| Term | Definition |
|---|
| Open Class | lexical categories that can be added to |
| Closed class | cannot be added to |
| What is a constituent | a group of words that functions as a unit in a sentence |
| stand alone | can it stand along by itself as an answer to a question |
| Replacement | can you use a pronoun to substitute |
| Movement | Can you move the entire constituent to the beginning |
| Clefting | it is/was (constituent) that _____________ |
| Lexical ambiguity | situation where a lexical item, a word, has two or more meanings |
| Structural ambiguity | characteristics of phrases that have more than one possible structure |
| Where does meaning come from | Community of native speakers, dictionaries on some |
| Meaning and Dictionaries | Practical sources but not absolute authorities |
| Meaning and Mental Images | vary from person to person, tend to by ideal/typical exa. |
| Meaning in Context | knowing the meaning requires an understanding of how to use it |
| Lexical Semantics | The study of the meaning of words |
| Sets | a collection of items of any sort (red bikes in N. America) |
| Hyponomy | Something that is a part of something else (poodle to dog) |
| Synonymy | Same meaning, like sofa and couch |
| Antonymy | opposite meaning, like hot and cold |
| Scalar Antonyms/Gradable pairs | Wet/Dry, easy/hard |
| Lexical Decomposition | the attempt to decompose the meaning of word by breaking it down in to basic parts. |
| Examples of Semantic Features | conditions that must be met in order for a word to be appropriate in use. Examples include mare + stallion + hen + rooster = Animal |
| Principle of Compositionality | the meaning of a sentence is determined by the meaning of words and the syntactic structure |
| Idioms | phrases that do not combine meaning with structure |
| Meaning vs. Message | the basic meaning of the utterance and the actual goal of the communication |
| Types of Sentences: | Declarative sentences, Interrogatives, Imperatives |
| Speech Acts | Language used to convey a tremendous amount of information, like an assertion, questions, request, order |
| What parts make up the brain | two hemispheres, corpus callosum (bundle of nerve fibers that allow communication between hemispheres) |
| Where is language in brain | left hemisphere |
| What areas are in the left side of brain | broca's, wernicke's, acrucate fascilus |
| Contra lateral control | one side of the body is controlled by other side of brain |
| Split brain/hemispherectomy | proves that language is located in left side of brain |
| Aphasia | refers to the inability to perceive, process, or produce language |
| Broca's aphasia | Inability to speak fluently, absence of function words, word order is basically correct, patients aware of their mistakes |
| Wernicke's aphasia | difficulty in understanding, fluency not a problem, interrupts in flow of speech |
| Evidence for linguistic dominance of the left hemisphere | the cookie thief / Boston diagnostic aphasia exam |
| Dichotic listening task | vision on one and understanding |
| Competence | how people decide what is grammatical in their language and what is ungrammatical in their language |
| Performance | how people "do language" |
| The Stroop Effect | a demonstration of the reaction time of a task. When a word such as blue, green, red, etc. is printed in a color differing from the color expressed by the word's semantic value (e.g. the word "red" printed in blue ink), naming the color of the word takes longer and is more prone to errors than when the meaning of the word is congruent with its ink color. |
| Parsing | the ability to break up speech into recognizable bits |
| The problem of Lack of Invariance | mutually intelligible dialects do not always have the same sound structures, yet we can still parse sounds |
| The McGurk Effect | indicates that speech perception is multi-modal – parsing of sounds requires not only your auditory senses, but also visual |
| Word recognition | the ability to look up meaning in mental dictionary, called the lexicon |
| Lexical decision task | one of the tools used to investigate the arrangement of the lexicon |
| Frequency effect | describes the additional ease with which a word is recognized because of its more frequent use in the language |
| Recency effect | recognize a word faster when they have just recently heard or read it |
| Priming | prior context influence speed and accuracy of recognition |
| Exchanges (Spoonerisms) | you have hissed all my mystery lectures |
| Anticipation/perseverations | replaced by anticipating next sound |
| Shifts | piece of morpheme moved to different place |
| Blends | joining two words together like mostly + mainly = moinley |
| Substitutions | I've got tickets to the sympathy |
| Problems with the Imitation Theory | children doing the same thing with words (like banana), mistakes seem to be rule governed, and their mistakes are not as random |
| Poverty of the Stimulus | if language is acquired only through imitation, then children should produce only sentences that they have heard |
| Problems with the Reinforcement Theory | corrections hardly ever happens yet children still acquire language |
| The Innateness Hypothesis | humans are genetically predisposed to learn and use language, universal language |
| The Wug Test | children innately pluralize made up words by adding -s |
| Anticipatory Assimilation | the variation in the sounds between the adult target and those produced by children are regular/predictable |
| What are characteristics of Lennebergs Innately determined behaviors | emerges before need for survival, not result of conscious decision, not triggered by outside events, direct teaching doesn't help |
| Stages of acquisition | babbling, one word, two word |
| What is the critical period | from 2 years to puberty, the time in which language has to be aquired |
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