1
Q
Communication
A
Behaviours that convey information
- Turn-taking
- Intonation
- Gesture (body language)
- Eye gaze control
- Touch
2
Q
Language
A
a communication system that has symbols (words) and rules for ways to assemble the symbols (grammar)
- thinking and processing is made possible
- intangible ideas (truth, virtue, freedom)
3
Q
Linguistics
A
the study of language structure, variation and change
- Phonology, morphology, syntax, semantics, pragmatics
4
Q
psycholinguistics
A
the psychology of our language as it interacts with the mind
- perception (speech, reading) and production (speaking, writing, signing)
5
Q
Ferdinand de Saussure
A
the pairing between a sound and meaning is arbitrary as different languages use different sound to convey the same meaning
6
Q
Iconicity
A
resemblance between form and meaning
- ‘teeny’ conveys a sense of smallness through the high-front vowel
- bouba-kiki effect: round and sharp shapes, respectively
7
Q
Systematicity
A
any statistical regularity between phonological structure and meaning
- phonesthemes: in english gl- frequently occurs in words referring to shiny visual phenomena, like, glitter, glimmer, glisten, glitz
8
Q
What are the two ways to represent sound patterns in speech?
A
- phonemes
- phonetics
9
Q
phonemes
A
smallest unit of sound that can distinguish one word from another
- ~44 phonemes are made up of our 26 vowels and consonants
- phonemes may be represented by different letters e.g. cat, kit, school
- allophones are different representations of the same phoneme e.g. lips, slip, spill, pills and lisp
10
Q
phonetics
A
the physical properties of speech sounds and how they are produced and perceived in different contexts
- international phonetic alphabet (IPA)
11
Q
language-specific phonemic charts
A
- families of sounds with qualities in common
- how a sound is made
- which part of the mouth and articulatory mechanism it is made
- where it is made
12
Q
Prosody
A
- the tune and rhythm of speech
- speech properties typically at a level above that of the individual phoneme/segment and in sequences of words
- conveys attitude, emotion, sarcasm
13
Q
what is prosody characterised by?
A
- vocal pitch (fundamental frequency)
- loudness (acoustic intensity)
- rhythm (phoneme and syllable duration)
14
Q
Morphology
A
- word structure and formation
- smallest unit of meaning within a language
- all speakers store morphemes from their native language in a mental lexicon
15
Q
free morpheme
A
stands alone as a single word e.g. cat
16
Q
bound morphemes
A
derivational: prefixes and suffixes e.g. re- charge -able
inflectional: suffixes e.g. plural -s and regular past tense -ed
17
Q
Syntax
A
- the system of rules specifying how words are combined in sentences
- Rules are productive (generative), a capacity for infinite expression: recursive syntax (phrase structure grammar)
18
Q
Subject-verb-order (SVO) word order languages
A
Rule: subject - verb - object
Correct: the boy - throws - a ball
incorrect: the boy - a ball - throws
19
Q
Structural ambiguity
A
- rules are not perfect
- a sentence is syntactically ambiguous when the string of words can plausibly be assigned more than one syntactic structure
- can happen with a misplaced modifier (used in jokes)
- make sure that modifies are as close to the word that they modify as possible
20
Q
Semantics
A
- how word and sentence level meanings are expressed in languages
- influenced by morphology, syntax and phonology
- monosemy refers to a word form that has only one meaning (or sense)
21
Q
lexical ambiguity
A
- A homonym is associated with two or more unrelated senses, e.g., “coach” = “bus” or
“sports instructor” - Polysemy refers to a single word form being associated with two or several related
senses, e.g., “the mouth of the river” (a metaphorical relationship) - A homophone is a word that is pronounced similarly to another word but differs in
meaning, e.g., “flower” and “flour”
22
Q
Pragmatics
A
- How context and other information
contribute to meaning - Explains how language users can
overcome apparent ambiguity - e.g., the cooperative principle
- Literal versus figurative meanings
- e.g., “the cat is out of the bag”
23
Q
Visual-gestural langues
A
- languages with the same expressive power as spoken languages
- Have the same organizational principles as spoken languages
- phonemes are communicated via handshape, location, movement, palm orientation, and non-manual markers.
- Tend to be less strict in word order (syntax) than spoken/written languages
- are iconic
24
Q
Speech perception
A
- The most important form of auditory perception for humans
- It is incremental
- processing (e.g., semantic, syntactic) occurs while a word is being attended to
- It is predictive
- listeners devote resources during sentence processing to predicting upcoming words or phrases
- So it is both bottom-up and top-down (flexibly dynamic and interactive)
25
Processing stages
* Select the relevant speech signal
* Decoding (extracting either phonemes, allophones or syllables)
* Varies flexibly (~allophones earlier)
* Segmentation (word recognition/lexical retrieval)
* Interpretation (extract/reconstruct meaning)
* Integrate (with previous speech to construct overall message)
26
Speech perception problems
- noisy, makes speech segmentation difficult
- co-articulation: pronunciation of a phoneme depends on the preceding and following phonemes.
