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Language/Thought (8)
Psych 111 Intro to Psych
| Question | Answer | |
|---|---|---|
| Systems of symbols, sounds, meanings, and rules of combination that allow for communication among humans. | Language | |
| How we communicate with each other. What you use to determine your thoughts. | Language | |
| Believed idea of linguistic relativity. | Benjamin Whorf | |
| One's language determines one's thoughts. | Linguistic Relativity | |
| Example: eskimos had numerous names for word "snow", and it had different meanings. | Linguistic Relativity | |
| Smallest unit of sounds that are distinguished. Change in sounds can alter meaning of what your saying. | Phonemes | |
| 'c'at or 'b'at | Initial Phonemes | |
| b'i't or b'a't | Middle Phonemes | |
| bi'g' or bi't' | End Phonemes | |
| Smallest unit of meaning in a language. These phrases change the meaning of a sentence. | Morphemes | |
| Study of the meaning of words/combinations/sentences. | Semantics | |
| How context or wording changes/effects the meaning. Way the other words effect the meaning. | Semantics | |
| Example: He bit the dog, the dog bit him. | Semantics | |
| Context: think of a "bat" in baseball or the animal. example: "the bat flew" and "the bat hit the ball". | Semantics | |
| Structure of a language. Underlying rules of order and function. | Syntax | |
| Example: "Bill hit John" sam as "John was hit by Bill" | Syntax | |
| Language rules are generative | Gleason Study | |
| Made up words and then asked the kids to make the words plural and past tense. Kids could do this by following the rules of language. | Gleason Study | |
| Grammatical rules incorrectly generalized to "exception" cases. | Overregularizations | |
| Example: yesterday we 'goed' to the store (instead of we went to the store). | Overregularizations | |
| Language Acquisition Device (LAD) Believed that humans posses an innate language mechanism. | Chomsky | |
| We are hard-wired to sort input from 20-80 phonemes We lose capacity between 4-12 months to properly pronounce phonemes if not used | Chomsky | |
| Some language use 'rr' and some use 'ch' sound. Languages not using these make it harder to say them. | Language Acquisition Device (LAD) | |
| Thinks language is innate because: 1) stages of language development occur at same age in most kids. 2) kid's language development pattern is similar cross-culturally. 3) kids acquire language skills quick and effortlessly. 4) deaf kids make own langu | Chomsky (LAD) | |
| Particular words used (varies by culture/language). | Surface Structure | |
| Idea of nouns, verbs, commands (same for every language). | Deep Structure | |
| Believes languages differ only in the surface structure (but all languages have basic deep structure rule behind them) | Chomsky | |
| Language Acquisition Device (LAD) Believed that humans posses an innate language mechanism. | Chomsky | |
| We are hard-wired to sort input from 20-80 phonemes We lose capacity between 4-12 months to properly pronounce phonemes if not used | Chomsky | |
| Some language use 'rr' and some use 'ch' sound. Languages not using these make it harder to say them. | Language Acquisition Device (LAD) | |
| Thinks language is innate because: 1) stages of language development occur at same age in most kids. 2) kid's language development pattern is similar cross-culturally. 3) kids acquire language skills quick and effortlessly. 4) deaf kids make own langu | Chomsky (LAD) | |
| Particular words used (varies by culture/language). | Surface Structure | |
| Idea of nouns, verbs, commands (same for every language). | Deep Structure | |
| Believes languages differ only in the surface structure (but all languages have basic deep structure rule behind them) | Chomsky | |
| Ability to produce language. | Expressive Language | |
| Ability to comprehend, process, and integrate the meaning of language. | Receptive Language | |
| Example: when you hold a cookie out and say you would like this cookies....kid sticks his tongue out and nods. | Receptive Language | |
| ________ have a greater capacity for receptive language | Kids | |
| 1) Crying 2) Cooing 3) Babbling 4) First Words 5) Holophrases 6) Telegraphic Speech | Stages in Language Development | |
| 1st stage of vocalization. Can differentiate between the meaning of cries in their kids. | Crying | |
| Vowels like noises. Ex: ooh, ahheee | Cooing | |
| Consonant/vowel noises. Ex: ba-ba, da-da | Babbling | |
| 10-13 months old. Child associates a sound with a meaning. | First Words | |
| Simple word conveys meaning Ex: "go" | Holophrases | |
| Example: in Monsters Inc. Boo calls the big blue monster a "kitty" because she associates furry animals with a kitty. | Holophrases | |
| 'Content' word sentences. Combine words. Only using the most important words. Still learning the language. | Telegraphic Speech | |
| Example: "go car" NOT "lets go into the car" or "want cookie" NOT "I want to eat that cookie" | Telegraphic Speech | |
| At 6, kids learn an avg. of _________ words/day and have a vocabulary of _________words. | 15, 8,000-14,000 | |
| 1) Vocal intonation 2) Body language 3) Gestures 4) Physical Distance 5) Facial expressions 6) Touch | Nonverbal Communication | |
| Stress, pitch, and volume (way you say the words make a difference) | Vocal Intonation | |
| Crossed arms, sitting up | Body Language | |
| Moving hands while talking | Gestures | |
| A 2nd language is best learned when kids are younger at a "sensitive period" for language development. | Bi-lingualism | |
| DOESN'T slow language development | Bi-lingualism | |
| Proved that their is a critical period in language development. | Genie case study | |
| Language is based on modeling, limitations, exposure, and reinforcement. | Learning Theory and Language | |
| Flaws: 1) kids acquire language with east (NOT broad variations). 2) adult speech is sloppy (kids still acquire basic rules/structures). 3) kids speech is not a mechanical playback of adult speech. | Learning Theory and Language | |
