SLHS 300 Final Exam

[politeness] the need to be independent and to have freedom from imposition ex: "I don't mean to intrude..." / "I know you're busy , but can you look at this"

negative face

[type of deixis] "pointing" to a location ex: here, there, beside you, above

place/ spatial deixis

Context *Physical context: time or place in which words are used -Deixis: words that cannot be interpreted unless the physical context (especially the physical context of the speaker) is known •here/ there, this/ that, pronouns •You'll have to bring it back tomorrow because she isn't here today. •________ deixis: "pointing" to a location; here, there, beside you •time/temporal deixis: "pointing" to a ____; now, then, later •_____ deixis: "pointing" to a person; me you, him, her *Situation context: what the situation is *Linguistic context/ co-text: the set of other words used in the same phrase or sentence

place/ spatial; time; person

showing awareness of another person's face

politeness

[type of paraphasia] word errors bearing clear semantic relationship to picture name ex: see a picture of a dog > person says "cat"

Semantic paraphasia

[Context] what the situation is

Situation Context

Children w/ SLI (___________) *Specific Language Impairment - Affects ______% of children *Typical hearing & cognition * Delayed _______ *Delayed MLU *Delayed marking of tense

Specific Language Impairment; 7-8; vocabulary

[Reference] list of characteristics that describe a prototype ex: 2 wings, 2 legs

Stereotype

T or F Lexical Decomposition * Limitations -How many and which features constitute the universal set of semantic properties -Nouns lend themselves to lexical decomposition more readily than other parts of speech * Harder to develop a discrete set of binary features (+/-) to differentiate their meanings - semantic feature analysis is not a comprehensive theory *Examples - talk, speak, converse - carefully, belligerent - the, of, however

T

Identify the 4 Grice's Maxims.

- Quality: Do not say which you believe to be false or for which you lack adequate evidence; be truthful and don't lie * Do not say what you believe to be false; Do not say that for which you lack adequate evidence; Hedges: "As far as I know" "I think" "sort/kind of" "I may be wrong" -Relevance: Be relevant; it prevents random, incoherent conversations -Quantity: Make your contribution as informative as is required; Do not make your contribution more informative than is required -Manner: Avoid obscurity of expression; Avoid ambiguity; be brief (avoid unnecessary prolixity); Be orderly

Some brain fallacies/fiction/false... • The human brain is firm and grey • Humans use less than ____% of their brain • _____ abilities are separated into the left and right cerebral hemispheres • Learning can be achieved powerfully through subliminal techniques • Hypnosis can lead to perfect recall of details • New neurons cannot be created; they only die

10; mental

Semantics - a view * Sense = Lexical Relations (relations between ____ or more words; how a word is related to another word) ¡ Lexical Ambiguity ¡ Synonymy ¡ Antonymy ¡ Hyponymy ¡ Collocation * Reference ¡ Referent ¡ Extension ¡ Prototype ¡ Stereotype ¡ Coreference ¡ Anaphora ¡ Deixis * Truth Conditions: statement is ____ only if the conditions are true

2; true

*______ language disorders: refers to language deficits that result from neural trauma (stroke, traumatic brain injury) or neurological disease (eg Alzheimers, Parkinson's, schizophrenia), all of which result in some degree of language impairment -Stroke: a disruption in ______ supply can result in relatively focal death of brain cells. This can occur from a blockage (ischemic stroke) or from a bleed (hemorrhagic stroke) * aphasia can come from stroke -Traumatic Brain Injury (TBI): most common form of brain damage in individuals under _____; classified as either open of closed head injuries with the former resulting from penetrating trauma and the later from accidents where the brain ricochets inside the skull -Neural trauma and Language: damage to certain areas of the _____ hemisphere (and typically not the right) causes language impairments (aphasia) in most right handers *Broca's area: third frontal convolution (Brodmann 44/45) *Wernicke's area: posterior regions- superior temporal gyrus (brodmann 22/42)

Acquired; blood; 40; left

describes the tendency to omit function words (e.g., the, of, is, by, a, etc.) and endings such as -ed when indicating past tense

Agrammatism

* subsequent reference to an already introduced entity, used within texts and conversations to maintain reference. *part of coreference • Surface _______: the antecedent is directly stated • "When the boy let the puppy go, it started running around the yard." • Inferential/indirect ________: the antecedent is implied rather than being directly stated. • "We found a house to rent, but the kitchen was very small." > making inferences that a house has a kitchen • Cataphora - reverses the antecendent -anaphora relationship • "It suddenly appeared out of nowhere. The snake hissed at me angrily on the dirt path."

Anaphora

[Reference] a linguistic expression which refers to another linguistic expression (reflexive and pronouns) Ex: Sally arrived, but nobody saw her > her is linked to Sally **look at lecture 2A**

Anaphora

[Type of Aphasia] *Fluent type *Major symptom is word retrieval difficulties in spontaneous speech and in naming tasks. *Spontaneous speech is usually fluent and grammatically correct except for word retrieval problems which lead to pauses, substitution of nonspecific words ("thing") and "talking around" missing words. ex: can't say "cup" *Production: fluent w/ word-finding problems; circumlocutions *Comprehension: Intact *Repetition: Intact *Naming: Moderate-poor

Anomic Aphasia

*a word, phrase, or clause, usually a substantive, that is replaced by a pronoun or other substitute later, or occasionally earlier, in the same or in another, usually subsequent, sentence. ex: In Jane lost a glove and she can't find it, Jane is the antecedent of she and glove is the antecedent of it.

