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SHS 367 EXAM1
| Question | Answer |
|---|---|
| Chomsky's language assumptions | innate-not a blank source and there is a universal grammar |
| Language Competence | knowledge of language rules i.e. What you KNOW |
| Performance | use of language in real situations i.e. How you USE language |
| Tip-of-the-Tongue phenomenon | know the word but can't retrieve it |
| Way TOTs are studied | journals of self report or induced |
| Associative chain theory | word 1-word 2-word 3- word 4-word 5 |
| Skinner's language assumptions | learned, based on stimulus-response associations, and are shaped by imitation and reinforcement |
| Chomsky's arguments against Skinner | no way we are exposed to all possible sentences, can be given a grammatical sentence even though you have never been exposed to those words associated with each other and understand it, and it is creative |
| Principle findings of TOT studies | can often report physical aspects of the word, will produce words w/ similar sounds, can usually report semantic info about the name/word, will produce words with similar meanings, and phonemic/semantic cues can help resolve TOT |
| Anomia | word finding problems, difficulty retrieving even common words and with several words in the same sentence |
| Linguistic knowledge | mostly tacit knowledge we use and learn without any conscious effort |
| Phonology | knowledge of fundamental sound unit and legal combos (stape vs. sbape) |
| Phonemes | smallest unit of meaningful sounds |
| Morphology | knowledge of meaning units |
| Morphemes | smallest units of meaning |
| Four types of Morphemes | free vs. bound and inflectional vs. derivational |
| Free Morphemes | can stand alone as words |
| Bound Morphemes | must be combined with other morphemes |
| Inflectional Morphemes | changes tense, number, or degrees |
| Derivational Morphemes | changes meaning |
| Count Nouns | can be counted; can be preceded by many/few, #s, NOT by much/less |
| Mass Nouns | cannot be counted; can be preceded by much/less, NOT by many/few or #s |
| Parts of Speech | nouns, verbs, adjectives, adverbs, prepositions, conjunctions, and articles |
| Open-class/Content words | holds the content of the sentence and takes in new words all the time (nouns, verbs, adjectives, adverbs) |
| Closed-class/Function words | holds the content of the sentence together and it is rare to see any changes made (prepositions, conjunctions, articles and pronouns) |
| Types of Pronouns | personal, demonstrative, and interrogative |
| Types of verbs | primary and auxiliary |
| Surface structure | surface arrangement of the parts |
| Deep structure | underlying structure that conveys meaning |
| Iconic memory | visual sensory store with large capacity (~9-12 letters) but decays quickly (~500msec) |
| Echoic memory | auditory sensory store with smaller capacity (5 items) but lasts longer (3-4 sec); the “Huh? Oh yea…” phenomenon |
| Miller’s Magic Number | 7 +/- 2 |
| STM vs. WM | STM is storage capacity and WM is storage and processing capacity |
| Three parts of Baddeley’s WM model | Phonological loop, visuospatial sketchpad, and central executive |
| Phonological Loop | holds verbal info.; anything you can put a label on and say (Ex. word list, my last sentence, telephone #) |
| Visuospatial Sketchpad | holds visual/spatial info.; pure pictures (Ex. roatating letter “B”, Simon game, how to get to MU) |
| Central Executive | coordinates and divides WM resources |
| Tulving’s memory systems | Episodic, semantic, and procedural |
| Episodic memory | personally experienced events; you personally saw, heard, felt; these memories are not always reliable and often change over time; accuracy of memory goes down over time but confidence of memory increases; related by time & place |
| Semantic memory | general world knowledge i.e. language knowledge, concept and category knowledge, functional knowledge; NOT time or place related but is highly relied on; Info is critical to survive! |
| Procedural memory | skill knowledge i.e. how to use a fork and knife, how to dress yourself and tie your shoes; these skills were hard to learn but are now easy; repetition transfers it into procedural knowledge (Ex. going on autopilot) |
| Stroke | may have impaired semantic memory (lang. probs.) but intact episodic memory |
| Amnesia | have impaired episodic memory but their semantic & procedural memory is often intact |
| Dementia | have impaired episodic and semantic memory, but their procedural memory is often intact |
| Serial | process one thing at a time |
| Parallel | process everything at the same time |
| Modular | process operate independently |
| Interactive | processes interact and affect each other |
| Automatic | done with little effort; “easy”-you just do it!; response- you can’t control |
| Controlled | requires attention and effort; “hard”-you work for it!; response- controlled process |
| Bottom-Up | based on info from the stimulus (sounds or visual features) |
| Top-Down | influenced by our knowledge, memories, and expectations |
Created by:
tpatten
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