Psyc 101: Introduction to Biological & Cognitive Psychology PDF

ngôn ngữ và suy nghĩ Psyc 101 Language & Thought Introduction to Biological ý tưởng Part 1: Concepts & Language & Cognitive Psychology Chapter 9...

ngôn ngữ và suy nghĩ Psyc 101 Language & Thought Introduction to Biological ý tưởng Part 1: Concepts & Language & Cognitive Psychology Chapter 9 Jill Dosso, PhD Nov 2024 Speaking to you from the traditional, ancestral, and unceded territory of the xwməθkwəy̓əm (Musqueam) People. Topics 2 1. Concepts & categories 2. Language chức năng điều hành 3. Executive functions & problem-solving lý luận 4. Reasoning, judgment, & decision-making 5. Leilani Forby guest lecture: attention & autism  3 Concepts & Categories khái niệm và phạm trù Learning Objectives: Concepts & Categories 4 1. Define a concept and provide an example tâm lý thần kinh 2. Do concepts depend on language? Explain evidence from neuropsychology and developmental psych tâm lý phát triển 3. Describe three theories of categorization 4. Recognize brain regions involved in categorization  A **concept** is an idea or mental picture that helps you group similar things together. For example, the concept of a "dog" includes all kinds of dogs (big, small, fluffy, etc.) because they share common features like having four legs, fur, and barking. 5 Concept: a mental representation that groups or categorizes shared features of related stimuli (objects, events, images, etc…) Stimuli can be anything in your environment that causes you to notice, think, or respond. Specific individual Birds Food We usually have words for concepts, but language is not necessary Babies recognize the concept of "mom" or "dad" before they know the words "mom" or "dad." your brain can understand and recognize concepts without needing to use language or words You can understand the idea of "fear" just by feeling it, even if you don't say the word "fear."  6 Concepts without language Example 1 chứng mất trí nhớ ngữ nghĩa (suy giảm ngôn ngữ tiếp thu và biểu cảm, teo lại thùy thái dương) JB, a patient with semantic dementia (decline in receptive and expressive language, atrophy of temporal lobes) Could not name colours or match objects with their colours (strawberry = red) However, he could still sort colours The patient, JB, couldn't use language to name colors or link objects (like "strawberry") to their color (red). But JB could still organize colors into groups, showing that the concept of colors was in his mind, even without words to describe them. Haslam et al., 2007  7 Concepts without language Example 2 Preverbal infants’ concepts can be tested with a habituation procedure: HABITUATION PHASE: Show a stimulus that attracts baby to look. Repeat this type of stimulus until baby habituates (looking is reduced) Babies who can’t talk yet are tested using a "habituation" method. When shown something new, they look at it. If they see the same thing repeatedly, they get bored and stop looking. This shows that babies can understand and recognize concepts (like "new" vs. "familiar") without needing language to explain them. Soto-Faraco et al., 2012  After the baby gets used to the repeated stimulus and stops paying attention (habituation), they are shown something new. If the baby starts looking again (dishabituates), it means8 Concepts without language they can tell the difference between the old and new stimuli. Example 2 This shows that even without language, babies can recognize and understand differences between things (concepts), like noticing when something changes TEST PHASE: Show a new type of stimulus. IF baby dishabituates (looking returns) THEN we know they can discriminate these two types of stimuli sự phân biệt đối xử Soto-Faraco et al., 2012  9 Concepts without language Example 2 These examples show that infants have the ability to form concepts and make distinctions even without language. Pre-verbal infants can tell apart: two from three (6m, Wynn, 1995); happy from fearful expressions (7m, Cong et al., 2017); animals from vehicles (3m, Arterberry & Bornstein, 2001) At 6 months At 7 months At 3 months old, old, babies old, babies can babies can can tell the distinguish recognize that difference between a animals are between happy face and different from groups of a fearful face vehicles two and (Cong et al., (Arterberry & three objects 2017). Bornstein,  Categorization theories 11 1. Rules-based definitions “Small, four-footed animal with fur that wags its tail and barks”? A necessary condition is something that must happen for the outcome to occur. If the necessary condition is missing, the outcome is impossible Necessary condition: something that must be true of the object for it to belong to the category All Psyc 101 students must be UBC students Sufficient condition: something that, if true of the object, proves that it belongs to the category Knowing that someone is registered in Psyc 101 on Workday proves that they are a Psyc 101 student A sufficient condition is something that guarantees the outcome if it happens. If the sufficient condition is present, the outcome will definitely occur, but it’s not the only way the Categorization theories 13 nguyên mẫu 2. Prototype theory Members of a category are similar to the “best” or “most typical” member of a category điển hình nhất We categorize new instances by comparing to the category’s prototype Some members are “better” members of a category than others  we categorize things by comparing new examples to Categorization theories specific memories of past examples (called exemplars)14 stored in our minds. gương mẫu 3. Exemplar theory We categorize by comparing new instances with stored memories for other instances of the category Categories & the brain 16 Neuroimaging studies Forming prototypes involves the visual cortex (image processing) Learning exemplars involves the prefrontal cortex (analysis & decision-making) and basal ganglia (pattern learning)  17 Language Learning Objectives: Language 18 1. Define language 2. Identify four properties of language; use key linguistics terms 3. Comment on whether or not non-human animals have language 4. Provide age ranges for common language milestones 5. Describe a study on the role of experience in distinguishing speech sounds 6. Explain Chomsky’s critique of behaviourism 7. Link language areas of the brain to behaviour Do other species have language? 