Term
| can we match known stimuli to correlated parts of the cortex better for vision or language? |
|
Definition
| we can match known visual inputs to thier correlated cortex activity better than we can do so for language |
|
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Term
| 3 things we talked about with vision research |
|
Definition
the 3 things we talked about with vision research
1. we know the cortex activity correlated with certain visual inputs
2. the early stages of vision are simple (photoreceptors→bipolar cells→Ganglions etc)
3. vision is well conserved across species, rat vision is simlair to human vision. This gives us opportunities for study that we don't have for other processing like language |
|
|
Term
| what is the role of the lens in the eye |
|
Definition
| the lens focuses light on to the retina in the eye |
|
|
Term
| where is the retina? what is it's role? |
|
Definition
| the retina is in the back of the eye, it is where the light-sensitive cells are |
|
|
Term
| what is the role of the optic nerve in the eye? |
|
Definition
| The optic nerve in the eye sends info from eye to brain |
|
|
Term
| what is the first place info goes after it leaves the eye? |
|
Definition
| the first place info goes after it leaves the eye is the optic chiasm, where the information from each eye goes to a different hemisphere |
|
|
Term
| after visual information from the eye passes through the it's first stop, the optic Chiasm, what is the next step in it's journey we learned about? |
|
Definition
| after visual information passes through the optic Chiasm, we learned about it going to the lateral geniculate nucleous (LGN), which is part of the thalamus |
|
|
Term
| after visual information passes through the lateral Geniculate nucleous, what is the next step on it's journey we learned about? |
|
Definition
| after visual information passes through the lateral Geniculate Nucleous, visual information goes to the primary visual cortex, which we call V1 |
|
|
Term
| describe the path visual information travels through after it leaves the eye |
|
Definition
visual information path:
1. optic chiasm
2. Laternal Geniculate Nucleous (LGN)
3. Primary Visual cortex (V1) |
|
|
Term
| two types of photoreceptors |
|
Definition
|
|
Term
| what do we call the area in the center of our vision that has the best visual information? |
|
Definition
| the area in the center of our vision, in the center of the retina, that has the best visual information is the fovea |
|
|
Term
| where are most of the cones in the human eye? |
|
Definition
| most of the cones in the human eye are in the Fovea, the center of the retina. This is why we have little color vision outside the Fovea |
|
|
Term
| we have almost no color vision in what part of the eye? |
|
Definition
| almost all the cones are in the fovea, we have little color vision outside of the the fovea |
|
|
Term
| sensitivty to light is best where? |
|
Definition
| sensitivity to light is best right outside the fovea, where the most rods are |
|
|
Term
| ambient illumination's affect on observed color of objects |
|
Definition
| if a light source isn't in the illumination, it doesn't get reflected regardless of the object it is being shined upon |
|
|
Term
|
Definition
| the univariance principle is that the activity of a single cell doesn't tell you anything about color. Two cells do a better job in most cases, but you need to three cells that react differently to different wavelengths to tell color |
|
|
Term
| what cells in the eye are related to detection of edges? |
|
Definition
| center-surround cells help you detect edges |
|
|
Term
| the video with the cats where we saw how moving images at different angles activated different cells showed us the activity of _____ cells |
|
Definition
| the video with the cats showed us how the visual system processes images moving at different orientations and angles. V1 cells fire preferentially for images moving at different orientations and angles |
|
|
Term
| what are Gestalt principles |
|
Definition
| Gestalt Principles are a simple, descriptive group of qualities that help us understand how we turn visual stimulus into perception of objects |
|
|
Term
| name the 7 gestalt principles |
|
Definition
the 7 gestalt principles are
1. similarity
2. proximity
3. similar fate
4. symmetry
5. continuity
6. closure
7. periodicity |
|
|
Term
|
Definition
| anamorphosis is a distorted projection that looks not distorted when viewed from the right angle |
|
|
Term
| center-surround cells sense edges and orientation of edges. Once the brain has edges, what does it put in? |
|
Definition
| once the brain has the edges and the orientation of the edges provided by the center-surround cells, it fills in the shading |
|
|
Term
| why do we unfold the cortex? |
|
Definition
| we unfold to cortex to watch signals move around it |
|
|
Term
| when we see a line rotate around a point 180°, what correlating activity do we see in the brain? |
|
Definition
| when we see a line sweep around our visual field, we see a correlated ripple of activity move around our cortex |
