| what are sentences? | the end result of combining words that follows a specific set of rules |
| we can create sentences without meaning that | nevertheless sound grammatical |
| what plays a role in the proper construction of words? | the order of phonemes |
| what is crucial but not completely sufficient for the proper construction of grammatical sentences? | the order of words |
| what is a text? | a group of related sentences forming a paragraph or group of related paragraphs |
| what is important for the good construction of a text? | the sentences are about the same thing & the sentences are logically connected |
| when people are reading or hearing a story they | build a representation of the story that spans more than a sentence & that representation is a text |
| it is possible or even likely that | one's culture affects how texts are constructed |
| what are the four levels of language? | phonemes, words, sentences, texts |
| what are super rules or universal grammar? | a set of grammatical rules about how words can be combined into sentences that are applicable to all languages |
| what is grammar? | a set of rules that describes the permissible sentences that can be constructed in a language |
| what is competence in language? | people's knowledge of grammar or our pure knowledge of how we think sentences should be produced |
| what is performance in language? | the way people actually talk once language knowledge has passed through the vagaries of an imperfect memory, the social pressures of conversation, and other factors that influence sentence production |
| how can we analyze peoples knowledge of grammar? | have subjects read a sentence and judge whether or not it is grammatical |
| word-chain grammars propose that | grammatical sentences are constructed word by word, with the speaker selecting the next word based on the associations of the rest of the words in the sentence |
| what is the problem with word-chain grammars | although there might be a word that is more common to use as an ending for a sentence there are other words that could still be used and still produce a grammatical sentence |
| what idea did the sentence "colorless green ideas sleep furiously" created by Chomsky demonstrate | although the ideas presented don't make sense we still understand the grammatically correct sentence so it doesn't seem likely that we need to have previous experience with words as associated to comprehend sentences |
| what are the 2 problems with grammars that treat language as parts-of-speech chains | there are still to many possible combinations & languages have dependencies in them that can span many words and can be embedded within one another |
| what is the solution to the problems of grammars that treat language as parts-of-speech chains? | to abandon linear chains and switch to a grammar that represents sentences as hierarchies particularly phrase structure grammars |
| what are phrase structure grammars? | a grammar hierarchy in which each node of the hierarchy is a phrase & offers great flexibility in creating sentences |
| what is an advantage of the phrase structure grammar? | it specifies a limited number of sentence parts and a limited number of ways in which these sentence parts can be combined |
| in a phrase structure grammar phrases are treated as | interchangeable parts that can be joined into the hierarchies represented sentences as needed that allows recursion |
| phrase structures can handily account for | the embedding problem that arises when forms such as "either... or" are used |
| what is recursion? | a symbol that has the same symbol embedded within it as part of the definition |
| some sentences can be described by | more than one phrase structure |
| phrase structure grammars are helpful but they cannot | give a complete account of how we interpret language |
| what are the 2 levels of representation in phrase structures? | deep structure & surface structure |
| what is deep structure? | corresponds to the meaning of a sentence |
| what is a surface structure? | yields the order in which word will be uttered |
| we can take the ____ ____ of a sentence, apply transformations to is, and obtain a different phrase structure hierarchy called the _____ ______ | deep structure, surface structure |
| a single deep structure can be transformed in different ways leading to | different surface structures |
| transformations of different seep structures can lead to | the same surface structure |
| what must happen for comprehension to occur? | a listener must derive the correct phrase structure of a sentence |
| what is a morpheme | the smallest unit of speech with meaning, can be an entire word or just a few letters (-ed) |
| lexical/semantic ambiguity means that | a word has multiple meanings |
| syntactic ambiguity means that | there are multiple possible phrase structures |
| the McGurk effect is that | vision can effect what you think you hear hear one word while viewing someone saying another word |
| close probability ist | ow often a word typically occurs at the end of a sentence |
| language processing is predictive which is shown by | EEG readings FINISH FROM REVIEW SLIDES |
| Broca's aphasia | |
| Wernicke's aphasia | |
| an ERP of event-related potential is an | electrical charge (potential) related to an event |
| N400 is an | ERP response to unexpected words which is typically a negative voltage peaking around 400 ms after hearing the unexpected word |
| Broca'a aphasia is when | someone has difficulty with producing words & is characterized by slow, halting speech but comprehension is largely intact |
| Wernicke's aphasia is when | a person has fluent speech but it makes little sense and contains made-up words or word substitutions & subjects have difficulty with comprehension |
| the process of speaking a heard word goes through these areas of the brain | 1. primary auditory cortex 2. Wernicke's area 3. Broca's area 4. motor area |
Created by:
kzegelien2005
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