Back to AI Flashcard MakerPsychology /Cognitive Psychology Chapter IX Language III
Cognitive Psychology Chapter IX Language III
This deck covers key concepts in cognitive psychology related to language, including transformational grammar, dyslexia, and lexical access.
Transformational grammar involves …
… transformational rules.
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Key Terms
Term
Definition
Transformational grammar involves …
… transformational rules.
Wasow said: “Transformations are …
… rules that map tree structures onto other tree structures.”
Two kinds of structures in transformational grammar:
• deep structure (syntactical structure linking various phrase structures) • surface structure (single phrase structures)
What about Susie and the Crocodile in Phrase-Structure Grammar and in Transformational Grammar?
“Susie greedily ate the crocodile.” and; “The crocodile was eaten greedily by Susie.” very different in Phrase-Structure Transformational Grammar show...
What’s the positive aspect of storing a lot of syntactical information in our mental lexicon?
We can drastically reduce number and complexity of syntactical rules in our mental syntax.
Who suggested that our mental lexicon contains more than just the meaning of words, but also syntactical information?
Chomsky (1965)
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| Term | Definition |
|---|---|
Transformational grammar involves … | … transformational rules. |
Wasow said: “Transformations are … | … rules that map tree structures onto other tree structures.” |
Two kinds of structures in transformational grammar: | • deep structure (syntactical structure linking various phrase structures) • surface structure (single phrase structures) |
What about Susie and the Crocodile in Phrase-Structure Grammar and in Transformational Grammar? | “Susie greedily ate the crocodile.” and; “The crocodile was eaten greedily by Susie.” very different in Phrase-Structure Transformational Grammar shows similarity |
What’s the positive aspect of storing a lot of syntactical information in our mental lexicon? | We can drastically reduce number and complexity of syntactical rules in our mental syntax. |
Who suggested that our mental lexicon contains more than just the meaning of words, but also syntactical information? | Chomsky (1965) |
How could syntax and semantic be linked in speech production? | Through “thematic roles”. Each lexical entry also contains information of which kinds of slots the item can be placed in. (e.g. instrument, agent, recipient, goal, location etc.) |
Moettoenen & Watkins (2009) study? | r(epetitive)TMS on lip area impaired understanding of lip involving sounds (ba vs. da), but not of not-lip-involving sounds (ga vs. ka) -> evidence for Motor Theory of Speech Perception |
What is dyslexia? | Difficulty in deciphering, reading and comprehending text. |
4 processes that might be impaired in dyslexia: | • Phonological awareness • Phonological reading • Phonological coding • Lexical access |
Phonological awareness refers to … | … awareness of the sound structure of spoken language. |
Phonological reading entails … | … reading words in isolation. |
Phonological coding in … | … working memory. |
Lexical access refers to … | … one’s ability to retrieve phonemes from long-term memory. |
Two of several kinds of dyslexia: | • developmental dyslexia (starts as child, continues) • acquired dyslexia (caused by traumatic brain damage) |
Two processes involved in reading: | • lexical processes (are used to identify letters and words) • Comprehension processes (are used to make sense of the text as a whole) |
Also while reading the eye moves in saccades. The last word of a sentence receives an extra long fixation time, namely the … | … “sentence wrap-up time”. |
Lexical access is the … | … identification of a word that allows us to retrieve its meaning from memory. |
In lexical access the interactive-activation model distinguishes among the following three levels: | • feature level • letter level • word level |
What’s the “word-superiority effect”? (aka. configural-superiority or object-superiority effect) | letters are read more easily when embedded in words |
Task proposed by Posner and Mitchell to measure “lexical-access speed”: | • A-A , A-a and A-b. • Difference between two tasks: • do these pairs match physically (e.g. A-A) • do these pairs match in name (e.g. A-a) |
Semantic coding is the … | … process by which we translate sensory information into a meaningful representation. |
What we remember from a text often depends on … | … our point of view. |
After words are semantically encoded we usually form … | … mental models of the text / passage. |
What about mental models of a text? | • we can have more than one at a time, but less is easier • they are malleable in relation to the next sentence • "The loud bang scared Alice." followed by • "She tightened her grip of the steering wheel." vs. • "She ducked to avoid being shot." |