|
|
Term
| organization of visual areas tends towards _____ view |
|
Definition
| the organization of visual areas tends towards a modular view |
|
|
Term
| what is the part of the brain that preferentailly fires for faces and things we have expertise for? |
|
Definition
| the Fusiform Face Area is quick to process faces and things we have expertise for |
|
|
Term
| Fusiform Face area preferentially processes _____ |
|
Definition
| the Fusiform Face Area preferentially processes faces and things we have expertise for |
|
|
Term
| what test did they do to examine the existence of an innate preference for faces? |
|
Definition
| to test if humans have an innate preference for faces, they showed hour-old babies pictures of human faces. The babies liked faces more than face-like objects. The faces had to be right-side-up |
|
|
Term
|
Definition
| pareidolia is the tendency to see faces in random objects/arrangements |
|
|
Term
|
Definition
| prospagnosis is face blindness. prospagnosiacs have dimished/non exsistant holistic face processing abilities |
|
|
Term
| if you have this disorder, you may try to remeber faces by "constructing" them peicemeal |
|
Definition
| if you have prospagnosia, you have face blindness and you don't have holistic face recognition. you have to remeber features about people to recognize them |
|
|
Term
| studies on prospagnosaics show that although conscious recognition of people may be lacking, _____ may remain |
|
Definition
| prospagnosaics may retain sub-conscious emotional responses to faces that they have a connection to, even if they can't say who that person is |
|
|
Term
| how is prospagnosia the opposite of capgras? |
|
Definition
prospagnoisa means you don't have consicous recall of faces, you can't say who people are. But, you may still have sub-conscious emotional recognition.
Someone with Capgras can identify the faces of people they "know" or thing they had, but they don't have the emotional response, so they feel like the person or object must be an imposter |
|
|
Term
| what evidence do we have that the Fusiform Face Area is changed by the way we ust it? |
|
Definition
| the evidence we have for the Fusiform Face Area being flexible and adaptable is that the FFA is activated when experts see something in thier field like a bird or a car |
|
|
Term
| complex selectivity of the Inferior Temporal Lobe: the cells in the inferior temporal lobe fire based on recognition of certain objects. However, there isn't any recognizable visual pattern that causes certain cells to fire together in the Inferior Temporal lobe. What causes these nuerons to be associated with one another? |
|
Definition
| cells in the Inferior Temporal Lobe fire together based on experience. If those cells are used to firing together, they will fire together more |
|
|
Term
| Marabet (2004) paper documented what phenomenom? |
|
Definition
| Marabet (2004) documented the vivid visual hallucinations people get when they are deprived of visual stimulus |
|
|
Term
| role of "top-down" information in visual stimulus |
|
Definition
information not only goes V1→V4, but also back down the chain the other way. So, our expecations can cause us to "see" things that aren't there but we expect, and also can cause us to miss obvious things (like a sideways map) because we are used to seeing it in another way
|
|
|
Term
| what are two explanations for why we see vivid hallucinations when we are deprived of visual stimulus |
|
Definition
the two explanations for why we see vivid hallucinations when we are deprived of stimulus are:
1. our visual system is always having these random stimuli but the visual input overrides this random noise
2. our visual system becomes "irratiable" and very sensitive to try and see a normal level of input, and the threshold goes down and the expected stimuli pops over the threshold |
|
|
Term
| the fuction of objects shows connection to what? |
|
Definition
| the function of objects shows connection to the parietal stream |
|
|
Term
| what happens when the connection between visual stimulus and emotional response (which is centered the in limbic system) doesn't work the way it should? |
|
Definition
| when the connection between the visual and emotional (limbic) is degraded, you get delusional misidentification problems , which includes disorders like capgras where certain visual stimuli doesn't trigger the emotional response that they should |
|
|
Term
| Delusional misidentifacation problems are caused by a disconnect of some degree between what two systems? |
|
Definition
| delusional misidenitification problems are caused by a disconnect between the visual and limbic systems. the limbic system is the seat of emotion |
|
|
Term
| in this class, attribute face processing deficits to _____ |
|
Definition
| in this class, attritube face processing deficits to problems with the face fusiform area |
|
|
Term
