Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Learning and Cog 8-9
Stasser's Learning and Cog Ch. 8-9 Terms
| Question | Answer |
|---|---|
| Conceptual behavior | Behavior under the control of generalized or abstract stimulus properties rather than specific attributes |
| Wholist strategy | Responding to all attributes of a conceptual class or category |
| Partist strategy | Focusing on a single attribute of a conceptual class or category |
| Conjunctive concept | A concept in which members must possess both of two separate attributes |
| Disjunctive concept | A concept in which members must possess either one of two separate attributes |
| Superordinate level | The most generic and encompassing level of a conceptual category |
| Basic level | The most useful level of a concept, characterized by neither too much nor too little information |
| Subordinate level | The most restrictive, specific level of a conceptual category |
| Prototype | A member of a conceptual category exhibiting a collection of typical features or attributes |
| Exemplar | A specific example or member of a larger category or conceptual class |
| Neural network model | Cognitive theory suggesting that concepts consist of various excitatory connections between neurons or groups of neurons |
| Learning set | Application of previously learned rules or responses to novel circumstances |
| Transposition effect | Responding to a relationship between two stimuli rather than to discrete characteristics of either stimulus |
| Language | A highly structured symbol system that allows for creative and meaningful communication between organisms |
| Motherese | Speech patterns consisting of slow pronunciation, increased pitch, and exaggerated intonation, ordinarily used by adults when speaking to infants and young children |
| Holophrase | A single word utterance ordinarily referring to important objects or events in an infant’s environment |
| Telegraphic Speech | Short (2-3 word) utterances, usually consisting only of nouns and verbs, used by children from 1.5 to 2 years of age |
| Sensitive period | Limited time period during which a developmental milestone can be most readily achieved |
| Imprinting | Tendency of infants to develop rapid and strong attachments to a parental figure; most frequently seen in precocial birds |
| Psycholinguistics | Branch of science historically devoted to understanding the properties of human language and the mechanisms responsible for language acquisition |
| Phoneme | Smallest unit of speech sound |
| Morpheme | Smallest meaningful unit of speech sound |
| Syntax | Rules of a language that determine the ordering of words to make sentences |
| Semantics | Meaning or interpretation given to the spoken or written word |
| Pragmatics | Use of language in social contexts to bring about desired consequences |
| Language acquisition device (LAD) | An evolved mechanism believed responsible for language acquisition in humans |
| Transformational grammer | Process by which deep structures become expressed in novel and unlimited surface structures or sentences |
| Deep structure | Intended meaning underlying an utterance or sentence |
| Surface structure | syntactic arrangement of words in an utterance or sentence |
| Cognitive-functional linguistics | Approach to language study that emphasizes longitudinal studies of language acquisition in children and the practical and functional issues that characterize the process |
| Mands | Verbal operants occurring under specific states of deprivation or aversive stimulation |
| Echoic | Verbal operant whose structural properties match those of the antecedent stimulus |
| Anthropomorphism | Tendency to attribute humanlike characteristics to nonhuman animals |
Created by:
l_fren
Popular Psychology sets