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Cog 3
| Question | Answer |
|---|---|
| Spreading activation | Activation is the arousal level of a node When a node is activated, activity spreads out along all connected links Concepts that receive activation are primed and more easily accessed from memory |
| Cognitive economy | shared properties are only stored at higher-level nodes Details & exceptions are stored at lower nodes |
| Connectionist Approach | computer models for representing cognitive processes Parallel distributed processing Knowledge represented in the distributed activity of many units Weights determine at each connection how strongly an incoming signal will activate the next unit |
| Neural plausibility | Models such as these can account for things that we know about the brain including such things as both specificity & population coding, spreading activation NOT UNLIKE WHAT WE KNOW ABOUT THE BRAINS NEURONS AND CONNECTIONS. |
| Semantic networks | Concepts are arranged in networks in the mind Collins and Quillian (1969) Hierarchical network Node = category/concept Concepts are linked Model for how concepts and properties are associated in the mind |
| Sensory Function Hypothesis | Living things are categorized according to sensory properties while “artifacts” are categorized by function. Living things categorized by what they look like Man made things categorized by what they do |
| Embodiment | Our knowledge of a concept is based on reactivation of sensory and motor processes that occur when we interact with the object. But Patients with damage to motor areas still recognize and categorize, cant embody abstract concepts |
| advantages in autism spectrum disorder | More activation in visual brain areas for ASD (resting state) Perceptual advantages Advantages in tasks that require generating imagery Some evidence that high functioning ASD are at an advantage in the visual domain (perception and imagery). |
| early ideas about imagery | Lab of Wilhelm Wundt: 3 basic elements of consciousness-Imagery, Sensation, Emotion (feelings). Images accompany thought, way of studying thought. “Thought is impossible without images.” –Aristotle. “thought is proposi (language based)” - Pylyshyn |
| the imagery debate | If imagery depictive, relies on same mechanisms as perception. If imagery is propositional it does NOT rely on the same mechanisms. depictive representations (visual codes) and propositional representations (linguistic codes). DUAL CODING! |
| imagery and perception | Kosslyn- Participants create mental images and then are asked scan them in their minds. It should take longer for subjects to find parts that are located further away from the initial point of focus. |
| dual coding: Paivio | Concrete nouns can be easily imaged. Abstract nouns less so (truth, freedom, feminism, good). Memory for words that evoke mental images is better than those that do not. Dual coding: concrete words have dual representations. Imagery and linguistic. |
| epiphenomena | a secondary effect or byproduct that arises from but is not causally influence a process. |
| TMS | Decreases brain functioning in area for a short time. If behavior disrupted, deactivated part causing behavior. Kosslyn - TMS to visual area of brain during perception and imagery task. Brain activity in visual area of brain= perception and imagery |
| Ganis et al 2004 | 2 conditions: imagery vs. perception. Task: Is it wider than it is tall? Overlap in front of the brain (higher order of cognition). Differences near back of the brain (visual cortex). Some mechanisms for imagery and perception overlap but not all. |
| Chomsky LAD | Syntactic Structures: Human language coded in the genes. Underlying basis of all language is similar. Children produce sentences they have never heard and that have never been reinforced. Scathing review of verbal Behavior, 1959 |
| language is a hierarchical and combinatorial system | Hierarchical system: made up of components that can be combined to form larger units. Phonemes combine to make words. Words combine to make sentences. Sentences combine to make a narrative Specific ways components can be arranged |
| children deprived of language critical periods | Neither Genie ( she was very, very good at non-verbal communication using gestures) nor Victor were taught a sign language. Motor control hard. Different schedule for different parts of language phonology syntax vocabulary |
| lexicon | all words a person understands |
| phonemes | shortest segments of speech that, if changed, changes the meaning of the word Cat, Bat, Bats |
| morphemes | smallest units of language that have meaning or grammatical function bat vs bats |
| phonemic restoration | Subjects cannot place “cough” and do not report /s/ as missing. We “fill in” missing phonemes based on context of sentence and portion of word presented using top-down processing. |
| animal communication | Cannot communicate I did NOT see a python, I saw a leopard yesterday, I saw a strange new animal yesterday, Cannot make novel combinations of vocabulary, Do not teach their young any learned language. Washoe is an exception. |
| creativity of language | The number of sentences you can produce and understand is infinite |