Antecedent

*[Sense= Lexical relations] *2 words with somewhat opposite meanings ¡ Gradable: used in comparative constructions, negative of one member does not imply the other ex: - "My car isn't old" (car is not brand new but it is not really old either) - The item isn't hot ( this doesn't mean it's cold. it can be lukewarm) ¡ Non-gradable: not used in comparative constructions, negative of one member does imply the other ex: - "dead" or "alive" (can't say deader; can't say aliver; automatically implies your are dead or you are alive) - "true" or "false" / "male" or "female" ¡ Reversives: "does the reverse of" pairs; doing the opposite of the word (verb) ex: tie vs. unite / dress vs. undress / enter vs. exit

Antonymy/Antonyms

*An acquired impairment of language underlying production and/or comprehension and caused by damage to areas of the brain that are primarily responsible for language function. *by itself, leaves non-language processes of reasoning, attention, memory, general intelligence, etc., supposedly intact. *Two (major historical) types: Broca's Aphasia Wernicke's Aphasia

Aphasia

words that come to mind when we hear a word but which are not part of the definition or meaning of the word.

Associative meaning

[Type of Aphasia] Hint: Expressive • Non-fluent and efforful speech • Many pauses • Slow rate with uneven flow • Limited word output • short sentences • Misarticulated or distorted sounds • "Telegraphic speech" limited to content words • Impaired confrontational naming • Impaired repetition • Better repetition than production • Writing problems •Functions words are omitted • Difficulty understanding sentences • They do manage to communicate •They do produce meaningful utterances • @ speech level, patients are fin but language component is damaged

Broca's Aphasia/Expressive Aphasia

Anterior speech cortex in left hemisphere; Damage to this specific area are related to extreme difficulty in the PRODUCTION of spoken language - language output - damage to this area: speech labored; lack grammatical markers to create sentences - Areas 44 and 45 from Cellular Architecture: Brodmann's Areas

Broca's area

*Some problems with the Wernicke- Lichtheim Model (Classic model of how language in the brain is viewed, how its organized, and if one of these things is damaged its how we see the effects in the aphasias) • Wernicke's patients have production problems • Broca's patients have comprehension problems (more, later) • Where is anomia? Model doesn't predict naming deficits • Bottom line: language is much more complex than input and output centers; there is more going on (i.e., many more levels of processing) **look at lecture 6A ** • motor patterns = mediated by _____ • Auditory images = mediated by _______-

Broca's area; Wernicke's area

[type of anaphora] reverses the antecendent -anaphora relationship • "It suddenly appeared out of nowhere. The snake hissed at me angrily on the dirt path."

Cataphora

*the connections that readers and listeners create in their minds to arrive at a meaningful interpretation of texts *"everything fitting together well" *doesn't inherently exist in words/ structures *A great deal of what is meant is not actually present in what is said * we don't simply rely on "linguistic" knowledge example: Her: That's the telephone. > Him: I'm in the bathtub. > Her: Okay.

Coherence

* how do sentences flow together *the ties and connections between words that exist within texts *Cohesive links/ties: largely determined whether or not something is well written; reference (pronouns), associations, connector words ("however"), verb tense, etc.

Cohesion

*[Sense= Lexical relations] * certain words frequently occur together Ex: salt and pepper, table and chair, bread and butter

Collocations

covers the basic, essential components of meaning conveyed by the literal use of the word.

Conceptual meaning

[Type of Aphasia] *Fluent type *Caused by damage to fibers connecting Wernicke's and Broca's areas, called arcuate fasciculus. • Speech is fluent • Auditory comprehension is good • Oral reading is poor • Patients are unable to repeat what they hear • Transpositions of sounds within a word are common ("television" --> "velitision") *Production: fluent, facile, *Comprehension: Intact *Repetition: Poor *Naming: Intact

Conduction Aphasia

[Reference] the relation of a linguistic expression to some entity in the real world (past, present, or future) Ex: dr. yang is the instructor for slhs 300 **look at lecture 2A**

Coreference

[Reference] *a linguistic expression that has one meaning but can refer to different entities depending on the speakers and his/ her spatial/ temporal orientation; depends on time or place *words that cannot be interpreted unless the physical context (especially the physical context of the speaker) is known Ex: I told you that I would leave this here. ** look at lecture 2A**

Deixis

similar pattern of growth as typically developing children; "slower"

Delayed

[Co-operative Principle] *a necessary consequence of an utterance - Sentence A entails sentence B if the truth of sentence A insures the truth of sentence B and if sentence B is false it insures that sentence A is false Examples: - A: Paul was driven home by Liz. B: Liz drove Paul home. - A: Bill suffered a fatal heart attack. B: Bill is dead. - A: john fried the fish. B: John cooked the fish - A: Sue and Fred went to the party. B: Sue went to the party.

