Psycholinguistics Chapters 1, 2, 3 & 4 Test

Linguistics

how to describe languages, dialects and speech styles accurately and in detail

ex: speech sounds

Psycholinguistics

tries to discover how we manage to actually DO all the things that go into sspeaking and understanding, reading and writing

Coarticulation

the adjustments we make when talking as we anticipate the next sound

Phonotactic

Every language has its own permitted and disallowed sequence of sounds

Phoneme

sounds

contrast in meaning-different sound =different meaning

allophones

a variation of a sound that does not contrast or change the meaning

Phonemic Awareness

udnerstand the different sounds and their meaning

Syllable

vowels are the nucleus or heart of a syllable

Noun

identify any of a class of people, places, or things

Verb

a word used to describe an action, state, or occurrence

Adjective

a word or phrase naming an attribute, added to or grammatically related to a noun to modify or describe it

Adverb

a word or phrase that modifies or qualifies an adjective, verb, or other adverb or a word group

Morphology

how words are put together to form meaning

Morpheme

meaningful unit

Free morpheme

can stand alone

Ex: dog

Bound morpheme

must be attached to a free morpheme

Ex: like the plural /s/ on dogs

content words

are words with a meaning that can be defined by referring to things and events in the real or imagined world

Function Words

little words; provide a function-explain how they are used

ex: a, and, of, you, from

inflectional morpheme

bound morphemes that intuitively feel like they don’t make a new word when they are added to a base form

-ed, ing, s

Derivational morphemes

bound morphemes are used to make these by adding prefixes and suffixes to change the meaning of the basic word to some extent; they seem to make a new word

ex: possible/possibility

Compound words

join existing free morphemes and we can add derivational and/or inflctional endings

in+box= inbox

bird+watch+ing = birdwatching

Utterance

what a speaker says that functions like a complete sentence

Syntax

how we combine words

Semantics

deals with meaning

Pragmatics

the “use” of language or “how to do things with words” and it is what makes language functional for us

Explicit Knowledge

aware of what you know

Tacit Knowledge

knowing how to do something, but now aware

Ex: knowing how to put a sentence together but not knowing what nouns and verbs are

Sociolinguistics

understand the ways that people ar expected to talk in different social settings

Franz Joesph Gall

Started organology or later known as phrenology

Neurons

aka nerve cells, specialized skills and pathways

Plasticity

the idea that the brain keeps changing with experience as synaptic connections change strength

Activation

building up chemical changes inside a neuron to the point where it starts sending out signals to other neurons it is connected to

Resting Level

where it stays when it is getting only a fw neurotransmitters stimulating the synapses of its dendrites to pass electrical signals towards the cell body

Threshold Level

where the neuron wakes up fully and passes on the activation

Four lobes and what they are responsible for

frontal- cognitive function

temporal- auditory

parietal- sensory perception

occipital- visual

Hypothetical Conduction Aphasia

broken pathway from wernicke’s to broca’s area

Disconnection Syndrome

damage to fiber pathways cause disturbances in language even though language areas are intact

Middle Temporal Gyrus

those who recover poorly from aphasia have injuries here. It impacts consolidated memories for words and their connections to meanings

Anterior Temporal Lobe

front of the temporal lobe, large area that has been implicated in language

Semantic Variant of Primary Progressive Aphasia

progressive neurological disease

Syndrome

when symptoms add up

Angular Gyrus

in parietal cortex, integrates information from the secondary areas in the sensory, visual, and auditory cortex

Alexia without agraphia

reading problems without a writing problem

Arcuate Fasciculus

fiber pathways that is supposed to connect Wernicke’s area to Broca’s =elaborate pathway that connects all of the temporal lobe gyri together

Inferior Longitudinal Fasiculus

passes low in temporal lobe and runs the entire length, connects short and long distance neurons

Inferior occipital-frontal fasciculus

low in temporal lobe but its long fibers also course into frontal, temporal, and occipital lobes together

Middle longitudinal fasciculus

runs thorugh the superior temporal gyrus and up into angular gyrus in parietal lobe

Does the right side of the brain participate in language?