| object perception is based on a range of "invariances", where we can still identify objects despite them changing in some way. What is the invariance that humans overcome in object recognition that we discussed in detail? |
|
Definition
| we discussed viewpoint invariance in detail. Viewpoint invariance leads to the question: how are we so good at indentifying objects from different angles even when changing the angle gives us a completely different "picture"? |
|
|
Term
| there are two pictures: one of a lion, one a rhino. The pictures are the same color on the same background and are the same size. They will lead to similar firing of ____, but different firing in _____ |
|
Definition
| the two pictures will lead to similar V1 nuerons firing, because V1 nuerons pick up on borders. However, the two pictures will lead to different Inferior temporal cortex nuerons firing, because the inferioir temporal cortex fires based on what you associate the obejct with |
|
|
Term
| there are two pictures of a lion, one is small and yellow on a green background, and another is big and black on white background. if you compare the brain activity for these two images in the V1 and Inferior temporal Lobe, what will you see? |
|
Definition
| the V1 step is in charge of processing simpler qualities of an object, so you will see large differences in how the V1 cells fire between the two objects. The Inferior Temporal Lobe is in charge of what you associate the object with, so both times your brain goes "lion" and in cells in the Inferior Temporal Lobe fire in the same way |
|
|
Term
| what are the two basic theories of object recognition? |
|
Definition
the two basic theories of object recognition are
1. Viewpoint dependant recogniton
2. Viewpoint independant recognition |
|
|
Term
| describe the Viewpoint dependant theory of object recogniton |
|
Definition
| the viewpoint dependant thoery of object recognition says that we keep a set number of views for an object in our brains. |
|
|
Term
| Describe the viewpoint independant theory of object recognition |
|
Definition
| the viewpoint independant theory of object recognition is that we build 3-D models of objects in our minds. These 3-D models are made of peices called geons, which are geometric ions |
|
|
Term
|
Definition
| geons are geometric ions that make up the 3-D models we have of things in our brains |
|
|
Term
| how does the view dependant theory of object recognition relate to viewpoint invariance? |
|
Definition
| the view dependant theory of object recognition says that we store multiple views of an object in our minds to understand it. So, if we see an object once, we don't have viewpoint invariance, we won't be able to recognize it from other angles because we don't have those views stored in our minds yet |
|
|
Term
| which of the two theories of object recognition is closest to the truth? |
|
Definition
| reality is most likley a combination of the two theories: at first, we only have a few views of an object that define our perception. However, as we get to know an object better, we get a 3-D model of it in our heads |
|
|
Term
| what is the classic view of object recognition |
|
Definition
| the classic view of object recognition is that we see objects through a number of definitions |
|
|
Term
| what are the three levels of Rosch's categories? |
|
Definition
Rosch's Categories are:
1. subordinate
2. basic
3. superordinate |
|
|
Term
| what is the difference between exemplar models and prototype models in one sentence? |
|
Definition
in examplar models, we remember many instances of a category, and then create a prototype in our heads if needed. We compare new instances against the examplars we know.
In prototype models, we take all the induviudal instances and turn it into a prototype. We compare new instances against this one prototype |
|
|
Term
| these two models of object recogniton are based on the idea of gradients away from one "typical" member of the category |
|
Definition
| prototype and exemplar models both use the idea of a gradient of typicality. For example, a robin and bluebird would be quite typical, a swan would be somewhat typical, and a penguin would not be very typical |
|
|
Term
| in the exemplar model, when we experience something new, we compare it to _____ |
|
Definition
| in the exemplar model, when we experience something new, we compare it to known experiences and examples |
|
|
Term
| in the prototype model, when we experience something new, we compare it against ____ |
|
Definition
| in the prototype model, when we experience something new we compare it against our mental prototype |
|
|
Term
| in the exemplar model, when you are given a new example, which exemplars are you most likely to compare it against? |
|
Definition
| you are most likely to compare new exemplars against the most typical, or most often referenced of your exemplars |
|
|
Term
| what are three problems with the exemplar model? |
|
Definition
three problems with the exemplar model:
1. how do we reference objects that share few surface features with other objects?
2. how do we make ad-hoc categories, like "thing to hold open a window with"?
