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GRE Psychology: Language

Subjects : gre, psychology
Instructions:
  • Answer 26 questions in 15 minutes.
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  • Match each statement with the correct term.
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This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. Tone inflections - accents - and other aspects of pronunciation that carry meaning






2. Made of phonemes - smallest units of meaning in language - words or parts of words (e.g. boy - -ing)






3. (Researcher) Charles Osgood - Allow people to plot meanings of words on graphs - people with similar backgrounds and interests plotted words similarly - indicating words have similar connotations for cultures/subcultures






4. These children learn language slower






5. Chomsky - differentiates between surface structure (way words are organized; 3 different sentences) and deep structure (what it means; could mean the same thing) - Surface structure: the way that words are organized - Deep structure: underlying meani






6. Speech without articles or extras like a telegram (e.g. 'Me go')






7. 'Black' English - Ebonics - has its own complex internal structure - not simply bad English






8. Russian psychologists - - development of word meanings are complex and altered by interpersonal experience (communicating with significant people in their lives to learn cultural habits); - also - language is a tool in developing abstract thinking (n






9. Processed in same brain regions as producing and understanding speech - but slight differences suggested by alexia and agraphia while having no speech problems - In other word - people who are unable to read (alexia) or write (agraphia) have no probl






10. Discrete sounds that make up words but have no meaning (e.g. ee - p - sh); phonics is learning to read by sounding out phonemes






11. Arrangement of words into sentences as prescribed by a particular language






12. Overapplication of grammar rules (e.g. 'I founded my toy' or plural vs. non plural)






13. Language development begins with onset of active speech rather than during the first year of only listening






14. Generalizing names for things - often done through chaining characteristics rather than logic (e.g. any furry thing is a 'doggie')






15. 1 year speaks first word(s) - 2 years > 50 spoken words - usually 2 then 3-word phrases - 3 years 1000-word vocabulary but has grammatical errors 4 years grammar errors are random exceptions






16. Overall rules of relationship between morphemes and syntax for a certain language






17. Chomsky - Human have innate ability to learn language (to adopt generative grammar rules of the language they hear); - children made small errors based on grammar rules rather than large structural errors; - seems they only need exposure to a langua






18. Whorfian hypothesis; from studying Hopi - language or how a culture says things influences perspective - used for argument for non-sexist language; however cultures that don'T have certain colors can still recognize them - so unclear the extent langu






19. Social - developmental - linguistic psychology found children'S understanding of grammar rules develops as they make hypotheses about how syntax works and then self-correct with experience






20. Grammar rules' how to group morphemes






21. Children use nouns first then verbs - usually one noun and one verb (e.g. 'me want') or two nouns (e.g. 'mommy shirt')






22. Gender that learns faster and more accurately in language






23. Semantics (word meanings) - semantic differential charts






24. Psycholinguistics; transformational grammar; language acquisition device (LAD)






25. Group of words when put together function as a syntactic part of a sentence (e.g. 'walking the dog')






26. Young children using one word (holophrases) to convey a whole sentence (e.g. 'me' for 'give that to me')







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