- Speakers typically produce 10 phonemes per second and much acoustic information is lost within 50 ms if not rapidly processed
27
Speech perception: helpful cues (lipreading)
Listeners (even with intact hearing) make extensive use of lip-reading when listening to
speech (multi-sensory information) to predictively anticipate the next sound
- McGurk effect
28
Speech perception: helpful cues (sentence context)
* Influences phoneme perception and so rapidly influences spoken word perception
* Phonemic restoration effect
29
Speech perception: helpful cues (prosody)
* Intonation helps to direct attention to the potentially most informative parts of speech
* Dynamically modifies the hypotheses a listener might entertain about a sentence
* Ladle Hat Rotten Hut
30
Phonemic restoration
* Influences phoneme perception and so rapidly influences spoken word perception
* Demonstrated by the Phonemic restoration effect (Warren & Warren, 1970)
* Listeners heard a sentence with a missing phoneme that had been replaced with a
meaningless sound (cough) yet reported hearing the phoneme as if it were present.
31
Reading
- word recognition is automatic
- University students can read ~300 words per minute (~200 ms per word)
- Estimates vary according to how “recognition” is measured:
* deciding a word is familiar
* accessing a word’s name
* accessing its meaning
32
processes of reading
* orthography (the spelling of words);
* phonology (the sound of words);
* semantics (word meaning);
* syntax;
* higher-level discourse integration
33
Eye movements
* Most text information we process relates to the word we are currently fixated on
* Not all words are fixated
* ~80% content words but only ~20% function
words, (e.g., a, the, and, or)
* Saccades take 20–30 ms to complete and are
separated by fixations lasting 200–250 ms
* Each saccade is about 8 letters or spaces long
* Your perceptual span extends 3 or 4 letters to left of fixation and up to 15 letters to the right depending on the difficulty of the text
34
Orthographic processing
The automaticity of reading words aids letter identification
35
phonological processing
* Debate about whether it is essential or just a by-product of reading (i.e., epiphenomenal)
* Some people don’t have “inner speech” or subvolcalisation
* Some evidence that word meaning can be accessed without access to phonology first,
unlike speech perception (i.e., via a direct route from orthography-to-semantics)
36
Working memory in text reading
- Individual differences in working memory (WM) capacity (the ability to maintain and manipulate information concurrently) are moderately correlated with reading comprehension
- measured using the reading span task
- indirect relationship
37
Inferential processing
- Readers with superior reading skills (including those with high working memory capacity) draw more inferences than other readers
38
Braille reading
* Correlated with listening comprehension and working memory capacity
* Braille letters are read serially rather than parallel
* Braille readers find transposed letters much
harder to process
* Losing popularity due to audiobooks
39
Language production
- We know much more about language comprehension than language production.
- Easier to control material to be comprehended than to constrain an individual’s production
- As production is about communication it is a flexible goal-directed activity
40
spoken word production processes
What we want to say, to whom and in what context?
* lexical concept
Retrieval of semantic, phonological and morphological characteristics
* lemma (debated)
Retrieval of morphemic and segmental content
* phonological codes
Assembly of phonological codes into syllables
* phonological word form
Phonetic encoding
* mental syllabary (debated)
Motor execution/articulation
41
Speech errors - units
* phrases, words (e.g. saying “pass the pepper” instead of “pass the salt”),
* morphemes, phonemes (e.g. saying “flock of bats” instead of “block of flats”)
* features (e.g. saying “turn the knop” instead of “knob”)
42
mechanisms of speech errors
* anticipations (e.g. saying “the mirst of May” instead of “the first”)
* perseverations (e.g. saying “God rest re merry gentleman” instead of “God rest ye”)
* exchanges (e.g. “Guess whose mind came to name?” instead of “name came to mind”)
* substitutions (“Get me a fork” instead of knife)
* blends (saying “chung” for “children” and “young”).
43
Verbal self-monitoring
The set of processes speakers use to inspect their own speech to prevent errors and to
intervene when trouble arises
* Speakers are able to detect and rapidly correct their own speech errors
* Monitoring occurs from abstract conceptual formulation onward
* A repair may be marked by a hesitation followed by an editing term (e.g. 'i mean')
44
Perceptual speech monitor
* Speakers monitor both their inner and their overt speech
* Monitoring of overt speech involves auditory feedback (hearing)
* More so when speakers produce long and complex utterances
45
verbal self-monitoring accounts
- the perceptual loop model
- the forward model
46
Picture-word interference paradigm
* Semantically-related distractor words slow naming compared to an unrelated word
* semantic interference effect
* Phonologically-related distractor words facilitate naming compared to an unrelated word
* phonological facilitation effect
47
Stimulus onset asynchrony (SOA)
Adjusting the timing of distractor versus picture presentation (or the stimulus onset asynchrony; SOA) provides information about the chronometry or time-course of semantic and phonological stages of production
* Early SOAs – distractor presented first
* Late SOAs – picture presented first
48
Continuous naming paradigm
Each additional presentation of an object from the same semantic category results in a ~30 ms slowing of naming latencie
49
Speech planning: syntactic priming in sentence production
* People are more likely to use a particular syntactic structure if that structure has recently been employed
* Syntactic (or structural) priming is the facilitation of processing that occurs when a sentence has the same syntactic form as a preceding sentence
* An automatic, implicit process
50
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52
PYB204 - Perception and Cognition
flashcards
Decks in class (10)
# Cards
-
Week 1 - Introduction14
-
Week 2 - Psychophysics and signal detection theory29
-
Week 3 - Visual Perception18
-
Week 4 - Hearing27
-
Week 5 - Pattern recognition16
-
Week 6 - Space and motion perception24
-
Week 7 - Mental Imagery, Attention & Performance23
-
Week 8 & 9 - Memory64
-
Week 10 - Problem solving, reasoning, decision making29
-
Week 11 - Language52
