Language Science Exam 3
Order by
30 terms
Terms | Definitions |
|---|---|
 Thematic Role | Define the semantic relationship between the verbs and the nouns Interface between meaning (semantics) and syntax (word order) "Conceptual" piece of syntax that lays foundation for word order INCLUDES: Agent: one who performs an action Theme: the person or thing that undergoes an action Sometimes differentiate patient (entity undergoing action) and theme (entity passively involved in action but not really affected by action) Location: the place where an action happens Goal: the place to which an action is directed; person who is the recipient of the action Source: the place from which an action originates Instrument: the means by which an action is performed Experiencer: one who perceives something Causative: a natural force that causes a change Possessor: one who has something |
| Phrases | Group concepts together and arrange relative to one another in a hierarchy Determine word order Traditionally think of as syntax All phrases have a HEAD (obligatory) and a Modifier/ compliment (optional) |
| Decoding (an overview) | HEARING: Acoustic signal received by air and transformed into neural impulse AUDITORY PROCESSING: Speech perception Converting the acoustic signal into phones/phonemes LANGUAGE COMPREHENSION: Phonological Decoding Morpheme stripping ?? Lexeme retrieval Grammatical Decoding Lemma retrieval Syntactic parsing CONCEPTUALIZER: Understanding intention of speaker |
| phonological decoding | Phoneme string = [ðəmʌðərwaɪptðəpleɪts] is presented Morphemes segmented (i.e. stripped) from base words? Access lexeme (and morpheme?) information from lexicon in either a Lexeme string = /ðə/ /mʌðər/ /waɪpt/ /ðə/ /pleɪts/ OR Lexeme + morpheme string = /ðə/ /mʌðər/ /waɪp/+ past -ed / ðə / /pleɪt/+plural -s POSSIBLE PROBLEMS: don't know word/ insufficient vocab, errors of activation |
| grammatical decoding | /ðə/ /mʌðər/ /waɪp/+ past -ed / ðə / /pleɪt/+plural -s 1) Lemmas are accessed /ðə/ = determiner /mʌðər/ = mother concept /waɪp/ = wipe concept ed = past /ðə/ = determiner /pleɪt/ = plate concept 2) Phrase structure tree constructed 3) Thematic roles determined 4) Intention understood POSSIBLE PROBLEMS: intention misunderstood? learning disorder? semantic error/ activation of neighbor, structure issues: preservation/ anticipation, etc.. |
| Sensory Memory | 1. Sensory memory: Briefly retained record of a stimulus in its raw form Iconic memory Short-lived imprint of an exact visual image Includes printed words from reading Lasts for ¼ - ½ second Echoic memory Short-lived verbatim memory of sound Sensory component - acoustic, lasts for ¼ second Phonetic component - string of phones, lasts for 3-4 seconds - see working memory |
| Simple View of Reading | 2 Components LANGUAGE COMPREHENSION Understanding what you read WORD RECOGNITION or Decoding Translating letters into language Letters → phonemes → words Letters → words |
| Word Recognition | Input in reading is print You must be able to detect print- sensory deficits can affect an individual's ability to detect print We look at almost every word on a page - 80% receive direct fixation Look at each word to recognize it: bottom-up Cannot generally guess what a word will be: top-down less than 25% are predictable from context Dual route of word recognition |
| Dual Route of Word Recognition | VISUAL/DIRECT ROUTE: Words read on the basis of spelling patterns Stored in memory from repeated exposure to the word Think of as orthographic lexeme However, children cannot rely on visual memory alone There is so much visual similarity among words Load on visual memory too formidable Children who rely exclusively on visual memory ("sight word reading") will encounter significant difficulties learning to read Orthographic Processing Sight word reading PHONETIC/ INDIRECT ROUTE: Phonetic or Phonological Processing Sounding out a word Word recognized indirectly by sound letter correspondence Access the same lexeme used in spoken language by converting print to sound Allows children to read words that they know but have never seen in print |
| Syntax | The component of the mental grammar that represents speakers' knowledge of the structure of phrases and sentences and the rules for combining phrases and sentences (mind) |