Entailment

Specific Language Impairment -_______ o Inadequate support of language development in the environment o Cultural linguistic difference o Hearing impairment o Neuromotor impairment or other developmental disorders o Intellectual/cognitive impairment

Exclusion

Broca's Aphasia (_________ Aphasia) Language characteristics • Non-fluent and ______ speech • Many pauses • Slow rate with uneven flow • Limited word output • ____ sentences • Misarticulated or distorted sounds • "Telegraphic speech" limited to content words • Impaired confrontational naming • Impaired repetition • Better repetition than production • Writing problems •Functions words are omitted • Difficulty understanding sentences • They do manage to communicate •They do produce meaningful utterances • @ speech level, patients are fine but language component is damaged

Expressive; effortful; short

• Purposefully breaking the maxims in order to create additional meaning • Different than just breaking [violating] the maxims (lying, rambling, changing the subject) **sarcasm * purposefully breaking the maxims to convey a different meaning and not b/c you want to change the subject

Flouting Maxims

[Type of Aphasia] *Nonfluent type * most severe form of aphasia • Large portion of fronto-parieto- temporal zone • Deficits across modalities *Production: severely impaired *Comprehension:severely impaired *Repetition: poor *Naming: poor

Global Aphasia

*[Sense= Lexical relations]; type of antonym * used in comparative constructions, negative of one member does not imply the other ex: - "My car isn't old" (car is not brand new but it is not really old either) - The item isn't hot ( this doesn't mean it's cold. it can be lukewarm)

Gradable antonyms

*[Sense= Lexical relations] * (inclusion), situation in which the meaning of one word is included in the meaning of another word - Essentially we are looking at the meaning of words in some type of hierarchical relationship ex: oak and tree •Hyponym: words whose meaning is contained within the entire meaning of another word (superordinate) ex: red is superordinate of scarlet; red and scarlet are examples of hyponym •Subordinate: higher level terms •Co-hyponym: two terms that share the same superordinate, occupy the same level in the hierarchy and are directly dominated by the same node ex: labrador vs. collie : they are a type of dog Ex: horse and dog are ______ of animal, ant is a hyponym of insect, animal and insect are superordinate, horse and dog are co-hyponyms Ex: Oak is an hyponym > Pine is _______ > tree is superordinate

Hyponymy; hyponym; co-hyponyms

[Co-operative Principle] *a proposition that is implied by an utterance but is not part of the utterance and doesn't follow as a necessary consequence of the utterance - statement that has implied meaning to answer question Ex: Person A says "Are you coming to the party tonight?" > Person B says "I've got an exam tomorrow." * unrelated to question in literal sense and if seen independently but it answers question b/c it's implied

Implicature

Entailment vs Implicature *Entailment: When X is true, y is true too * Implicature: idea communicated based on speakers knowledge of language use Are the sentences Implicature or entailment 1. A: "are you coming to the party tonight?"" Ive got an exam tomorrow"→ ________ 2. A: "Uncle Bill is coming over for dinner tonight." "I guess wed better lock up the liquor" → _________

Implicature; Entailment

[type of anaphora] the antecedent is implied rather than being directly stated. • "We found a house to rent, but the kitchen was very small." > making inferences that a house has a kitchen

Inferential/indirect anaphora

is impaired comprehension and/or use of spoken, written and/ or other symbol systems. The disorder may involve 1) the form of language (phonology, morphology, syntax) 2) the content of language (semantics), and/or 3) the function of language in communication (pragmatics) in any combination

Language Disorder

*[Sense= Lexical relations] *words with one spelling can have multiple meanings Example: -Bank ¡ Noun ¢ The land alongside or sloping down to a river or lake. ¢ A financial establishment that invests money deposited by customers, pays it out when required, makes loans at interest, and exchanges... ¡ Verb ¢ Heap (a substance) into a mass or mound: "the rain banked the soil up behind the gate"; "snow was banked in humps at the roadside". ¢ Deposit (money or valuables) in a bank: "I banked the check" or "I banked the points"

Lexical ambiguity

*describe the meanings of words in terms of how they are related to other words. Example: - define "tall" : not short (we define "tall" by using a word that is related to it) - define "oak": a type of tree

Lexical relations

[Context] the set of other words used in the same phrase or sentence

Linguistic Context/ co-text

[Type of Flouting Maxims] • "Husband...where did you get that new watch?" • "Oh, this watch? I knew it...I told my boss that my wife would be curious when she sees it. You have no idea how satisfied my boss has been with my performance lately!" - give lots of info but has a common point

Manner

[Violating Maxims] • "Did you enjoy the party last night?" • "There was plenty of pizza, flowers on the table, people chatting with each other all over the place..." - not being brief and orderly - gave extra info and doesn't answer question

Manner

How are ERPs (Event-Related Potentials) Used? • __________ - Semantic integration - looks at discrepancies in semantic - always comparing expected and unexpected - always be positive when there is a difference

N400

[type of paraphasia] no recognizable relationship to real word ex: match >>>>>> says " lerdi"

Neologism

*[Sense= Lexical relations]; type of antonym * not used in comparative constructions, negative of one member does imply the other ex: - "dead" or "alive" (can't say deader; can't say aliver; automatically implies your are dead or you are alive) - "true" or "false" / "male" or "female"

Non-gradable antonyms

Is this Off-line measures or On-Line Measures? • Recall of sentences or words • Matching of sentences - same or different • Conscious Judgments (ie: grammaticality judgments) • Sentence-Picture Matching • Paraphrases • Labeling Tasks • Discrimination tasks

Off-Line Measures

• ______ or 'conscious' measures explore the participants' conscious reflection of the experimental materials (how well do they comprehend?) • On-line or '________' measures are designed to test the participants' processing of materials _____ to the level of conscious reflection.