| universality of language | All humans with normal capacities develop a language and learn its rules. Languages are “unique but the same” Different words, sounds, and rules All have nouns, verbs, negatives, questions, past/present tense Deaf children invent sign language |
| co‐articulation | The pronunciation of a word in a sentence is affected by the words surrounding it. I have to go. I have two |
| word superiority | Letters are easier to recognize when they are contained in a word, or a pseudoword than when they appear in a non-pronounceable non-word string. SEVEN NOTAR NXSTW |
| lexical decision | Read a list of words and non-words silently Press “yes” when you read a word Press “no” when you read a pseudoword [flark] Respond more rapidly to high-frequency words Eye movements while reading Look at low-frequency words longer |
| lexical ambiguity | the initial words are ambiguous, but the meaning is made clear by the end of the sentence The old man the boat |
| ERPs: N400, P600 | The N400 is a negative going wave that typically peaks around 400 ms. Larger N400 amplitude associated with more difficulty in processing language. smaller in learners due to less spreading activation. reflects overall activity to word processing. |
| semantics and syntax | Semantics: meanings of words and sentences Syntax: rules for combining words into sentences. associated with different mechanisms. Declarative vs procedural memory |
| Parsing approaches | “Parsing” is the mental grouping of the words of a sentence into meaningful phrases. After the musician played the piano was wheeled off the stage |
| garden path sentences | Sentences that begin by appearing to mean one thing, but then end up meaning something else Garden path sentences will evoke a P600 at the point where an unexpected item is encountered. Even if the meaning becomes clear later in the sentences. |
| competence vs. performance | Linguistic Competence -- what you know about your language, when you have time to think about it. (Linguists) Linguistic Performance -- how you use language in real settings. (Psycholinguists) |
| speech segmentation | The ability to perceive different words. Context, Understanding of meaning (Big girl, Big Earl), Understanding of sound and syntactic rules. In English words never start with /KS/ or /NG/ end in /ING/ very often [babies use developmentally] |
| language influences thought? | sapir-whorf hyp. Color. if presented to right visual field |
| insight | Sudden realization of problem’s solution. No indication of intermediate steps. Metcalfe, Wiebe (1987) gave insight and non-insight problems, asked how close to solution every 15 seconds. Insight problems solved suddenly. Non-insight solved gradually |
| gestalt approach | Solving a problem involves representing a problem in the mind and reorganizing (or restructuring) that representation. The solution to a problem depends on how it is represented. |
| how a problem is stated | Checkerboard, russian village- use analogy to solve |
| experts and novices | Experts solve problems in their field faster and with a higher success than beginners. Knowledge is organized so it can be accessed when needed to work on a problem. Novice: surface features. Expert: structural features |
| functional fixedness | restricting use of an object to its familiar functions |
| creativity in problem solving | Innovative thinking, Novel ideas, New connections between existing ideas, Divergent thinking: open-ended; large number of potential “solutions”. We are talking about practical creativity. |
| 37: Link Word | shown French words, For half of the words, given a suggestion of an image to form. Words in the image condition should be recalled more accurately than words in the no image condition. |
| 38: Mental Rotation | Determine if two 3d blocks were the same, one was rotated. You should find that your response time increases as the amount of rotation also increases. |
| 40: Categorical Perception: Identification | On each trial you heard one sound and was asked to judge whether it sounded like "ba" or "pa." voice onset increases, number of Ba decreases |
| 41: Lexical Decision | words (e.g., "doctor") and nonwords (e.g., "blar") and asked you to determine, as quickly and as accurately as possible, whether the presented item was a valid word. respond more quickly to 2d word when associated to first word than when unrelated. |
| 42: Neighborhood Size Effect | IV: neighborhood size of the words, small or large. DV: proportion of words correctly recalled in order. You should recall more large neighborhood words than small neighborhood words. |
| Which of the following is a NOT true about bilingualism and/or bilinguals? a. Bilingualism is rare. b. Bilinguals have equal proficiency in their languages. c. Bilinguals can always translate on demand. d. all of the above | a. Bilingualism is rare. b. Bilinguals have equal proficiency in their languages. c. Bilinguals can always translate on demand. d. all of the above |
| Spreading activation… a. primes associated concepts. b. inhibits unrelated concepts. c. creates new links between associated concepts. d. weakens the link between unrelated concepts. | a. primes associated concepts. |
| The concept of _____ is closely linked to Collins and Quillian's semantic network model. a. distributed processing b. cognitive economy c. prototype formation d. serial processing | b. cognitive economy |