| Article Report 5 | what element of processing/ comprehension is affected in SLI; participants were children with SLI, age matched, and receptive syntax matched (slightly younger); two tasks--list and sentence; age and SLI were faster than language matched on list task; SLI was slower than both groups on the sentence task with the age matched being the best; no acoustic deficits with SLI; skill increases with age; SLI may have a linguistic processing deficits |
| English Phrase Structure Rules | • S → NP VP • NP → (Det) (AP) N (PP) • VP → V (NP) (PP) (Adv) • PP → P NP • AP → Adj (PP) |
| Cross Modal Priming | Probe introduced: The dog chased the cat. • The dog1 chased2 the cat3 • Usually the probe task involves presenting a picture • Usually the independent variable is whether the picture is related or unrelated to the sentence • What tends to vary is what the participant is instructed to "do with" the picture - Decide if the picture is animate or inanimate (i.e., semantic decision) • Dependent variable is usually reaction time and/or accuracy • Question: How long does it take the person to "understand" the word 'dog'? (i.e., access meaning) • Present a picture at point 1, 2, and 3 - Related picture: dog (exact item) OR dog collar (a related item) - Unrelated picture: table • Response to picture = judge picture as alive/not alive • Related responded to faster than Unrelated - Point 1? Fast - Point 2? unrelated - Point 3? unrelated Relation to decoding process? |
| phonological awareness | - the explicit awareness of the sounds of speech independent of meaning - usually measured by rhyming, deleting, or segmenting parts of words - can measure in children who don't yet red assessments include: Comprehensive Test of Phonological Processing - For ages 5;0-24;11 • Test of Preschool Early Literacy - For ages 3;0-5;11 - Elision • Say cowboy without cow - Blending • Say cow, say boy, say them together Importance: Importance of PA in learning to read - Helps children learn the alphabetic principle - Helps children notice the regular ways that letters represent sounds in words • Reinforces knowledge of individual sound-letter correspondences • Helps form mental representation of the words - Makes it possible to think of possibilities for words in context that are only partially "sounded out" • "The boy r _ d _ his bike to school." word recognition and poor phonological awareness are shown to be correlated |
| Dyslexia | Difficulty with word recognition - Seem to have difficulty with • Working memory • Phonological awareness • Rapid word retrieval (& possibly word learning) • May have auditory temporal processing deficits |
| Reading comprehension | the ultimate goal of reading is to comprehend; reading changes over time; Early grades - Learning to read - Focus on word recognition • Starting ~4th grade - Reading to learn - Focus on language comprehension Skills for reading comprehension similar to those for language comprehension - Must know words (vocabulary) - Must be able to understand the relationship among words (syntax) - Must be able to make logical conclusions and integrate multiple sentences (inference) • "Special" reading skills also come into play - Knowledge of how texts are used (e.g., genres) aids comprehension For beginning readers, the correlation between reading and language comprehension is small • As word recognition improves, the correlation between reading comprehension and spoken language comprehension increases, then level out in high school |
| word recognition and reading comprehension | Skill in word recognition sets a limit on how closely reading comprehension skill can approach listening comprehension - If a child is not good at decoding words, their reading comprehension skills will not approach their listening comprehension skill - If a child is good at decoding words, their reading comprehension may approach their listening comprehension |
| Tests on reading comprehension | Variety of tests • All involve reading connected text (aloud or silently) • Answer questions (either spoken or read questions) • CAUTION: Some questions can be answered WITHOUT reading the text! |
| listening comprehension | Can be measured in pre-readers • Often have different tests or subtests to evaluate different areas of language - Syntax - Semantics |