| Biology + experience make important contributions to language development. (many basic language skills seem to come at similar rate and pace). | Interactionalist Theory of Language Development | |
| An extension of perception and memory (goes beyond perception). Mental representations are formed, recalled, and manipulated. | Thought | |
| Organized by: 1) concepts + categories 2) concepts 3) categorization 4) prototype | Thought | |
| Objects are classified on basis of their properties. | Concepts + Categories | |
| Mental representation of a category. ex: socks go on your feet. | Concepts | |
| Recognizing an object acts as a member of a group. Ex: fork is something you eat with. | Categorization | |
| We rate things based on their similarity to models which represent the main characteristics of a group. Models we can figure out or compare things against. Ex: goldfish is a fish more than eel is a fish. | Prototype | |
| Believed that concepts are defined by a prototype or most typical member of a class. | Rosch | |
| Is a sparrow a bird? Is a penguin a bird? Is a bat a bird? | Rosch | |
| The process by which we generate and evaluate arguments. | Reasoning | |
| Step-by-step procedures for trying ALL possible alternatives to solve a problem. (guaranteed to achieve a goal). | Algorithm | |
| Example: a chocolate chip cookie recipe for baking cc cookies. | Algorithm | |
| We reason from specific observations to general propositions. General conclusions drawn from examples. Conclusion is likely but NOT a guarantee. | Inductive Reasoning | |
| Example: "all the butterflies Fred has ever seen have wingspans of less than 2 inches." Fred might say that "all butterflies have wingspans of less than 2 inches." | Inductive Reasoning | |
| Draw conclusions from a set of assumptions. Conclusion has to be true if the premise are true. | Deductive Reasoning | |
| Example: "all birds have wings" and "a penguin is a bird" are true, then "a penguin has wings" must be true. | Deductive Reasoning | |
| Form of deductive reasoning. 2 premises and 1 conclusion | Syllogism | |
| Premise: All A are B Premise: C is an A Conclusion: C is a B | Syllogism | |
| Premise: All professors are short Premise: Schrier is a professor Conclusion: Schrier is short | Syllogism | |
| Transform 1 situation into another to meet a goal. Active efforts to achieve a goal that can't be easily attained. | Problem Solving | |
| 1) Inducing structure 2) Arrangement 3) Transformation | Greeno's 3 types of problem solving | |
| Relationship between #s, words, symbols. Figuring out next # in a pattern, what to do with words to keep sequence going. | Inducing Structure | |
| Arrange the parts of a problem to satisfy a criterion (anagrams). Re-arranging letters to make a word. | Arrangement | |
| Example: use letters in LEPAP to make name of a fruit = APPLE | Arrangement | |
| Need to carry out a sequence in order to achieve a set goal. Making changes to achieve a goal. | Transformation | |
| Problems vary from well-defined to ill defined. [usually if problem is better defined your more likely to come up with a solution]. | Greeno's 3 Types of Problems | |
| How decisions or problems solving is posed may change the decision making task. Might effect people's decisions. | Framing | |
| Example: "program will have a 50% success rate" vs "program will have a 50% failure rate" (make people not want it as much if written this way) | Framing | |
| Make and test an educated guess about a problem/solution Try out different ways until you find a solution. | Hypothesis Testing | |
| Mental rehearsal of steps needed to solve a problem. Figure out steps of what you need to do. | Mental Simulation | |
| Example: takes 10 minutes to to get to class, 10 minutes on bus. Do I have enough time....? | Mental Simulation | |
| Tendency to use only solutions that have worked in the past. If you know it works you go with it. | Mental Set | |
| "magic key answer" Ex: note cards....effective but not in all cases. | Mental Set | |
| Tendency to rely on a function for an object and ignore other possible uses. | Functional Fixedness | |
| Example: spend an hour trying to get something out from behind a desk before realizing that a coat hanger would be more effective way to get it out. | Functional Fixedness | |
| Seek to confim what we already believe. I know the answer but I just want to make sure. Distraction by irrelevant info --- people get sidetracked and are detracted from effective problem solving. | Confirmation Bias | |
| Putting nonexistent restrictions on our problem solving. | Unnecessary Constraints | |
| Sudden discovery of the correct solution following incorrect attempts based on trial and error. AHA Experience...Now I get it! | Insight | |
| Evaluating alternatives and making choices among them. | Decision Making | |
| Allows attractive attributes to compensate for unattractive attributes. | Compensatory Decision Models | |
| DON'T let some attributes compensate for others. Only care about bottom line. Ex: cheap plane ticket.....but you have 6 layovers. | Noncompensatory Decision Models | |
| Example: either I'm going to study or go out, not both [no balance, only 1 or other]. | Noncompensatory Decision Models | |
| Example: Since I want to do well on the test and I want to go out, I'll only go out for 1 hour. | Compensatory Decision Models | |
| Shortcuts that guide us in decision making. | Heuristics | |
| Decision making based on fact that things which are easily recalled seem to be typical/common. | Availability Heuristic | |
| Example: After a plane crash people refuse to fly because of current facts. | Availability Heuristic | |
| Matching an object to a 'concept' or 'category' without processing how likely the fit may be. | Representative Heuristic | |
| Example: someone has a criminal record, they are a wrestler and a biker. Are they male or female? Member of a motorcycle gang or sailor? | Representative Heuristic |
Created by:
schlechy
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