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
PSY 307 Final
| Question | Answer |
|---|---|
| Motherese | slow speech so the baby can pick up the meaning |
| Genie-critical period | found completely isolated. she was too old to learn language after her critical point |
| 2nd language learners | early vs. late bilinguals: -Wernicke's= active, no difference -Broca's= different areas active when speaking language in late bilinguals |
| Animals and language | 1.)Akeakami (dolphin) learned the order of words was important but couldn't use tenses 2.)Washoe(chimp)- 1st chimp to learn sign language 3.)Kanzi(chimp)- picked up signing from his mom. could use complex sentences |
| 2 techniques for teaching chimps language | 1.)make the sign and perform the action 2.)make the ape arms make the sign |
| 3 stages of language development | 1.)perceptual learning- 2 months of age (cooing) 2.)babbling- 6 months- production of a variety of speech sounds (dadada) 3.)sound sequences- 1 year= 1 word (mama); 2 years= two word sentences (wash hair) |
| 2 most common language disorders | 1.)specific language impairment- grammar difficulties (misusing suffixes) 2.)stuttering- syllables/words are repeated or prolonged to disrupt the normal flow of speech |
| Wernicke's and Broca's aphasia | 1.)repetition/short sentences and agrammatical speech 2.)empty speech, difficulty naming objects, impairment in retrieving nouns (anomia) |
| Lichtheim's model of language processing | Auditory inputs-> word store <-> conceptual information <-> speech production-> lip, tongue, and throat movement |
| 2 components to establish a phrase tree | 1.)structure 2.)role |
| sentence parsing | we try to fill out sentence parts before the sentence is finished (immediacy of interpretation) |
| parsing production | ambiguity-words can have more than one meaning -a sentence can be deduced in more than one way |
| 3 main characteristics of language | 1.)symbolic 2.)generative 3.)structured |
| hierarchical constructed language | phenomes (smallest sound unit)-> morphemes (smallest sound unit that makes sense)-> word-> phrase-> sentence |
| phrase tree evidence | Neisser- class assignment -hardest to remember the ungrammatical and no semantics sentence |
| ERPs of grammar | semantics- N400 when wrong syntax- P600 after grammar |
| 3 ways to resolve pronoun ambiguity | 1.)recency 2.)grammatical roles 3.)experiences |
| paragraph comprehension | we make inferences to understand language -response, specific, explanation, evidence, sequence, cause, goal, collection -Meyer- organization by relations and causal effect relationships help retain info |
| 3 stages of language comprehension | 1.perceptual- break down of auditory message 2.parsing- words are transformed into mental representation by clarifying word's role in a sentence 3.utilization- using the mental representation such that we can give a response or retain info |
| prosody | the patterns of stress and intention in a language |
| speech vs. music | both are: symbolic, generative, and structured |
| auditory scene analysis | analyze: location, pitch, intensity, and timbre |
| music perception vs. visual perception | primary and auditory cortex: -core= simple sounds and pure tones -belt and parabelt= complex sound -ventral system= "what" pathway -dorsal system= "where" pathway |
| availability heuristic | any info readily available to us contributes to our decision-making |
| framing effect | decision influenced by how proposed decision is worded or how a set of choices is worded -influences our perception of amount of risk involved |
| conjunction fallacy | the false belief that 2 events are more likely to happen than one -disregard probability |
| subjective utility | value to us - we want to maximize what is important to us and avoid things we don't like |
| risk seekers and risk averse | we avoid risk when faced with a sure gain and seek risk when faced with a sure loss |
| sensitivity to losses | we are more sensitive to losses than gains -ex: sports fans think the reps treat their team unfairly -choose what produced the least loss |
| set effect | a problem solving problem - negative set- bias toward solving a problem makes it more difficult -9 dots problem (can't think outside the box) |
| functional fixedness | people are often very limited in the ways they think about objects,concepts, and people -inhibits the problem solving process |
| Aha! feeling | subjects have greater insight right before solving the problem -incorrect answers follow the same pattern |
| incubation effect | putting problems aside to incubate for a while facilitates problem solving -avoids set effects -opens self up to multiple solutions |
| representativeness heuristic | we use what we think is most typical of an event/situation to base our decision on |
| reason-based choice | we tend to make decisions we think are reasonable and justified -custody problem we focus on different characteristics depending on whether they are considering awarding or denying |
| differences between expert problem solvers and novice problem solvers | perception of problem- experts use a schema and know the problem already approach- novices use backward reasoning (use knowns and progress forward) |
| Schema | experts use schema that allow them to organize the piece positions -do worse when pieces are random |
Created by:
maxief
Popular Psychology sets