3. do we really store so many thousands of examples of things we have seen? |
|
|
Term
| what experiment showed people's ability to make prototypes even if they have never seen an object resembeling that prototype? |
|
Definition
| the experiment with the leptons showed that people could make prototypes, even if they had never seen an object resembeling the protoype |
|
|
Term
| between exemplars and prototypes, which "supersedes" the other? |
|
Definition
| exemplars theory accounts for prototype thoery: average your exemplars, weighting the most referenced ones, and you get prototypes |
|
|
Term
| the McGurk and McDonald experiment forced people's brains to _____ or _____ |
|
Definition
| the McGurk and McDonald experiment forced people's brains to commit to visual or auditory stimulus. In the experiment, the two wouldn't agree and the visual could change people's auditory perception |
|
|
Term
| during the McGurk/McDonald experiment, how do you switch between the two sounds? |
|
Definition
| during the McGurk/McDonald experiment, you switch between the two sounds by opening and closing your eyes. Seeing a video of someone mouthing the second sound makes you hear it |
|
|
Term
| why are multi-sensory representations of an object better? |
|
Definition
| multi-sensory representations of an object are better because any one sense has noise along with it's signal, getting more senses reduces noise |
|
|
Term
| what are three reasons for combining senses? |
|
Definition
three reasons for combing senses are:
1. multi-sensory representations are more accurate
2. multi-sensory learning is more reliable
3. our nueral representions are at least somewhat sensory invariant, meaning seeing and petting a dog would activate the same neurons for example |
|
|
Term
| what is the difference between sensory integration and sensory combination |
|
Definition
the difference is that sensory integration is using multiple senses to get information on the same aspect of an object or scene
sensory combination is using mulitple senses to get information on different aspects of an object or scene |
|
|
Term
| what does the double flash illusion illustrate? |
|
Definition
| the double flash illusion illustrates how your auditory system's input can change your visual perception. |
|
|
Term
| when one object leads to stimulus across multiple sense, we call these stimuli "cues." how do we weight cues in terms of importance? |
|
Definition
| we weight mutli-sensory cues for an object by the relability of the cue |
|
|
Term
| the McGurk-McDonald affect shows what about mutli-sensory cues? |
|
Definition
| the McGurk-McDonald affect shows how we average equally weighted multi-sensory cues |
|
|
Term
| why do we combine multi-sensory cues? |
|
Definition
| we combine multi-sensory cues because multi-sensory cues are more reliable |
|
|
Term
| what is an example of cross-activation of sensory information? |
|
Definition
| cross-activation of sensory information is when you process a stimulus from an object with one sense and it triggers that object in all your other senses. I smell some spice, and it brings me back to how my favorite indian resturant looks, how the food tastes, the music they play, etc. |
|
|
Term
| what does the motion-bounce illusion demonstrate? |
|
Definition
| the motion-bounce illusion demonstrates how the auditory input can completely alter your visual perception |
|
|
Term
| how do we know synthesia is real? |
|
Definition
| synthesiacs outperform non-synthesiacs in color association tests even when there is a year gap between experiments for the synthesiacs and a 10 minute gap between the experiments for the non-synthesiacs |
|
|
Term
|
Definition
| synthesia is when there is extra sensory or congnitive experiences consistently associated with certain stimuli |
|
|
Term
| the first of Hockett's features of language is that language has discrete and ____ features |
|
Definition
| the first of Hockett's features of language is that language has discrete and arbitrary features. Onamonapea, growls, imitations of predators are non-arbitrary |
|
|
Term
| Hockett's second feature of language is that a unit's meaning can depend on ____ |
|
Definition
| Hockett's second feature of language is that units of language can depend on context, so some units can have dual meanings that depend on how you use them |
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|
Term
| Hockett's third feature of language is that language features _____ or _____ displacement |
|
Definition
| Hockett's third feature of language is that langauge can have spatial or temporal displacement, it can reference things that aren't there. Animal language cannot do this |
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|
Term
| Hockett's Fourth feature of language is closely related to how we can say and understand sentences we have never heard before. |
|
Definition
| Hockett's Fourth Feature of langauge is generativity, that we can use discrete units to generate new ideas and setences |
|
|
Term
| Hockett's fifth feature of language allows us to make grammatically correct setences that go on forever |
|
Definition
Hockett's fifth feature of language is recursion, which allows us to embed ideas within ideas that go on forever
I am studying in carlton → I am studying at carlton at 5:30 pm → I am studying at Carlton at 5:30 pm on a monday→ I am studying at Carlton at 5:30 pm on a monday with my laptop |