Off-line; unconscious; prior(before)

Is this Off-line measures or On-Line Measures? *Examples of process changing a) Word-by-word reading - The horse raced past the barn fell. b) Moving Window- same as a) but more words at a time - grouping words together ex: The horse; raced past; the barn c) Monitoring: Listen for the sound/word in auditory sentence ex: when you hear the word horse, press the button D) RSVP: Rapid Serial Visual Presentation - presenting words very quickly and it disappears * Examples of Fluent Presentation a) ERP b) Eye-Tracking / Pupillometry measure pupil of person's eye; pupil dilation(pupil gets bigger) if greater load in interpreting c) Cross-Modal - Lexical Priming; Lexical Decision; Picture Priming d) Neuroimaging: look at how our brain processes sentences

On-Line

How are ERPs (Event-Related Potentials) Used? • _____________ - Syntactic ambiguity - Phrase structure violations - Syntactic re-analysis - peak is inverse of N400 peak *always be negative

P600

*__________: Production of unintended syllables, words, or phrases during the effort to speak -Semantic paraphasia: word errors bearing clear semantic relationship to picture name ex: see a picture of a dog > person says "cat" -Word paraphasia: word errors bearing no semantic relationship to picture name ex: desk >>>>> says "teeth" -Phonological paraphasia: non-words clearly relate to real words ex: peas >>>>> says "pez" -Neologism: no recognizable relationship to real word ex: match >>>>>> says " lerdi"

Paraphasias

[type of paraphasia] non-words clearly relate to real words ex: peas >>>>> says "pez"

Phonological paraphasia

[Context] * time or place in which words are used -Deixis: words that cannot be interpreted unless the physical context (especially the physical context of the speaker) is known •here/ there, this/ that, pronouns •You'll have to bring it back tomorrow because she isn't here today. •place/ spatial deixis: "pointing" to a location; here, there, beside you, above •time/temporal deixis: "pointing" to a time; now, then, later, tomorrow, last week, today •person deixis: "pointing" to a person; me you, him, her, it , that person

Physical context

[Is it primary impairment or secondary impairment?] *cannot be accounted for by any other known etiology

Primary Impairments

significant response time difference between related & unrelated probe

Priming

[Reference] best example of a given category; prototypicality is not set in stone, it varies due to individual experiences, cultural differences; ex: a typical bird

Protoype

[Type of Flouting Maxims] • "Wow, you're so punctual! Welcome to class." • "Sorry I'm late. It won't happen again." - isn't truthful but has meaning of being late

Quality

[Violating Maxims] • "Did you go to the store?" • "Yes, I went to the store." (when in fact, you did not go to the store) -"lying"

Quality

[Type of Flouting Maxims] • "Where are you?" • "I'm in my clothes."

Quantity

[Violating Maxims] • "Where have you been? I've looked everywhere for you for the last 3 hours!" • "I wasn't around." - doesn't answer question

Quantity

[Reference] *_______: specific ex: the bird *________: whole category ex:the set of all birds

Referent; Extension

[Type of Flouting Maxims] • "What were you guys talking about? You were looking at me the whole time!" • "Oh well...why don't we go get something to drink?" - trying to avoid conversation; "I don't want to talk about it"

Relevance

[Violating Maxims] • "Is Sarah dating anyone these days?" • "I'm going to go get some food...I'm hungry." - giving irrelevant info

Relevance

[Is it primary impairment or secondary impairment?] *can be accounted for by another primary (comorbid) condition such as autism, hearing impairment, general developmental difficulties, behavioral or emotional difficulties, or neurological impairment

Secondary Impairments

*[Sense= Lexical relations]; type of antonym * "does the reverse of" pairs; doing the opposite of the word (verb) ex: tie vs. unite / dress vs. undress / enter vs. exit

Reversives

*a conventional knowledge structure that exists in long-term memory *Describing an event that happened in a supermarket → you don't have to be told what it is in a supermarket , you already have a supermarket schema (food displayed, aisle, shopping carts)

Schema

*a dynamic schema in which a series of conventional actions take place -Going to the movies -Eating at a restaurant -"trying not to be out of the office for long, Suzy went into the nearest place, sat down and ordered an avocado sandwich. It was quite crowded, but the service was fast, so she left a good tip." *In this example were able to assume that suzy opened a door to get into the restaurant, that there was tables there, that she ate the sandwich, then she paid for it. -doesn't have all the info but some info are given

Script

[type of anaphora] the antecedent is directly stated • "When the boy let the puppy go, it started running around the yard."

