SHS 367 EXAM1
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| Chomsky's language assumptions | innate-not a blank source and there is a universal grammar
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| Language Competence | knowledge of language rules i.e. What you KNOW
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| Performance | use of language in real situations i.e. How you USE language
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| Tip-of-the-Tongue phenomenon | know the word but can't retrieve it
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| Way TOTs are studied | journals of self report or induced
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| Associative chain theory | word 1-word 2-word 3- word 4-word 5
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| Skinner's language assumptions | learned, based on stimulus-response associations, and are shaped by imitation and reinforcement
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| Chomsky's arguments against Skinner | no way we are exposed to all possible sentences, can be given a grammatical sentence even though you have never been exposed to those words associated with each other and understand it, and it is creative
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| Principle findings of TOT studies | can often report physical aspects of the word, will produce words w/ similar sounds, can usually report semantic info about the name/word, will produce words with similar meanings, and phonemic/semantic cues can help resolve TOT
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| Anomia | word finding problems, difficulty retrieving even common words and with several words in the same sentence
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| Linguistic knowledge | mostly tacit knowledge we use and learn without any conscious effort
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| Phonology | knowledge of fundamental sound unit and legal combos (stape vs. sbape)
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| Phonemes | smallest unit of meaningful sounds
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| Morphology | knowledge of meaning units
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| Morphemes | smallest units of meaning
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| Four types of Morphemes | free vs. bound and inflectional vs. derivational
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| Free Morphemes | can stand alone as words
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| Bound Morphemes | must be combined with other morphemes
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| Inflectional Morphemes | changes tense, number, or degrees
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| Derivational Morphemes | changes meaning
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| Count Nouns | can be counted; can be preceded by many/few, #s, NOT by much/less
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| Mass Nouns | cannot be counted; can be preceded by much/less, NOT by many/few or #s
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| Parts of Speech | nouns, verbs, adjectives, adverbs, prepositions, conjunctions, and articles
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| Open-class/Content words | holds the content of the sentence and takes in new words all the time (nouns, verbs, adjectives, adverbs)
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| Closed-class/Function words | holds the content of the sentence together and it is rare to see any changes made (prepositions, conjunctions, articles and pronouns)
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| Types of Pronouns | personal, demonstrative, and interrogative
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| Types of verbs | primary and auxiliary
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| Surface structure | surface arrangement of the parts
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| Deep structure | underlying structure that conveys meaning
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| Iconic memory | visual sensory store with large capacity (~9-12 letters) but decays quickly (~500msec)
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| Echoic memory | auditory sensory store with smaller capacity (5 items) but lasts longer (3-4 sec); the “Huh? Oh yea…” phenomenon
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| Miller’s Magic Number | 7 +/- 2
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| STM vs. WM | STM is storage capacity and WM is storage and processing capacity
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| Three parts of Baddeley’s WM model | Phonological loop, visuospatial sketchpad, and central executive
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| Phonological Loop | holds verbal info.; anything you can put a label on and say (Ex. word list, my last sentence, telephone #)
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| Visuospatial Sketchpad | holds visual/spatial info.; pure pictures (Ex. roatating letter “B”, Simon game, how to get to MU)
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| Central Executive | coordinates and divides WM resources
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| Tulving’s memory systems | Episodic, semantic, and procedural
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| Episodic memory | personally experienced events; you personally saw, heard, felt; these memories are not always reliable and often change over time; accuracy of memory goes down over time but confidence of memory increases; related by time & place
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| Semantic memory | general world knowledge i.e. language knowledge, concept and category knowledge, functional knowledge; NOT time or place related but is highly relied on; Info is critical to survive!
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| Procedural memory | skill knowledge i.e. how to use a fork and knife, how to dress yourself and tie your shoes; these skills were hard to learn but are now easy; repetition transfers it into procedural knowledge (Ex. going on autopilot)
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| Stroke | may have impaired semantic memory (lang. probs.) but intact episodic memory
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| Amnesia | have impaired episodic memory but their semantic & procedural memory is often intact
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| Dementia | have impaired episodic and semantic memory, but their procedural memory is often intact
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| Serial | process one thing at a time
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| Parallel | process everything at the same time
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| Modular | process operate independently
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| Interactive | processes interact and affect each other
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| Automatic | done with little effort; “easy”-you just do it!; response- you can’t control
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| Controlled | requires attention and effort; “hard”-you work for it!; response- controlled process
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| Bottom-Up | based on info from the stimulus (sounds or visual features)
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| Top-Down | influenced by our knowledge, memories, and expectations
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