|
|
Term
| what are Hockett's five features of language? |
|
Definition
Hockett's Five features of language are:
1. discrete, arbitrary units
2. semantics: meaning of units depends on context, one unit can mean more than one thing
3. spatial/temporal displace, one can reference things that aren't in the moment
4. generativity: we can combine units in different ways to make and understand setences we have never heard before
5. recursion: idea can be embedded in one another |
|
|
Term
| define Hockett's feature of language that is generativity |
|
Definition
| Hockett's feature of language that is generativity is that humans can recombine units to make and understand sentences they have never heard before |
|
|
Term
| why aren't vervet calls language? |
|
Definition
| vervet calls aren't langauge because they are just warning calls. You can't combine them to make more complex idea, you can't reference things that aren't there, you can't make a plan or tell a story or do those kinds of things like you could with a language |
|
|
Term
| what evidence do we have that our mental representations aren't exemplars or prototypes? |
|
Definition
| evidence against prototypes and exemplars, which are resemblence-based models, is that resemblence based models can't be everything. How do we know which features to compare? how do we know an ostritch fits in the bird category but a bat doesn't? |
|
|
Term
| what is the study of phoenetics? |
|
Definition
| the study of phoenetics is the study of the acoustic features of language |
|
|
Term
| what is the study of phonology? |
|
Definition
| the study of phonology is the study of the mental representations of language parts |
|
|
Term
| what is the study of morphology? |
|
Definition
| the study of morphology is the study of how the smallest peices of language fit together |
|
|
Term
| what is the study of syntax? |
|
Definition
| the study of syntax is the study of how langauges fit together |
|
|
Term
| what is the study of semantics? |
|
Definition
| the study of semantics is the study of what words mean |
|
|
Term
| what is the study of pragmatics? |
|
Definition
| the study of pragmatics is the study of how context affects the expression of language |
|
|
Term
what is the name for how we sense a gradient as a "jump" between set points?
examples: it got cold in here all of a sudden
I just got really drunk all of a sudden |
|
Definition
| when we sense a gradient as a jump between two points we call this "categorical perception" |
|
|
Term
| the lecture "language two" really confuses me |
|
Definition
|
|
Term
| what is the basic idea behind the sapir-whorf hypothesis? |
|
Definition
| the basic idea behind the sapir-whorf hypothesis is that the way we speak influences the way we think about the world |
|
|
Term
| how do speech errors suggest a level of modularity in how our brain formats language? |
|
Definition
| speech errors where we move words or peices of words forward or backward in sentences, or where we replace an entire word, suggests that our brain formats language in a modular way where peices (words) can be accidentally swapped or combined |
|
|
Term
| speech errors often result in legal _____ |
|
Definition
| speech errors often result in legal non-words, suggesting that rules take a big part |
|
|
Term
| anticipation speech errors, where we say something too early, suggests what about how the brain treats language? |
|
Definition
| anticipation speech errors suggest that our brains plan out sentences in advance even when we aren't aware that we will |
|
|
Term
| "Lexical context shapes our perception" what does this mean, and what is an example of it? |
|
Definition
| "Lexical context shapes our perception" means that the context of words in sentences shapes how we hear them. An example was an experiment where people heard the words "knob" and "rub" with an ambigous phenome in between "p" and "b" at the end, they heard "knob" and "rub" because "knop" and "rup" aren't words |
|
|
Term
| what is the Ganog Effect? |
|
Definition
| the Ganog Effect is how the context of words in a sentence affects how we hear them |
|
|
Term
| The Kuhl reading showed us what? |
|
Definition
| The Kuhl reading showed us how infants of less than six months don't show categorical perception of sounds, they take each sound at face value without assuming anything about it. After six months, this changes, and they start to expect sounds that match thier native langauge. Expecting sounds that match your native language is known as categorical perception |
|
|
Term
| categorical perception perception involves mapping ____ on to _____ |
|
Definition
| categorical perception of language involves mapping variable acoustics on to the intended idea of the speaker |
|
|
Term
| people are better at hearing differences between ____ than variations within _____ |
|
Definition
| people are better at hearing differences between sounds than they are are at hearing variations within one category of sound |
|
|
Term
| what is the motor theory of speech perception? |
|
Definition
| motor theory of speech perception is that we learn sounds by matching them with movements of the vocal chords |
|
|
Term
| what are three problems with motor theory of speech perception? |
|
Definition