Surface anaphora

*[Sense= Lexical relations] *two or more words with very closely related meanings Example: Movie, film, flick, motion picture

Synonymy/Synonyms

T or F Flouting Maxims *Quality: • "Wow, you're so punctual! Welcome to class." • "Sorry I'm late. It won't happen again." - isn't truthful but has meaning of being late * Relevance: • "What were you guys talking about? You were looking at me the whole time!" • "Oh well...why don't we go get something to drink?" - trying to avoid conversation; "I don't want to talk about it" *Quantity: • "Where are you?" • "I'm in my clothes." *Manner: • "Husband...where did you get that new watch?" • "Oh, this watch? I knew it...I told my boss that my wife would be curious when she sees it. You have no idea how satisfied my boss has been with my performance lately!" - give lots of info but has a common point

T

T or F Twelve diagnostic categories recognized in IDEA: 1) mental retardation 2) hearing impairment (including deafness) 3) speech or language impairment 4) visual impairment (including blindness) 5) serious emotional disturbance 6) orthopedic impairment 7)autism 8) traumatic brain injury 9) other health impairment 10)specific learning disability 11) deaf-blindness 12) multiple disabilities

T

T or F: Discourse Analysis *The study of language beyond the sentence, in text and conversation *The effort to interpret, and how we accomplish it, are key to the study of discourse *To arrive at an interpretation and to make our messages interpretable we rely on what we know about linguistic form and structure, but more knowledge than that

T

T or F: Literalness • Literal and direct: speech matches syntax; you mean exactly what you say ex: Jay went to the store yesterday • Non-literal and direct ex: I love taking tests in this class • Literal and indirect ex: Hey, that car is dirty (statement that commands son to clean the car) • Non-literal and indirect

T

T or F: • Why are we interested in these methods (on-line and off-line measures)? o Because we can't directly observe what is going on in your brain when you process language o We have to make inferences based on behavior or "imaging" methods (which we will get into shortly) o Choice of method (and task and stimuli) can effect your findings • Why do we care about how people process language? o Helps us understand the organization of language in the "brain" (not anatomically necessarily) o Can help us understand when and why breakdowns may be occurring = better therapy o We rely on language alot to look at other domains (e.g.,cognition). Important to understand how language might interact o More?

T

"Thematic" Roles * Agent: Instigator of some action, usually intentional; initiator of the action ex: The girl defeated the boy The girl kissed the boy - which is the agent? _______ * Experiencer: Entity ________ some psychological or mental state ex: THE COACH knew that the girl defeated the boy; DR. PRUITT hoped the students studied; Dylan's music inspired THE SONGWRITER * Theme (or Patient): Entity undergoing the effect of some action; person who experiences the verb ex: The girl defeated the boy - what is the theme? ______ THE GIRL lost to the boy The girl kissed THE BOY * Goal: Entity towards which something moves ; "to"; end point ex: John gave the gift TO MARY * Benefactive: Entity ______ from some action; "for" ex: John bought some flowers FOR MARY * Instrument: Means by which something comes about ex: John wounded Harry with a knife -what is the instrument? ____ * Locative: Place in which something is situated or takes place ex: The girl defeated the boy ON THE BEACH * Source: Entity from which something moves; "from"; end point ex: John returned FROM PARIS ** Theta-role assignment: A verb (that is, a lexical category) assigns its thematic roles to its arguments

The girl; experiencing; the boy; benefiting; with a knife

[Type of Aphasia] Hint: Fluent/Receptive • Fluent verbal output - able to take [won't seem hesitant or effortful] - what they are saying don't make sense • Impaired auditory & reading comprehension • Impaired naming and repetition • Excessive talking • Empty speech/jargon Speech • Writing resembles speech--messy, fast, jargon • Little frustration because the patient is unaware of the problem • Syntax not too bad

Wernicke's Aphasia

posterior speech cortex in left hemisphere; damage to this part of the brain related to difficulties in speech COMPREHENSION; semantics and meaing - Areas 22 and 42 from Cellular Architecture: Brodmann's Areas

Wernicke's area

[type of paraphasia] word errors bearing no semantic relationship to picture name ex: desk >>>>> says "teeth"

Word paraphasia

Agrammatic Broca's aphasia and comprehension: individuals with broca's aphasia not only have production problems (with closed class, function words), they also have comprehension problems - In 1970s it was shown that individuals with Brocas aphasia had comprehension deficits that could be syntactically based: when using words that could be reversed they had more trouble with comprehension • They compared patients' comprehension of semantically reversible (a) and semantically irreversible (b) object relative clauses. a. The cat that the dog is chasing is brown. b. The apple that the boy is eating is red. *Basically, they did well on ____ but not on (a); -From the 1880s through the modern era, language was thought to be organized in terms of activities like speaking (broca) and listening (Wernicke) reading and writing -In the 1970s a shift toward more linguistic accounts occurred→ the overarching syntactic deficit in Broca's aphasia, but this turned out to be too strong, too maximal of a deficit -Some individuals with Broca's aphasia have difficulty comprehending sentences with moved/ displaced NPs *Summary: -Basically they have a comprehension disorder→ they don't understand sentences with moved/ displaced NPs (ie with traces) *Trace-deletion hypothesis: cant represent traces and therefore cant assign thematic role to moved NP; that NP gets its semantic from an Agent 1st strategy -They have a lexical access deficit: slowed lexical access -They _____ show normal, on-time gap filling (show later effects)

b; don't

two terms that share the same superordinate, occupy the same level in the hierarchy and are directly dominated by the same node ex: labrador vs. collie : they are a type of dog

