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Psychology of Language - Coggle Diagram

- - - - Motor Theory
        
        analyze the sound wave to reconstruct the phonological gestural score
        
        doing a reverse of weaver ++ when hearing phonemes to figure out what someone is saying
        
        closer relationship between gestures and phonemes than between acoustic signals and phonemes
        
        auditory perception illusions: visual input is so strong that it impacts audio input, and the motor theory explains it (duplex perception and mcgurk effect)
        
        problems with motor theory:
        
        infants can perceive phonemes without being able to produce them
        
        its unclear how the acoustic signal is analyzed to extract the gestural score
        
        some non-human animals show categorical perception of speech as wekk as compensation for coarticulation
        
        we can categorize sounds that aren't speech
        
        if you can break up perception and production (i.e. after brain injury), how can they rely on each other so strongly
      - general auditory approach
        
        auditory perception isn't speech specific
        
        normalization: comparing auditory input to prototype phonemes that we have as reference
        
        bottom up processes: analyze the acoustic signals
        top down processes: use info from long term memory to identify the best candidate from the set of potential matches
- - - - 2. lexical conception (output: lemmas)
        
        choose from several words that convey the thought
        
        lemma: a mental representation that contains both semantic and syntactic information (output)
      - 3. morphological encoding (output: morphemes)
        
        select the morphemes depending on the exact meaning and grammatical structure meaning (context you are using the word in, including things like plural and past tense etc.)
        
        morphemes: the smallest unit of meaning in a language
      - 4. phonological encoding (output: phonological words)
        
        syllabification: process of mapping individual phonemes onto syllables to be spoken
        
        metrical structure: emphasis for each syllable
        
        phonological words: a set of syllables that is produces as a single unit (output)
      - 5. phonetic encoding (output: phonological gestural score)
        
        how to move my muscles to produce sounds in the correct order
        
        phonological gestural score: representation used by the motor system to create the actual muscle movements that will create the intended speech sounds (ouput)
      - 6. articulation (output: sound wave)
        
        the act of saying the words with the sound waves
        
        articulators: parts of the speaker's body that can be moved to perturb the airflow to create sounds, including the lips, tongue, soft palate, and vocal folds
        
        a sound wave includes the place of articulation, manner of articulation, and voicing
      - 1. conceptual preparation (output: lexical concepts)
        
        interface between non-language thought and linguistic processes
        
        lexical concept: an idea for which the language has a label (the output of this step)
    - - tip of the tongue experience: occur when speaker has the right lemma activated but has trouble activating the correct phonemes
      - semantic substitution errors: related words become activated and are sometimes accidentally selected at the lexical concept level (i.e. Bush quote, innocent v. guilty)
      - sound exchange errors: single phoneme exchange during phonological stage (i.e. darn bore instead of barn door). positional constraint. lexical bias effect = this error usually produces real words
      - picture naming studies: common way to study speech production. naming pictures are easier when the word is a frequent one in your vocabulary (rabbit vs. chinchilla)
- - - - lack of consistent mapping between lesion location and types of symptoms predicted (damage to the area doesn't always lead to aphasia, and aphasia doesn't always coincide with damage to that part)
      - there are other parts of the brain that show consistency with damage and aphasia (i.e. insula shows consistency with broca's aphasia)
      - Oversimplified
      - Other parts of the brain are shown to have a role in language as well: Visual Word Form Area (VWFA), Left Anterior Temporal Lobe (ATL), the right hemisphere (with prosody, discourse processing, non-literal language)
- - - - problem: unmarried man, bachelor or monk? context is missing!
      - problem: words can have different meanings
    - - spreading activation: activity at one node causes activity at other nodes via links
      - mediated priming: semantic network theory primes indirectly (lion primes stripes through tiger)
      - opposing theory: associationist approach
        
        co-occurrence in word processing more important in priming
- - - - 1st generation:
        
        Logogen
        
        words are represented as logogens. logogens fire when input activates it above its threshold.
        
        bottom up flow of information
        
        processing semantically related words temporarily raises a logogen's activation level, which accounts for semantic priming effects
        
        Frequently Ordered Bin Search
        
        word representations are organized into bins by morphological roots, and within bins by frequency of occurence
        
        morphological decomposition: breaking down words into their individual morphemes and identifying the root
        
        bottom up flow of information
      - 2nd generation:
        
        TRACE
        
        interactive model with both bottom up and top down flow of information and cascaded activation
        
        word superiority effect: easier to identify location of letters when its a real word
        
        lateral inhibition: pieces within a level can try to inhibit each other
        
        visual input, feature level, letter level, word level
        
        a letter can help you determine a word and vice versa
        
        also known as the interactive activation model
        
        COHORT
        
        spoken word only
        
        3 stages:
        
        activation: initial auditory input activates many lexical candidates
        
        selection: more bottom up input and contextual info narrows down the number of activated words (find the right word)
        
        integration: syntactic and semantic info about the word, comprehend what it means in context
        
        correctly predicts how much of a word is needed for lexical access
        
        incremental interpretation
      - 3rd generation:
        
        Single Recurrent Network (SRN) and Distributed Cohort Model (DCM) contain aspects of TRACE and COHORT models, but combine both word form and meaning
        
        explains semantic associations between words
  - - - record blood flow during lexical access, measures the blood-oxygen level-dependent signal. when a part of the brain is working, it needs more oxygen.
      - WHERE things are happening
      - expensive and little information about when
    - - record electrical activity
      - WHEN things are happening
      - inexpensive but little information about where
      - measured by taking the average of many EEGs
      - N400: negative waveform at 400ms, sensitive to semantic manipulations (big N400 amplitude ex: the car only cost 2,000 dolphins)
      - P600: positive waveform at 600ms, sensitive to syntactic manipulation (big P600 amplitude ex: every monday he mow the lawn)
- - - - infants use prosody (the pattern of stress and intonation in language) to identify syllables and words (i.e. two lips v. tulips), stress patterns can provide info about word beginnings and endings
      - Infant-Directed Speech: we speak to babies slower and more exaggeratedly. Babies are more interested in IDS and it increases attention and interaction.
      - Statistical learning: language can be viewed as a sequence of probabilities, and babies are constantly taking statistics of their native language to learn it.
        
        transitional probability: between-word transitions are lower probability than within-word transitions
  - - - Pidgins = proto-language
        
        early forms of language, simpler than full-blown communication, restricted vocabulary
        
        Creoles are full languages derived from pidgins (often created by children)
      - Nicaraguan Sign Language
        
        Children created their own sign language in the first school for the deaf in Nicaragua.
      - Specific Language Impairment
        
        Found in people with normal IQ but deficits in speech and grammar (i.e. past tense marking and plural marking)
        
        linked to FOXP2 gene (KE family), but not all people with SLI have it
      - Critical period of development
        
        When people miss this period of language development, they tend to lack grammatical structure when they learn language later.
  - - - ex: point to a dog. are you pointing to a dog, an animal, the color, the ears, etc.
    - - underextension: applying a word to only a specific case
      - overextension: applying a word to too many different cases
      - overregularization: using a regular morpheme for an irregular word