PSYC 310 1st Edition Lecture 18Outline of Last Lecture I. The Universality of LanguageII. Studying Language in Cognitive PsychologyIII. Perceiving and Understanding WordsIV. Understanding SentencesOutline of Current Lecture I. Understanding Text and StoriesII. Producing Speech: ConversationsIII. Culture, Language & CognitionCurrent LectureI. Understanding Text and Storiesa. Coherence: relation of info in one part of the text to info in another partb. Inference: readers create information during reading not explicitly stated in the texti. Anaphoric: connecting objects/people (usually with pronouns)ii. Instrumental: inferring tools or methodsiii. Causal: events in one clause caused by events in previous systemc. Situation model: mental representation of what a text is abouti. Represent events as if experiencing the situationii. Point of view of protagonistd. Zwaan& coworkers (2001, 2002)i. Participants heard a sentence then saw a picture and indicated whether the pictured object was in the sentenceii. RT faster if the object’s orientation in the sentence and picture matchede. Physiology of Simulationsi. Approximately the same areas of the cortex are activated by actual movements and by reading related word actionsii. The activation is more extensive for actual movementsII. Producing Speech: Conversationsa. Semantic Coordination:These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.i. Conversations go more smoothly if participants have shared knowledgeb. Given-new contract: speak constructs sentences so they includei. Given information (previously learned)ii. New informationiii. New can then become given informationiv. E.g. “Ed was given an alligator for his birthday.”1. Given: Ed had a birthday2. New: Ed got an alligatorc. Syntactic Coordination: Using Similar grammatical constructionsd. Syntactic Priming:i. Production of a specific grammatical construction by one person increases chances other person will use that constructionii. Reduces computational load in conversatione. Branigan, et al. (2000)i. Confederate reads a statement, structured in a certain wayii. Participant finds picture card that best matches the statement and then describes the pictureiii. Participant’s wording structure matched confederate’s 78% of the timeIII. Culture, Language & Cognitiona. Sapir-Whorf hypothesis: language influences thoughtb. Winawer et al. (2000)i. Two cultures had differences in how participants assigned names to color chipsii. In Russian, light blue and dark blue are considered two different colorsiii. Russians were slower to discriminate between 2 dark or 2 light bluesc. Categorical Perception:i. Stimuli in same categories are more difficult to discriminate from one another than stimuli in two different categoriesii. Differences in the way the names were assigned to colors affect the ability to tell the difference between colorsiii. Behaviorist view: Winawer et al.’s result is less about language and more about a history of reinforcement for different levels of discrimination. You could get the same result from