co-hyponym

growth pattern that differs from typically-developing children

deviance

Pupillometry: looks at pupil ______ - eye-tracking software *can track eye-movement and can track pupil dilation * Pupillary Responses 1. Light reflex - In response to luminance the iris of the eye will constrict or expand to accommodate changes in lighting • Changes average ~2 mm • Maximal change of 5mm *from light to dark room > pupil _______ 2. Processing loads -In response to elevated processing loads pupils dilate • Changes average between 0.1mm and 0.5mm • 200-300ms delay *pupil dilation occurs 200-300 ms later when it's _______ to understand

dilation; dilates (larger); harder

Language based problems *language ______: problem with language content, form, use *learning ________: discrepancy between ability and achievement *dyslexia: condition associated with reading difficulty

disorder; disabilities

Top 10 things you should know about SLI o Specific Language Impairment has many names and it is surprisingly common. o Late talking may be a sign of disability. o A child with SLI _______ have a low IQ or poor hearing. o Speech impediments are different from language disorders. o An incomplete understanding of verbs is an indicator of SLI. o Reading and learning will be affected by SLI. o SLI can be diagnosed precisely and accurately. o The condition may be _______. o The nature of the disability limits a child's exposure to language. o Early intervention can begin during preschool. *Also called: developmental dysphasia, specific language disorders, primary language impairment, language learning impairment

doesn't; genetic

condition associated with reading difficulty

dyslexia

Wernicke's Aphasia (_______/Receptive Aphasia) • Fluent verbal output - able to take [won't seem hesitant or effortful] - what they are saying ____ make sense • Impaired auditory & reading comprehension • Impaired naming and repetition • _____ talking • Empty speech/jargon Speech • Writing resembles speech--messy, fast, jargon • _____ frustration because the patient is unaware of the problem • Syntax not too bad

fluent; don't; excessive; little

* words whose meaning is contained within the entire meaning of another word (superordinate) ex: red is superordinate of scarlet; red and scarlet are examples of _________

hyponym

[part of the 3 aspects of speech act] what the speaker intends to do by uttering a sentence

illocutionary act

Co-operative Principle * Implicature: a proposition that is implied by an utterance but is not part of the utterance and doesn't follow as a necessary consequence of the utterance - statement that has _____ meaning to answer question Ex: Person A says "Are you coming to the party tonight?" > Person B says "I've got an exam tomorrow." * unrelated to question in literal sense and if seen independently but it answers question b/c it's implied • Entailment: a necessary consequence of an utterance - Sentence A entails sentence B if the truth of sentence A insures the truth of sentence B and if sentence B is false it insures that sentence A is _____ Examples: - A: Paul was driven home by Liz. B: Liz drove Paul home. - A: Bill suffered a fatal heart attack. B: Bill is dead. - A: john fried the fish. B: John cooked the fish - A: Sue and Fred went to the party. B: Sue went to the party.

implied; false

Speech acts *There is enormous variation in what people say and do in different circumstances *We have to specify the roles of speakers and hearer and their relationships, whether they were friends, strangers, men, women, young, old, equal or unequal status, and many others → all of this has an ______ on what is said and how it is said

influence

• Pragmatics: the study of ______ speaker meaning • "Invisible meaning": how we recognize what is meant even when it isn't actually said or written

intended

Distinguish Primary vs Secondary Impairments *Primary: cannot be accounted for by any other ____ etiology *Secondary: can be accounted for by _____ primary (comorbid) condition such as autism, hearing impairment, general developmental difficulties, behavioral or emotional difficulties, or neurological impairment

known; another

discrepancy between ability and achievement

language disabilities

problem with language content, form, use

language disorder

Reference • Reference: an act by which a speaker (or writer) uses _____ to enable a listener (or reader) to identify something. • Inference: the ______ use of additional information to connect what is said to what must be meant.

language; listener's

Presupposition *what a speaker assumes is true or is known by the hearer, an assumption made by the speaker. Examples: - "Why are you late" > the presupposition is that you are ______ - "Don't eat all the cookies" > the presupposition is that ______ - "go tel your sister it's dinnertime" > the ______ is that you have a sister *To test for presuppositions: • Constancy under negation: a way to prove that something is a presupposition of a particular sentence - convert sentence into its negative/opposite ____ to test for presuppositions Example: - My room is a mess > My room isn't a mess * presupposition: person has a room - I used to regret marrying > I don't regret marrying him now * presupposition:

late; there are cookies; presupposition; form; person is married

* Based on semantic features *Allows us to characterize the senses of a potentially infinite set of words with a finite number of semantic features

lexical decomposition

[part of the 3 aspects of speech act] the act of uttering a sentence; a description of what the speaker says

locutionary act

Features of Pupillometry • Sentence comprehension is uninterrupted by task (no dual task) • Can be used with just about anyone • Allows us to look at time-course of the sentence, but only in relation to the "event" of interest • Compared toE RP o We don't need the cap (takes a ______ time to get setup) o However ... method is not as well studied (________ technology) o Doesn't "directly" measure brain activity-pupil responses could in theory be regulated by other mechanisms that may interfere