Yes in pragmatics

Pragmatics

use of language

Prediction

we learn what sounds and words are likely to be what we hear or see in the next instant of listening or reading

Top-down language processing

using knowlege of the patterns of a language to help compensate for noise

Bottom-up processing

rely on letters on the page or the sound waves hitting our ear drums

Language innateness

build into human minds genetically v.s the extraordinary ability to respond to and extract the patterns that are present in the thousands of examples we hear

slip of the tongue

when we say something we didn’t mean to, scrambling the order of the sounds or words or putting in a wrong word

tip of the tongue

can’t find a word, especially a name that you know and want and at best can only come come out with an approximation to it

lexical retrival

how we activate a content word when we need it

Mondegreen

misanalysis of a phrase that you have heard frequently typically from a song

Malapropism

fusing or confusing two wards that have similar sounds and using one of them where the other is appropriate

Mental Lexicon

mandegrreen is embedded in the memorized lyrics of a song but a malapropism is a word in a person’s vocabulary

slip of the ear

mis analyzing a word or a phrase as you hear it

What researchers and clinicians means by “normal” speaker of a language?

an adult speaker/reader with no dectectable foreign accent and no detectable language comprehension or production problems other than occasional slips of the tongue

First language learners

a child who is becoming a speaker of at least one language = “typically developing”

Second (or later) Language Learners

past early childhood and learning a second language

People with developmental disorders, dyslexia, or brain damage

people who are not developing or learnning normally and people with developmental language disorders

People with Lake-onset hearing lodd

people who lose their hearing as adults are by defintion no longer normal speakers/hearers

Complex process

helps to divide the process into five rather different kinds of processes or levels

Message Level

the process concerned with choosing what, of all that’s currently in your mind

Functional Level

the processes of finding (arousing) the words you need to convey your chosen meaning, and getting the nouns and pronouns linked to the roles that the people and things played in the vent you are talking about

Positional Level

getting the phrases set up and getting the words in the right phrases in the right order

Phonological Encoding Level

getting the sounds of the words in the right order

Speech Gesture Level

pronouncing the words

Event structures

basic structures of who did what to whom

Traumatic Brain Injury

trouble with organizing the message level of production in order to stay relevant and/or to find a displomatic way to tell a story

LEMMA

a word’s meaning plus the information that your mind needs to use it in making sentences (meaning as your mind made it)

Semantic category

nothing to do with whether our everyday language has a name for that category

Blends

both lemmas were strong enough to call up their phonological forms at the same time

modifiers of nouns

adjectives, numbers, possessives

sentence addressee

prepositions

a word governing, and usually preceding, a noun or pronoun and expressing a relation to another word or element in the clause

objects of prepositions

the noun or pronoun, usually following the preposition, that the preposition links to the other element in the sentence

Semantic function

the role of each word

referents

who did what to whom in the story

Cascade Model

wjen activation for any step of processing a particular concept even or lemma reaches threshold, it starts to senf activation to the next step regardless of whther other itwms at the same level are ready to go

Buffer

a waiting place

theme

the referent thats most affected by the action of a verb. Whatever moves to the goal is a theme

Subject slot

beginning sentences with subjects is our most frequent sentence patterns to almost every english verb does this

Phonological Encoding Level

encode those meanings (of what we want to say) in sounds or in some other form that people can perceive

Ordered strings of phonemes

order of sounds in words is a crucial part of the information needed to produce so psycholinguists give it this term

Speech Gestures

draws attention to the complex sets of muscle movements that get coordinated to make each sound

self monitoring

awareness to stop your errors before they get to the speech gesture level

Place

where sound is made

Manner

how a sound is made

Voice

vibration of vocal cords

Processes of Speech

-respiratory

-phonatory

-articulatory