| poor comprehenders | • Relatively good word recognition but poor reading comprehension • Thought to have difficulties related to - Semantics - Syntax? - Relatively good phonological skills • Some estimate that readers must know at least 90% of the words in order to comprehend the text • Poor comprehenders have reduced semantic knowledge and/or reduced semantic processing Few studies have looked at the syntactic abilities of poor comprehenders • Some limited research that poor comprehenders have deficits in syntactic processing, but results are inconclusive • Recent research at KU suggests poor comprehenders have deficits in morphology (Adlof) |
| Article Report 6 | looked at phonological deficit (phonological abilities lay foundation for PA) and lexical restructuring (word knowledge and abilities lay foundation for PA) hypothesis; looked at kindergarteners to determine how sound contrast and neighborhood density and vocab size in children affect accuracy on odd-one-out task; showed that sparse similar was worst for high vocab group; no significant effects on low vocab group |
| Obligatory Context | Critical for assessment of grammatical morphology • Examine whether the child/adult uses a particular morpheme when required • Consider: - You run and I play - Does this child "know" finiteness? - I have one duck and one cow and a horse too - Does this child "know" plural? |
| Spontaneous Language Sample | • Get children to talk • Write down what they say • Look for morpheme use • Benefits? Informative, Naturalisitic • Limitations? Not enough obligatory context, analysis is time consuming, willingness of participants is dependent • Challenges? (e.g., would this work for everyone?) psycholinguistic method for examining grammatical morphemes |
| Elicited Production | A.k.a. "a probe" • Set up obligatory context for morphemes of interest • Make the child talk • Evaluate performance Benefits? controlled, more obligatory contexts, preplanned, faster to analyze Limitations? less naturalistic, more prompted Challenges? more test taking, more difficult for younger kids or inattentive kids, pronunciation difficulties psycholinguistic method for examining grammatical morphemes WUG test TEGI: 3rd person singular, past tense, BE/DO |
| Imitation Task | Ask the child to repeat what you say • Test of Oral Language Development- Primary has sentence imitation subtest • Idea is that the sentence is "filtered" Benefits? fast, efficient, easy to score Limitations? might not tell you about morphemes, child's perceptual processing Challenges? hearing impaired, older age through the child's grammar during repetition. psycholinguistic method for examining grammatical morphemes |
| Article Report 4 | Rice and Wexler; accuracy of children with SLI vs. TD age matched & language matched on overtly marked and zero marked for finiteness; shown to be a marking for SLI in children--poor performance on these words only verbs marked for finiteness: -ed, be, do, -s not plural s, in/on, ing, a/the=morphemes that do not mark finiteness/ not clinical markers |
| Receptive Task | TEGI gramaticality judgements; child determines of sentences or right or not so good Benefits: already prepared, doesn't rely on pronunciation, easy to score Limitations: understanding the task could get bored, still relies on hearing/ aud processing, doesn't give complete view of child's full knowledge Challenges: really young, hearing impaired |
| Working Memory | Component of memory that holds short-term information for the purposes of performing a current process Mental workspace Information in WM may come from: External sources (e.g., the speaker) Retrieval from long-term memory Limited capacity Amount it can store Amount of processing it can perform Under pressure to chunk information into larger units and transfer information to LTM |
| Long term Memory | A store for permanent information Supplies information to WM Permanently stores information from WM Language is stored in LTM Declarative knowledge Facts Conscious awareness of & can verbally describe e.g., definition of a word Procedural knowledge Processes Unaware of and can not verbally describe e.g., ability to construct complex sentences Prototype vs. exemplar view |
| Assessing Word Reading | Woodcock Reading Mastery TestsRevised-Normative Update - Grades K-16, ages 5;0 through 75+ • Includes the following subtests: - Word recognition: The number of real words a child can correctly identify - Word attack: the number of pseudowords that the child was able to correctly name |
First Time Here?
Welcome to Quizlet, a fun, free place to study. Try these flashcards, find others to study, or make your own.