long; newer

Specific Language Impairment (SLI) - Inclusion *Delay in language abilities that is >1 SD below the mean for the child's chronological age -Tomblin et al. (1996) identified -1.14 SD as resulting in the best levels of sensitivity (86%) and specificity (99%) in their sample. *Absence of MR (_________), frank neurological impairment, social- emotional disorders (e.g., autism), or any other biomedical risk factors o Nonverbal cognitive ability appears normal

mental retardation

Some brain facts... • The brain never turns itself _____ or even rests during your entire life • The brain contains as many neurons as there are stars in the Milky Way • Childhood years are the ____ time to develop strong math, logic, and musical skills • The brain makes up 2 percent of a person's body weight but uses 20-25% of the body's fuel (up to 60% in infants!) • More than 600 diseases affect the brain and central nervous system • A piece of brain the size of a grain of sand contains 100,000 neurons and one billion synapses • Math and logic are lateralized to left brain

off; best

Conversational Interaction *Turn-taking: only _____ person speaks at a time and turns are pretty much continuous Tends to be an avoidance of silence but not true to all cultures *Completion points: the signals or ways that a speaker indicates that she has ______ (pausing at the end of a phrase, asking a question, etc..) *Ways speaker can hold the floor by avoiding normal completion points: -Use hesitation markers ex: ummmm ; uhhh -Throw in extra connector words ex: and, but, so , then > and then this happened and then this happened -Pause in the middle of the message

one; finished

[part of the 3 aspects of speech act] the effect that the speaker's utterance has on the hearer

periocutionary act

[type of deixis] "pointing" to a person ex: me, you, him, her, it, that person

person deixis

[politeness] your need to be connected, to belong, to be a member of a group ex: "We can do it" / "I totally get you" / "Let's do this together"

positive face

ERPs (Event-Related ________) • Directly measures neuronal activity as a millisecond-to-millisecond changes in electrical fields. • These signals are recorded __________ by placing electrodes and sensors on the head *non-invasive way to look at brain activity • These signals are collected and averaged revealing tiny brain waves related to the processing of a stimulus - referred to as event related potentials (ERPs) • they are electrical potentials that are related to some event ** electrodes on _______

potentials; non-invasively; head

what a speaker assumes is true or is known by the hearer, an assumption made by the speaker. ex: - "Why are you late" > the _______ is that you are late - "Don't eat all the cookies" > the ______ is that there are cookies - "go tel your sister it's dinnertime" > the ______ is that you have a sister

presupposition

Areas of the Brain and Language *Fissure = deep valley * Longitudinal fissure : separates left and right brain *Broca's area: Anterior speech cortex in left hemisphere; Damage to this specific area are related to extreme difficulty in the _______ of spoken language - language output - damage to Broca's area: speech labored; lack grammatical markers to create sentences - Areas 44 and 45 from Cellular Architecture: Brodmann's Areas *Wernicke's area: posterior speech cortex in left hemisphere; damage to this part of the brain related to difficulties in speech ________ - Areas 22 and 42 from Cellular Architecture: Brodmann's Areas *The motor cortex and arcuate fasciculus: -Motor cortex: area that controls movement of the muscles; close to Brocas area is the part of the motor cortex that controls the articulatory muscles of the face, jaw, tongue, and larynx -Arcuate fasciculus: a bundle of nerve fibers; the crucial connection between ______ and Broca's area; sends info from Wernicke's area to Broca's area *Localization view: used to suggest that the brain activity in hearing a word, understanding it, then saying it , would follow a definite ______ - The word is heard and comprehended via Wenicke's area→ signal transferred via the arcuate fasciculus → to Broca's area where preparations are made to generate a spoken version of the word→ signal sent to the motor cortex to physically articulate the word THIS IS AN OVERSIMPLIFIED VERSION OF WHAT MAY ACTUALLY TAKE PLACE→ but it is consistent which much of what we understand about simple language processing in the brain

production; comprehension; Wernicke's; pattern

Politeness *Face: public self image- the emotional and social sense of self that you expect others to _____ *Politeness: showing awareness of another person's face *Face-________ act: a direct speech act in the wrong situation, a threat to another person's self image *Face-saving act: the essence of politeness; ______ speech acts are often face saving, are taken to be more polite, and remove the assumption of "social power" ex: can you pass me those files? [it's a request • heavily determined by culture *Negative face: the need to be independent and to have freedom from imposition ex: "I don't mean to intrude..." / "I know you're busy , but can you look at this" *Positive face: your need to be connected, to belong, to be a member of a group ex: "We can do it" / "I totally get you" / "Let's do this together"

recognize; threatening; indirect

an act by which a speaker (or writer) uses language to enable a listener (or reader) to identify something.

