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COMD 331 Test 1
Language Development Test 1
| Question | Answer |
|---|---|
| What is the physical representation of language? | Respiration, phonation, articulation, resonation |
| How has language evolved? | Evolves within specific historical, social and cultural contexts |
| Language is described by 5 parameters, what are they? | Phonology, morphology, syntax, semantics, pragmatics |
| What is language? | A socially shared code that uses a conventional system to represent ideas about the world that are meaningful to people who know the same code. |
| What is the first point about language? | Language is socially shared. |
| What is the second point about language? | Language is a code that uses a system of arbitrary symbols. Words provide code for communicating. |
| What is a language community? | A group of people who use a common language. |
| What is the third point about language? | Language code is conventional. It is specific, systematic, and rule governed. |
| Morpheme | Smallest unit of spoken language that carries meaning. |
| What is the fourth point about language? | Language is a representational tool. Used for thinking and allows us to communicate these thoughts with others. |
| Language is... | Species specific and species uniform |
| True language has: | Productivity, semanticity, and displacement. |
| Traditional communication theory has: | sender, receiver, medium, and message |
| Modularity | Cognitive science theory about how the human mind is organized within brain structures. |
| Domain specific | Regions in the brain that process specific types of information. |
| Domain general | Brain has generalized module where all parts work together to process information. |
| Phonology (1st part of Language) | Rules governing structure, distribution, and sequencing of speech sounds and the shape of syllables. |
| Morphology (2nd part of Language) | Internal organization of words. |
| Syntax (3rd part of Language) | Rules that govern the form and structure of sentences, specific word order, sentence organization, and relationships between words. |
| Semantics (4th part of Language) | Rules governing meaning or content of words and word combinations. Words that represent concepts. |
| Pragmatics (5th part of language) | Rules related to language use within communicative context. Govern conversations. Organizing principle of language. |
| Lenneberg's Characterization of Language | Regular onset of speech, speech is not suppressible, language can't be taught to other species |
| Theory of Mind | Recognizing that other people have their own beliefs and desires...ability to imagine the world from someone else's point of view. |
| Aphasia | Impairment of language function due to localized brain damage which leads to difficulty understanding and/or producing linguistic forms. |
| What does aphasia affect? | Speaking, hearing, listening, reading, and/or writing. |
| Fluent Aphasia | Impairment in language comprehension, word retrieval difficulties, phonemic and semantic difficulties. Speech likely to contain nonsense words (neologisms). |
| Nonfluent Aphasia | Poor language output, reduced vocab, impairments of articulation, rate, and prosody. Better comprehension than production. |
| Broca's Area | Left frontal lobe. Helps with speech production. (Nonfluent Aphasia) |
| Wernicke's Area | Left posterior temporal lobe. Language planning and comprehension. (Fluent Aphasia) |
| Arcuate Fasciculus | Bundle of white matter (axons) located below cortex between Wernicke's Area and Broca's area. Provides a connection between 2 areas. |
| Conduction Aphasia | Trouble comprehending/ producing complex language, but simple language tasks can be done. |
| Localization | Attributing very specific language functions to specific brain regions. |
| Williams Syndrome | Relatively intact grammar and vocab with severe deficits in cognitive abilities. |
| Specific Language Impairment | cognitive abilities within normal range, but deficits in vocab and sever deficits in morphosyntax. |
| Autism | Cognitive abilities can be within normal range, but difficulty with language and social interactions. |
| Critical Age Hypothesis | Children reared in isolation, language creation, late onset of language. |
| Pidgin | Simplified language derived from 2 languages by people who don't share a common language. Absence of complex grammar and has limited vocabulary. |
| Creole | Pidgin language that has evolved and begins to be acquired by children as their native language and it becomes the first language of a community. |
| Productivity | Speakers can make new utterances and recombine forms they already know to express novel utterances. Language is generative. |
| Semanticity | Speakers can use language to refer to ideas, events, objects. Language is symbolic. |
| Displacement | Speakers can use language to talk about things not in the here and now. Language is decontextualized. |
Created by:
tannehillke
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