Cognitive Psych Final Exam 9 & 10

Front 1

Paul Broca

Back 1

1861; patient 'Tan' repeatedly said 'tan'; a post-mortem lesion study demonstrated left frontal damage

Front 2

Karl Wernicke

Back 2

1874; damage to posterior left hemisphere resulted in speech deficits different than those of Broca; receptive aphasia

Front 3

Noam Chomsky

Back 3

-language is modularity -innate grammar structures in humans -transformational grammar

Front 4

Gua (chimp)

Back 4

-1933; Kellogg & Kellogg -tried to teach Gua to speak -raised Gua with human son Donald -couldn't vocalize or communicate well

Front 5

Kanzi (chimp)

Back 5

-1986; Savage-Rumbaugh -taught a bonobo (pygmy chimp) in symbols -daughter (Kanzi) learned by watching her mom

Front 6

Washoe (chimp)

Back 6

-1969; Gardner & Gardner -raised as a child and taught ASL -appeared to show rudimentary grammar but very little creativity

Front 7

Nim Chimpsky

Back 7

-1979; Sue Terrace, et al -tried to teach ASL -acquired several hundred signs -strung together 2 word sentences -showed vocab increases, but never developed greater length of utterances

Front 8

Sarah (chimp)

Back 8

-1971; David Premack -taught a symbol language -used plastic tokens to combine in order to form requests -successful in mimicking very simple grammar -may have been simply demonstrating Skinneresque reward association learning

Front 9

Irene Pepperberg

Back 9

Alex, the Gray Parrot;

Front 10

Phoneme

Back 10

basic unit of spoken language (ah, th, k, ph, etc)

Front 11

Morpheme

Back 11

basic unit of meaning; (re-, -ed, etc)

Front 12

Syntax

Back 12

grammatical rules that specify how we organize words into sentences

Front 13

Semantics

Back 13

study of meanings of words and sentences

Front 14

Pragmatics

Back 14

knowledge of the social rule that dictate how we use language

Front 15

Universal characteristics of Language

Back 15

semanticity, arbitrariness, discreteness, duality of patterning

Front 16

semanticity

Back 16

languages convey meaning

Front 17

arbitrariness

Back 17

symbol is linked to the item it refers to in an arbitrary way (dog doesn't look or sound like the animal)

Front 18

discreteness

Back 18

language symbols are distinct, not continuous (hand raising)

Front 19

duality of patterning

Back 19

languages occur on two levels; (meaning level & sublevel); (morphemes & phonemes)

Front 20

Evidence of Language as innate (what points argue for this?)

Back 20

-language is modular (not just a byproduct of other cognitive processes, but is a distinct ability)
-innate grammar structures in humans -particular/specialized brain areas for language
-rapid acquisition of grammar and language in children
-consistent relationships between language areas and handedness

Front 21

surface structure

Back 21

words (spoken/written); “George rolled the ball to me” vs “The ball was rolled to me by George” vs “it was George who rolled me the ball”

Front 22

deep structure

Back 22

the meaning; meaning of utterances is the same

Front 23

transformational grammar

Back 23

how we get from surface to deep structure and back

Front 24

Modularity of Language

Back 24

not just a byproduct of other cognitive processes, but is a distinct ability

Front 25

Handedness and language Hemisphere specialization

Back 25

-most people have a left-sided language specialization
-95% of right handers are left specialized; 50% of left-handers are left specialized

Front 26

Broca’s area and production aphasia

Back 26

-associated with production aphasia, which results in meaningful words, but at expense of great effort and with disrupted production
-left frontal damage

Front 27

What does the Broca’a area analog do

Back 27

-language prosody (the pronunciation of language that indicates emotional tone)

Front 28

Wernicke’s area and receptive aphasia

Back 28

-damage to posterior left hemisphere -comprehension problems and production of meaningless (but normal sounding) speech

Front 29

Steps to producing language (top-down and somewhat parallel)

Back 29

1)plan the gist
2)devise the general structure
3)choose words and specific forms
4)translate into phonemes and produce

Front 30

Prosody

Back 30

emotional tones, melody and stress of syllables; without prosody it would be impossible to clarify linguistic ambiguities

Front 31

pragmatics

Back 31

social rules that underlie language
-common ground with speaker
-understanding directive

Front 32

directives

Back 32

sentences requesting someone to do something (polite v impolite)

Front 33

Relevance of accents to social stereotyping

Back 33

-determine social class -determine stereotype -determine how one may interact based on assumed knowledge gained from an accent

Front 34

Common ground concept in language

Back 34

conversationalists share the similar background knowledge, schemas, and experiences that are necessary for mutual understanding; lexical entrainment;

Front 35

Advantages of bilingualism

Back 35

-acquire more native language expertise
-increases subtlety detection
-increases awareness of arbitrary nature
-increases pragmatic awareness -can increase creativity (break out of functional fixedness)
-sometimes problem solving may be increased (selective attention task improvements in bilinguals)

Front 36

Critical periods in language

Back 36

ability to acquire a second language is strictly limited to a specific period of your life; critical period hypothesis proposes that individuals who have already reached a specified age – perhaps early puberty – will no longer be able to acquire a new language with native-like fluency

Front 37

Slip-of-the tongue errors

Back 37

errors in which sounds or entire words are rearranged between two or more different words

Front 38

How age of acquisition affects learning a new language

Back 38

the earlier the better; -age at which a person begins to learn a second language

Front 39

What was the general approach to teaching animals language

Back 39

-teach ASL or other symbol systems via reward training

Front 40

What was the ultimate message from animal language studies

Back 40

-generally unimpressive results with an extreme minimum of semantic memory
-vocal range is critical though not the only limiting factor