reference

How are ERPs (Event-Related Potentials) Used? • N400 - _________ integration - looks at discrepancies in semantic - always comparing expected and unexpected - always be _______ when there is a difference • P600 - Syntactic ambiguity - Phrase structure violations - Syntactic re-analysis - peak is inverse of N400 peak *always be negative *look at #1A for chart

semantic; positive

*The study of linguistic meaning: words, phrases, sentences *Rule governed

semantics

Differentiate the theories * generalized slowing of _____ processing across modalities -non verbal cognitive deficits: general clumsiness, slower finger tapping, poor visual motor integration *generalized limitations on information processing ability -unstressed, non-salient features of language are what is missed ex: grammatical morphemes, plurals -s, past -ed *deficit in processing _______ changing auditory information -identification of rapid tone sequences so.. Can training auditory sequence perception improve language? *reduced storage for phonological material in verbal ______ memory -tested through non word repetition (NWR) tasks: length ex: "perplisteronk", "blonterstaping" * STM deficits may be causative factor is SLI *STM deficits may be consequence of SLI *STM deficits and SLI may be correlates, co-occuring as symptoms of cognitive or processing difficulties * inability to induce obligatoriness of grammatical rules -extended optional infinitive (EOI) account of SLI: posits that the difficulty children with SLi exhibit with finite verb morphology is specific and selective; allows for optional marking of tense but no other errors; not tied to vocab, MLU, IQ, maternal education *inability to assign thematic roles to grammatical positions -children with SLI-G (grammar) show the following comprehension patterns *subject-object asymmetry *an inability to perform syntactic and/ or lexical operations fast enough in real time -slow down speech > _______ priming for kids w/ SLI - slow down speech > priming goes away for normal kids

sensory; rapidly; working; normal

Speech Acts *Speech acts: describe actions such as "requesting" "commanding" "questioning" or "informing" * 3 aspects of a speech act -locutionary act: the act of uttering a sentence; a description of what the ____ says -illocutionary act: what the speaker intends to do by ______ a sentence -periocutionary act: the effect that the speaker's utterance has on the hearer *Direct: an action in which the form used (eg interrogative) directly matches the function (eg question) performed by a speaker with an utterance; seeking information; sentence form lines up w/ function ex: Can you ride a bicycle? *Indirect: an action in which the form used (eg interrogative) does not match the function (eg request) performed by a speaker with an utterance; sentence form doesn't line up w/ function ex: Can you pass the salt? *[Direct] Sentence form Function Interrogative → question Imperative → command (request) Declarative → statement *[InDirect] Sentence form Function Interrogative → command/request ex: Can you pass the salt ** look at lecture 3A**

speaker; uttering

Reference *Referent: _________ ex: the bird *Extension: whole category ex:the set of all birds *Prototype: best example of a given category; _________ is not set in stone, it varies due to individual experiences, cultural differences; ex: a typical bird *Stereotype: list of characteristics that describe a prototype ex: 2 wings, 2 legs *Coreference: the relation of a linguistic expression to some entity in the real world (past, present, or future) Ex: dr. yang is the instructor for slhs 300 *Anaphora: a linguistic expression which refers to another linguistic expression; (reflexive and pronous) Ex: Sally arrived, but nobody saw her > her is linked to Sally *Deixis: a linguistic expression that has _____ meaning but can refer to different entities depending on the speakers and his/ her spatial/ temporal orientation; depends on time or place Ex: I told you that I would leave this here. ** look at lecture 2A**

specific; prototypicality; one

an expression (often a saying) that seems simply to repeat an element with no apparent meaning (boys will be boys)

tautology

[type of deixis] "pointing" to a time ex: now, then, later, tomorrow. last week, today

time/temporal deixis

Co-operative principle *Co-operative principle: an underlying assumption of conversation that you will "make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged" -An underlying assumption in most conversational exchanges seems to be that the participants are co-operating with each other *Grice's Maxims: - Quality: Do not say which you believe to be false or for which you lack adequate evidence; be ______ and don't lie * Do not say what you believe to be false; Do not say that for which you lack adequate evidence; Hedges: "As far as I know" "I think" "sort/kind of" "I may be wrong" -Relevance: Be relevant; it prevents random, incoherent conversations -Quantity: Make your contribution as informative as is required; Do not make your contribution more informative than is required -Manner: Avoid obscurity of expression; Avoid ambiguity; be ________ (avoid unnecessary prolixity); Be orderly Example of Grice's Maxim of Quantity→ me: How do you like your sandwich? You: oh well a sandwich is a sandwich *on the surface, response seems uninformative, but assuming the quantity maxim, I deduce that you are still communicating a message

truthful; brief

Features of ERP • Sentence comprehension is ___________ by task (no dual task) • Can be used with just about anyone • Not very spatially sensitive (doesn't tell you much about the physical brain regions involved) • Allows us to look at time-course of the sentence, but only in relation to the "event" of interest

uninterrupted

Semantic Feature Analysis *the way of describing the meanings of words in terms of categories that they do and do not belong to *Basic elements such as "human" included as plus (+human) or minus (-human), used in an analysis of the components of word meanings -Allows us to characterize the senses of a potentially infinite set of words with a finite number of semantic features -The way of describing the meaning of words in terms of categories they do and do not belong to *Selectional restrictions: the _____ selects only certain kinds of subjects -For example, The hamburger ate the boy, syntactically its good but semantically odd; not possible because of selectional restrictions *______ is an important feature of nouns •Hamburger = - animate •Man= +animate *Example of semantic feature analysis → man, woman, girl, boy, table (are they +/- animate, human, male, or, adult) •Man= ____ animate, +human, ___male, +adult •Woman= +animate, +human, -male, +adult •Girl= +animate, +human, -male, -adult •Boy= +animate, +human, +male, -adult •Table= ____ animate, -human, -table, - adult

verb; Animacy; +; +; -