quiz 2???

-Traditonally known as the what and where pathways, but more accurately the perception pathway determines what is located where and goes from from the visual cortex ventrally to the temporal coretx - Dorsal is where pathway
- Ventral is what pathway
These pathways communicate with each other, so it is suggested to not call them the where what pathway but rather the perception and action pathways

Uses perceptual information to guide ongoing actions

Damage inferior temporal cortex in highlighted region, cannot interpety difference between sphere and cone
Damage to posterior partietal cortex, will have trouble with figuring which food well is closer to the can

Act of forming a precept in mind without sensory input

Ability to compare and match rotated images

Inability to form images in mind

Task: does the arrow point to one of the dots from the previous screen?
- participants had damage to diffetent parts of their occipital lobe perfomrance suffered if arrow pointed to the are acovered by the damaged cortex

There is some activity unique to perception and some unique to imagery
- People with PTSD have stronger mental imagery
People who are depressed are more likely to have stronger mental imagery and are more likely to commit suicide

Combines elements of psychology and linguistics to understand how language is processed and represented in the brain

Language is a method of communication, but not all communication is linguistic

- A system of communication must have these features to be considered a language according to Charles Hockett
- Transitoriness: Cannot get words back (hear them again) after they've been said
- Interchangeability: You can be the speaker and listener
- Total feedback: You can hear yourself speak to monitor your speech
- Specialization: Used to communicate and only to communicate
- Productivity: We can generate a lot of utterances
- Prevarication: We can use language to lie
Arbitrariness: The actual speech doesn’t have anything to do with the subject we are talking about

Structure: Language can be decomposed into smaller units and these units can be combined in non governed ways
Creativity: There is no limit to the number of utterances we can produce
Referential and meaningful: refers to objects, ideas, actions
Arbritatiness: No resemblance between words and the things they refer to (except things like onomatoepaeia)

- Morphemes are the smallest units of language with semantic
Includes a whole word, plural indications or suffixes/prefixes
- Phonemes are the smallest unit of sound
○ They must follow the rules of your language
Like left has "ft" but you cannot start a new word with "ft"

Recursion.
Eg) Colourless green ideas sleep furiusly
I noticed that colourless green ideas sleep furiously

Rules that dictate how language should be used
Things like don’t finish a sentence with a preposition

- Rules that describe how language is actually used
- When we learn language, we take this approach because there are many dialects
It's hard to take a prescriptive approach to language because you cannot deem who is correct or incorrect when it comes to different dialects

The words one uses and their connection to real world representations
- Consists of a lexical concept, lemma and then form encoding
Eg) You want to address the lexical concept of a cat
Lemma: Cat, noun, singular
Form encording: k/ae/t

When a word is retrieved related words will also be activated via semantic connections
- - If asked to name several animals, you will have semantic connections
It's tougher to think of things that are not related to each other when generating random words

Exposure to a word facilitates access to semantically related words

- You get a string of letters and have to determine whether the word is real or not
People are faster to recognize that the word is "doctor" when they see "nurse" because it is semantically related rather than when they see something like "butter"

Exposure to a word facilitates access to phonologically related words (words similar in sound)
- Ignore superimposed word and name image
- Faster to name image when superimposed word is similar to word of image
Faster to name truck when word on truck is track rather than couch

Exposure to a word slows down access to semantically related words, eg: picture related word reference
Because car is related in meaning, people are slower to say truck rather than if there was a random word on top

The feeling of knowing a word but being able to retrieve it
- Maybe you can remember first letter of the word but not the whole word
- Can't finish encoding
Common in lower frequency words and names
- Common for low frequency words and proper names
- Big increase in older adults and especially when it comes to proper names
People with a larger vocab are more likely to experience this

Errors are systematic, they still follow language rules, like phonemes that never go in front would never go in front during an error

Producing a sound/word earlier in speech stream
flow flurries

Producing a sound/word later in speech stream
Snow snurries

- Full swap of words or sounds
Flow snurries

- People who make fewer errors in general, are more likely to make anticipation error
○ Anticipation errors are "smarter" errors because you'd have to have encoded the sound early
Preservation errors are the opposite because you are keeping a sound active that no longer needs to be active

Children start to get more verbal around age 2 and can go through a word spurt and learn about 10 words per day
Fast mapping: Learning word after exposure to it once
1. Whole bias constraint: Assuming that a word refers to a whole object rather than a part of that object
2. Shape bias : Would generalize book to notebook and call it book as well because it looks the same
3. Mutual exclusivity consraint: Assuming every object only has one label, if you point to a banana and they don't know what it is they could guess it’s a banana if they know book, shoe and notebook

