ling 3713 test 3

Linguistics Lin 3713 with Proly at University of Central Florida

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By: beth duncan
Created: 2010-11-08
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Views: 26

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understanding sentences involves

attention to syntactic, semantic, and prag factors.

phrase marker

putting surface struct into ling categories is 1st step of understanding. PM: result of parsing sents into phrases

phrases

one or more words, may fill subj/predicate slot in sent. Combod to form sents and can't stand alone.

bldg blocks of phrases

nouns, verbs, adjs, advs, preps

sent struct hierarchy

phoneme-morpheme-word-phrase-clause-sentence

morph

one or more phones

word

one/more morphs

phrase

one/more words

clause

one/more phrase

sent

one more clause

constituent

part or element, a gramm unit

verb phrase

usual form: verb+mods(determiners) and always has a verb

immediacy principal

when we first see/hear word we decide where to palce it with other incoming words (parsing into phrases). Theory with evidence.
We access meaning from perm mem, id the referent, and fit wiord into syntactic struct of sent. Use so we don't ocerload our cog resources

late closure strat

attach new items to current constituent to reduce cog load

minimal attach strat

attach new words to least number of nodes that follow rules of lang (realtes to simplest construct)

MODULAR APPROACH

syntactic based strats used first with lex/discourse components later

interacticve approach

use all available info at the same time to parse sents in phrase markers, lex info, syntactic, discourse, and context factors.
-current research supports interactive model with lex/contextual factors affecting parsing the most

baddeley's model of working mem

people with larger working mems usually perform better on a variety of cog tasks such as reasoning and may play a role in comprehen

mech of suppression

gembacher and faust 1991: good comprehenders filter out info they don't need.

parsing results in

developing syntactic struct of an incoming sent

tv study

one unique metaphor for each 25 words spoken

speech acts

austin, 1962. Utts that re more requests for action than comm info

locutionary act

act of saying something

illocutionary act

action that occurs by saying sent

speech act

utt with an illocutionary force

perlocutionary force

effect of utt on listiner

felicity conditions

if these are present, request seen as literal/valid/sincere. Ability of person being addressed to do the action. Reason the act is necessary

indirect speech arts

speech acts where intended meaning is not lit meaning. used to request politely.

metaphor

not a similie which uses like/as for comparision and not as foreceful. Seen as implicit comp between 2 unlike things that actually have something in common. Uses "to be"

3 thoeries of fig lang comp

pragmatic theory, conceptual metaphor theory, class inclousion thoery

prag theory

comprehend fig lang by first comping and then rejecting lit meaning. Evidence not supported. includes conventions and 3 steps.

3 steps

claimed by Searle in 1975. 1) listener extracts lit meaning 2) decides if lit meaning what speaker intended 3) if listener decided lit meaning is not what speaker intended than an indirect meaning based on comm conventions and the speech act arises

ling comm takes place

using shared assumps about comm

conventions

grice, 1975 are the name fofr shared implicit assumps of comm. In gen, we strive to be informatice, clear, relevant, and truthful in convos

4 types of conentions maxims

gives us a way to judge what others mean bc we usually obs these implicit rules in covo, quantity, quality, relation, and manner

quantity

give info that is informativce as necessary

quality

give truthful info

relation

relevant to goals of conversation

manner

clear, avoid wordieness, disorderliness, ambig

conceptual metaphor theory

assumes our thought processes is metaphorical, that we use meta to make sense of experience.

gibbs 1994

encountering a verbalmeta auto activates teh corresponding conceptual meta.

it's best because

explains times when we auto access fig meaning. Also best to explain range of research finds.

conventions

used as back up when we don't know meta

class inclusion theory

states that to determine if statement is true, first retrive lex reps of nouns and assess whetehr the relation is applied approp

process fig lang

like literal lang where we get info from lex, selcet part that is relevant, and id the rela bet lex reps that have been retrieved

instantiation

id a general term with a specific meaning. Like the container held the corn (basket) and the container held the soda (bottle)

best theory bc

connects study of fig lang with field of lang comp and lex comprehension

mem for sents includes

meaing of sents, sent wording, inferences drawn at time of comp

research suggests

only gist is retained

retention interval

time bet presentation of a stim and the test

sachs 1967

varied type of sents and retention interval. Students listened to adio and we tested.