| Collins and Quillian's semantic network model predicts that the reaction time to verify "a canary is a bird" is _____ the reaction time to verify "an ostrich is a bird.". a. interfered with by b. faster than c. the same as d. slower than | c. the same as |
| Our knowledge of a concept is based on reactivation of sensory and motor processes that occur when we interact with the object. This is the _____ approach to categorization. a. Sensory / Function b. Semantic category c. Multiple factor d. Embodiment | d. Embodiment |
| Your professor states that the most important aspect of a connectionist model is… a. neural plausibility. b. spreading activation. c. hidden units. d. a system of nodes, links and weights. | a. neural plausibility. |
| Recent research on high functioning Autism Spectrum Disorder (ASD) patients suggests that… a. they are at an advantage in face recognition tasks. b. they have advantages for some perceptual tasks. c. they have advantages in tasks involving imagery. | Both B and C |
| Shepard and Meltzer's "image rotation" experiment suggested that… a. mental rotation is easy b. humans cant rotate mental images beyond 90 degrees. c. imagery and perception share same mechanisms. d. " differ in neural representations. | c. imagery and perception may share the same mechanisms. |
| 3. Kosslyn's island experiment used a _____ task. a. categorization b. mental scanning c. identification d. discrimination | b. mental scanning |
| A behavioral event that occurs at the same time as a cognitive process, even though the behavior isn't needed for the cognitive process. eg look toward ceiling when thinking | d. epiphenomenon. |
| The "imagery debate" is concerned with whether imagery… a. is used in resting states. b. is identical for all people. c. is based on spatial OR linguistic mechanisms. d. actually exists. | c. is based on spatial OR linguistic mechanisms |
| Categorical speech perception is useful to us because it… a. increases reaction time b. decreases reaction time c. allows listeners to “ignore” irrelevant variations in speech signal. d. is inversely related to number of phonemes in a language. | allows listeners to “ignore” irrelevant variations in the speech signal. |
| Noam Chomsky proposed that… a. humans are genetically programmed for language. b. language is learned through reinforcement. c. only a second language can be learned through reinforcement. d. basis of language is different across cultures. | a. humans are genetically programmed to acquire and use language. |
| During phonemic restoration participants "fill in" the missing phoneme based on all of the following EXCEPT a. context of sentence. b. mental "skimming" of the lexicon c. audible phonemes of the word d. meaning of the words preceding and following | b. a mental "skimming" of the lexicon to find likely words. |
| The word "bookends" consists of _____ morphemes. a. two b. three c. four d. five | three |
| Animal communication differs from human language in that it... a. has a few fixed signals and thus is not infinitely productive. b. lacks hierarchical structure. c. lacks governing rules for combinatorial principles. d. all of the above | All of the above |
| We call the human capacity for language universal because… a. all humans develop a language. b. no human communities did not have language. c. language development follows the same schedule across all cultures. d. all of the above | All of the above |
| Which of the following sets of words, in order, would have the most semantic priming due to spreading activation in the mental lexicon of a college student? a. apple, bear, legislation, dog c. sun, beach, waves, surfboard d. sun, suede, sugar, suit | c. sun, beach, waves, surfboard |
| The word superiority effect demonstrates that… a. letters are not processed one by one. b. letter identification is affected by c. letters are more easily identified when presented in words than in non-words or alone. d. all of the above | All of the above |
| eye tracking fixation time to “row”- Fixation times longer 1: The row of palms lined the street. 2: The row was heard down the block. a. trial 1; lexical ambiguity b. trial 1; word frequency c. trial 2; biased dominance d. trial 2; word frequency | c. trial 2; biased dominance |
| The time it took to read each sentence was longer for 1: The lamb ran past the cottage into the pasture. 2: The dog ran past the house into the yard. a. 1; lexical ambiguity b. 1; word frequency c. 2; word frequency d. trial 2; word superiority | b. trial 1; word frequency |
| Larger N400 amplitude is associated with… a. more difficulty in processing. b. high frequency words. c. second language word processing. d. all of the above | a. more difficulty in processing. |
| Maï is alone in a room that contains a chair and a shelf with a book resting on top. She attempts to retrieve the book, a foot above her reach. Maï successfully retrieves the book. We would NOT classify this scenario as a problem because… | a. the solution is immediately obvious. |
| Insight refers to… a. prior learning facilitating problem solving. b. prior learning hindering problem solving. c. the tendency to respond in a certain manner, based on past experience. d. the sudden realization of a problem's solution. | the sudden realization of a problem's solution. |
Created by:
Nicole24