- Overextension: Using a single word to label multiple objects from a category
○ Calling all 4 legged animals dog
- Underextension: Failure to extend the use of a word to other objects of that category
Thinking only a rose is a flower when flower are more than just roses

A theoretical system of rules shared by all languages
Chomsky believed that every child comes with some theoretical system that has rules shared by all languages and as they get exposed to their native language they fill in the rules

Children extract sturcture because they are sensitive to regularities in language (like the probability of one syllable coming after another)

The input children recieve from their environment is insufficient, yet they are efficient at learning language

Children make grammatical errors that could not have been learned from their environment.
Like overregulaization
- Over regularization is the misapplication of grammatical rules
○ Calling teeth, tooths
However adults don’t do this so it doesn't explain how children learn this (challenge for behavioural account, pushing focus to cognition)

- Critical periods are more like a window in which some sort of enrichment needs to occur before it is too late
Ducks imprint on their mother, need to see her within a few moments from being born or they wont recognize her

- We lose the ability to differntiate between non native phonemes at very young age
- The English language has more vowel sounds than we learn
- Spanish has less vowels
If you try to learn a new language, you tend to impose your native language's phonemes onto the other language and lose the ability to differentiate words in the other language

The vibration of the vocal chords during articulation
S: dont feel anything
Z: feel viibration

The time beteween the start of a speech sound and the onset of voicing
B: your vocal cords vibrate earlier than in p

- Perceiving phonemes as two different categories
Its like how we don’t perceive things as only light or dark, but more as a continuum

Language is learning is not all or nothing
- Grammatical rules have a longer period for learning than phonemes
- Grammatical rules have a longer period for learning than phonemes
- New words can be learned throughout the lifespan

- Support Chomsky's universal language theory
-Pidgin; contact language, limited grammar and vocab
- Creole: full language spoken by the children of pidgn speakers
Pidgins: When you take people that speak different languages and put them together, has fairly limited grammar and vocabulary
Children born to pidgin families fill in the grammar and vocabulary rules for the pidgin language and turn it into a whole language

- When you hear a foreign language, you hear the words as a long stream and cannot segment the words
Recordings show that there is no true break between the words but when you hear your own language, you can segment the words
- Speech segmentation: Determining the boundaries between words and phonemes in stream of speech
"I went bikng today"
- We know t and be cant be together so there is a word boundary and they must be two different words

We fill in letters when there is a disruption to something we are hearing

We can track people's eye movements to see where they are comprehending that the sentence is going
" The boy will eat the cake" or the "the boy will move the cake"
- When you say eat, people look at cakemore quickly before the sentences is finished

Garden path sentences, you think you know what happens but then you get to a part that is ambiguous
While the man hunted the deer ran into the words
While [ the man hunted the deer] ran...
While [the man hunted] [the deer ran into the woods]

The deer ran into the woods, but bill did not hunt the deer
People get these sentcnes wrong

The baby spit up on the bed, but Anna was not dressing up the baby
Less mistakes when commas are added

Interpreting Disfluencies
"Click on the red… vs Click on thee uh red"

Click on the red ice cream or Click on thee uh red symbol
- When people heard the instructions without the disfluencies, they picked the ice cream
- When people heard the instructions with the disfluencies, the picked the weird symbol

So disfluencies can be helpful in understanding the subject of a sentence

People with object agnosia spend more time looking at both the ice cream and foreign symbol

Listeners maintain the incorrect understadning of garden path sentences

Refers to the pattern of pause and pitch changes that characterize speech (including intonation, pitch, volume, and stress)

Refers to the knowledge of how language is ordinarly used
If your parents ask how your day is going, you'd give them more detail rather than when someone at a Starbucks would as you that

shared knowledge or perception of the context. Studies concerning how people use common ground often referential communication tasks
Using a long explanation for unfamiliar objects but then using a name like "the dancing men" to address the shapes

Pick up the big triangle so people don't know that there are two triangles because the bigger triangle is hidden

Epxerts and novices descrived NYC landmarks to each other
- Pick up the pic of rockefller cnetre
- Pick up the pic of the square with all the international flags

Over 1/2 the world's population speaks more than one language
- Simultaneous bilingualsim: both languages are learned at the same time
- Sequential bilingualism: one language learne dbefore the other
language domincance: relative degree of proficiency in each language
- Profiency in L2 can come at a cost of proficiency in L1

Bilinguals demonstrate slower retrieval of words than matches monolinguals. This difference is attenuated for words that aeasier to translate

Does the control involved in swticing between languages provide bilinguals with better exective control? (like during a stroop task)
- MaybeL some studies show that bilinguals have an advantage isn task switcing and other suggest that this effect is only present at very high levels of cognitive demand and other have found no difference at all