prag factors

we remember teh exact form and exact sent easily

interaction content

important factor in retention of sent form under naturalistic conditions.

inferences

form of elab processing

elab

process where incoming info is related to info that is already in perm mem

false recognition error

where people believe that they saw/heard something that was not preseneted

proposition

two/more concepts and a relation bet them. Simple sents have 1 prop, complex have more than one

prop models of sentence comp

1) extract sent meaning and construct a prop for meaning 2) same time, surface form goes to working mem 3) meaning usually of most interest so more resources devoted to meaning 4) if surf struc prag sig, think about it more and result in better retention

benefits of prop model

extends naturally to discourse (a group of sents combod in meaningful way)

Categories of cohesion

Reference,

Lexical,

Ellipsis,

Conjunctive,

Substitution,

Reference:

links between words and other words. Information needed for the interpretation of one item is found elsewhere in the text.

Pronouns: he, she, it.

Demonstratives: the, this, that, those.

Comparative: same, different, similar.

Substitution

Replace one lexical item with another as an alternative to repeating the first

ellipsis

special case of sub where we replace a phrase with nothing

conjunc

express a relationship bet phrases/sents by using conjuncs such as and/but/or/yet/so

lexical

tie is made bet one sent/phrase and another by virtue of lex relas bet words

reference

two kinds in discourse: link words/phrases. Have anaphroic and cataphoric

anaphoric

expression refering back to something previously mentioned.

anaphor

referring expression

antecedent

previous referent

cataphoric

use referring expressions to point forward: this is how you do it

studied most?

anaphors. Enable us to explore the role of working mem in comprehen and illums role of comm conventions

3 stages of given/new strat

1) id given/new info in current sent 2) find antecedent in mem for given info 3) attach new info to this spot in mem

direct matching

given info in target sente directly matches an antecedent in context sent. We got beer. The beer was warm.

Not the rep of words

but the rep of concepts that counts, direct matching means matching underlying concepts

foreground

info currently discussed

background

info introd earlier but no longer focus

background knowledge

when encounter unfamiliar passages, more diff to make inferences

surface form

verbatim form of sent is stored in working mem only until meaning is udnerstood then purged to make room for next sent

prop reps

if we purge working mem of exact working, only prop sturct left. Retained better.

situational models

rep meaning of text, as we comprehend props of a text, we construct mental model of world as decribed. Retained best.

spatial

like a diagram connects parts

causal

parts of a text are connected by causal relations

scheme

struct in semantic mem that specifies general/expected arrangement of a bod of info

2 issues in scheme

char'ing the nature of schematic knowledge and how its used during discourse comp

activating scheme

activate approp schemata to prop comprehend story. When we don't have a scheme, comp/mem are poor

genres of schemata

genre: type of discourse that has a char struct and provide with general expectations regarding new info in a discourse will be arranged. Ex: narr tells story, expository: info text

story gramm

scheme in semantic mem that ids the typical/expected arrangement of events in a story. includes setting, episode, end

setting

time, local, context

event

change of state which occurs in phys enviro

internal response

goal or desire, emo, cognition(chars internal rep of an external event)

method

plan constructed by individ

activity

action motivated by goal

consequence

end result of an action

inaccessibility of knowledge

can comprehend passage but not activate relevant body of know

anomalous suspense

reader participates in narr world in such a fasion that know. critical to sustaining suspense is not immed access

familiar materials

when we deal with fam material, scarcely away of ambigs, missing elements, and irrev details. Tend to rely on global structu

unfamiliar materials

we don't have scheme so rely on cohesive

active processing

relating info to info in perm memory

self ref effect

tend to remem info better when relate to self

main points

diff for disabled students

strat training effective

comp best when extran material omitted from text

bldg global structs

need to id important points when not explicitely marked.

About this deck

By: beth duncan
Created: 2010-11-08
Size: 102 flashcards
Views: 26

About StudyBlue

“I have been getting MUCH better grades on all my tests for school. Flash cards, notes, and quizzes are great on here. Thanks!”
Kathy