three problems with the motor theory of speech production are:
1. young infants who haven't learned how to speak and can't use thier vocal chords can still understand language
2. people who have disorders that keep them from using thier vocal chords can understand language
3. animals can understand language |
|
|
Term
| the point of the language 2 lecture was that we learn by ____ |
|
Definition
| the point of the language 2 lecture was that we learn by examples |
|
|
Term
| how do we learn which sounds to use in language? |
|
Definition
| we learn which sounds go in our language by hearing and thus repeating them. Around 6 months, infants start to have bias towards phenomes that are common in the language being spoken to them |
|
|
Term
| how do we learn the syntax (word ordering) of our native language? |
|
Definition
| we learn syntax via probability of words coming after one another. It is all example based, except chomsky would bring up green ideas sleep furiously, which involves words that aren't very likely to be followed by one another. So there is some grammer/syntax processing part of ou brain, but we can't learn the syntax of any one language except by example |
|
|
Term
| describe the phenomic restoration affect |
|
Definition
the phenomic restoration affect is when certain sounds in a word are replaced with static but we still hear the sounds because we expect them to be there. Example:
"hold the Fo[static)"
we hear "hold the force" because that's what we expect to hear |
|
|
Term
| what is the experiment that showed how language fits into memory? |
|
Definition
the experiment that showed how language feeds into memory is:
people were given ambigous shapes with a non-ambigous label that could have described that shape. When they were asked to reproduce the ambigous shapes exactly as they were, they drew the shape closer to what the label said |
|
|
Term
| strong vs weak sapir-whorf hypothesis |
|
Definition
The strong sapir-whorf hypothesis: the language we learn determines how we think about the world
The weak sapir-whorf hypothesis: the language we learn influences the way we think about the world |
|
|
Term
| Boroditsky, Schmidt, and Phillips tested speakers of different languages whose articles have different male and female versions between languages. what did they find involving the sapir-whorf hypothesis? |
|
Definition
| the experiment with the subjects who languages had different male and female articles showed support for the sapir-whorf hypothesis. Female articles lead towards female descriptions of real-life objects. |
|
|
Term
| what is evidence against the strong sapir-whorf hypothesis? |
|
Definition
| evidence against the strong sapir-whord hypothesis is that there is a tribe whose language doesn't have words for the concept or real passing of linear time to way most langauges do. However, people in this tribe mentally represent time as well as other people |
|
|
Term
| which is there more evidence for, the strong or weak sapir-whorf hypothesis? and what does this mean in word? |
|
Definition
| there is more evidence for the weak sapir-whorf hypothesis. This means language affects, but does not completely define our perception of the world around us |
|
|
Term
| lateralization refers to what? |
|
Definition
| lateralization refers to how different parts of language tend to have hemispheric biases |
|
|
Term
| the parts of langauge including prose, intonation, and stress are dominated by what half of the brain |
|
Definition
| prose, intonation, and stres show right dominance in the brain. This idea of right versus left domiance is called lateralization |
|
|
Term
| words, syntax and morphology are parts of language that are centered in what part of the brain? |
|
Definition
| words, syntax, and morphology are centered in the left half of the brain, this is an example of lateralization |
|
|
Term
| does lateralization mean that one half of the brain handles some language tasks, and the other half handles different language tasks? |
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Definition
| no! both hemispheres are highly involved in language. Certain tasks simply show more activation in one hemisphere |
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Term
| what is the official name of Broca's area? |
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Definition
| Broca's area is the left inferior frontal gyrus |
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Term
| what is the left inferior frontal gyrus? |
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Definition
| the left inferior frontal gyrus is broca's area |
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Term
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Definition
| Wernicke's area is the posterior superior temporal gyrus |
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Term
| what is the posterioir superior temporal gyrus? |
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Definition
| the posteroir superioir temporal gyrus is Wernicke's area |
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Term
| where are broca's area and wernicke's area on a brain? |
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Definition
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Term
where is the left inferior frontal gyrus? what is it's common name?
Where is the posterior superior temporal gyrus? what is it's common name? |
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Definition
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Term
what does Broca's Aphasia do?
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Definition
| Broca's aphasia leaves language comprehension mostly untouched, but almost completely halts production of language |
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Term
| what does Wernicke's Aphasia do? |
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Definition
| a person with Wernicke's Aphasia cannot comprehend language or produce meaningful sentences. However, rythm and syntax are maintained, so the person can say noises that would be english setences if the words meant anything |
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Term
| John has a stroke. Afterwards, he doesn't understand what you are saying to him and only replies with "ab ab gab bab" sort of thing. What disorder did the stroke most likely cause? what part of the brain was damaged |
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Definition
| the stroke caused damage to the posteroir superioir temporal gyrus to cause wernicke's aphasia. John cannot understand langauge, and only say rythmic nonsense |
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Term
| the fact that we realize language must have innate parts is driven by this one idea |
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Definition
| The certainty that some part of language is innate comes from Chomsky's poverty of stimulus, where he says that we can understand and say sentences we have never heard before |
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Term
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Definition
| jargon is a small set of shared vocabulary, speaking jargon involves short, simple phrases without an established syntax |
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Term
| pidgin and creole: which has native speakers? |
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Definition
| creoles have native speakers, pidgins do not |
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Term
| what is the difference between jargon and pidgin? |
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Definition
jargon is shared vocab
pidgin is a very simple language |
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Term
| what is the difference between a superstrate and a substrate? |
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Definition
a superstrate lends a lot of vocab to a pidgin/creole
A substrate lends a little but of vocab to a pidgin/creole |
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Term
| the language bioprogram hypothesis says that creoles resemble each other because _____ |
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Definition
| the language bioprogram hypothesis says that creoles resemble one another because we all share an innate grammer that children use to shape the grammer of a creole |
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Term
| creoles are a combination of superstates and substrates. How does each contribute? |
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Definition
| superstrates define vocab of creole, while the substrates define the grammar of creole |
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Term
| language bioprogram hypothesis and substrate theory have conflicting explanations for the similarities of pacific/carribean creoles. What are the reasons, and which is better? |
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Definition
language bioprogram hypothesis says that the similarities between creoles is due to children inputting the common human innate grammer into language in the absence of established grammer.
substrate theory says that the similarities between creoles is due to them coming from similar superstrates and substrates that define thier vocab and grammer respectively, this theory has more evidence for it |
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Term
| children will _____ new languages |
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Definition
| children will stabalize new languages |
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Term
| what happens at the optic chiasm? |
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Definition
| in the optic chiasm, the visual stimulus is divided into left and right |
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Term
| where in the optic pathway does visual stimulus get divided into left and right? |
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Definition
| visual stimulus gets divided into left and right in the optic chiasm |
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Term
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Definition
| V1 cells fire preferentially for stimuli at certain angles |
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Term
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Definition
| periodolia is seeing meaningful shapes in random assortments |
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Term
| what cells in the visual processing pathway give us shape? |
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Definition
| V4 cells fire preferentially for certain shapes |
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Term
| describe viewpoint invariance |
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Definition
| viewpoint invariance is the fact that we are quick and consistent at recognizing objects from different viewpoints |
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Term
| describe the depth cue that is convergence angle |
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Definition
| the depth cue that is convergence angle is how our body "sees" the angle that our eyes are pointing at, if the angle suggests they are looking at something close, then our brain knows it is close |
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Term
| describe the depth cue that is accomodation |
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Definition
| the depth cue that is accomodation is based off the thickening/thinning of our lense, which happens to correct for object blur. This is good for close distances |
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Term
| describe the monocular depth cue of occlusion |
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Definition
| the monocular depth cue of occlusion is that closer objects conceal farther ones |
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Term
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Definition
| stereopsis is 3D vision arising from the fact that our eyes are at different places and provide different perspsectives |
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Term
| oculomotor depth cues are what? |
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Definition
| oculomtor depth cues are accomadation and convergence, they rely on muscles in the eye |
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