19 Vote: Is this language? Rhesus monkeys: Yes, def --- Kinda --- No Alarm calls for “snake” “eagle” “leopard” Do other species have language? 20 Alex Kanzi Rhesus monkeys: Alex, the African Grey Chimps Alarm calls for Parrot no vocal chords (use “snake” large vocab lexigram) “eagle” counting to 6 Large vocab (160); only “leopard” questions concrete words Simple sentences  21 https://www.youtube.com/watch?v=_1FY5kL_zXU  22 Language: a system of symbols, signals, and rules that is used to communicate meaning Properties: 1. Discreteness: made up of component parts (words, morphemes) 2. Grammar & syntax: rules about how to combine parts 3. Displacement: involving time 4. Productivity: capacity for new combinations Animal communication can have some of these features, but human language is uniquely rich in all 4  Units of language 24 hình vị, tach "s", va word ra the smallest unit of language that has meaning âm vị There are approximately 4,000 human languages (all have basic structure of sounds and rules) Images: Schacter et al (2023) Psychology (6th Canadian ed) Macmillan Linguistics: Key terms 25 Grammar: the rules of the language, including morphology (word rules) and syntax (sentence rules) Morphology: how morphemes can be combined into words Syntax: rules of how words can be combined into sentences Semantics: meaning Rules of syntax 26 How words can be combined into sentences – differs across languages a/an/the/some/each/this| which thing you are referring to or whether you are referring to one thing or severa Images: Schacter et al (2023) Psychology (6th Canadian ed) Macmillan Complex structure of human language 27 Surface structure: specific symbols and words “Sam ate the cake” vs “the cake was eaten by Sam” Deep structure: meaning (semantics) “Colourless green ideas sleep furiously” (surface OK but deep is absent)  31 có thể phân biệt được sự khác biệt âmgiữa các âm thanh lời nói thủ thỉ phụ âm bập bẹ cú pháp Source: From Schacter et al (2014) Psychology (3rd ed) Worth  Distinguishing speech sounds 32 The role of experience Infants' ability to distinguish speech sounds: In the experiment, children were trained to expect something interesting (like a new display) when a sound changed, and they would turn their heads when they heard a change in sound. This shows that infants are actively learning Train children to expect a pleasing, novel display to detect differences in speech sounds and turn head when the sound changes (Kuhl et al., 2006) In Japanese, no distinction between l and r phonemes At 6-8 months, Japanese and American (English- hearing) infants perform similarly distinguishing l and r By 10-12 months, American infants’ performance improves and Japanese infants declines Evidence of specialization to the heard language Images: Schacter et al (2023) Psychology (6th Canadian ed) Macmillan Chomsky’s Critique of Behaviourism phê bình 33 the idea that children learn language only by being rewarded for speaking correctly Although parents do reinforce early babbling, the richness of language cannot be explained by reinforcement learning 1) Parents spend little time training or reinforcing grammar While parents may praise or correct kids for babbling, they don’t spend much time teaching grammar rules. Kids often create sentences they’ve never heard before, which shows 2) Children generate unique sentences they are not just copying what they hear. 3) Errors are over-regularizations of rules they have learned but often cannot express e.g. “I runned” Mistakes show learning: When children make mistakes, like saying “I runned” instead of “I ran,” it shows they are trying to use grammar rules, even if they don’t fully understand them yet. These mistakes are based on rules they’ve picked up. In simple terms, Chomsky says that language is too complex to be learned just by rewards and repetition. Children are actively figuring out rules on their own. Chomsky’s Language Acquisition Device (LAD) 34 humans are born with a natural ability to learn language. He believes language learning is not just based on experience but is part of our biological makeup Language as an innate biological capacity Evidence: genetic dysphasia: a condition of frequent grammar errors disproportionate to IQ – later linked to a specific gene e.g., “Carol is cry in the church” This is a condition where people have trouble with grammar but their intelligence (IQ) is normal. It shows that grammar problems can be linked to a specific gene, supporting Chomsky's idea that language skills are built into us. Gopnik, 1990 The Language Areas 35 mainly located in the left hemisphere. Nb. Left hemisphere Dysphasia: developmental language impairment where a person has difficulty learning or using language, often due to brain differences. Aphasia: Lesion-induced language impairment A language impairment caused by brain damage, often due to a stroke or injury. It can make it hard for a person to speak, understand, read, or write, depending on which part of the brain is damaged. In both cases, these conditions affect how language is processed in the brain, but dysphasia happens early in life, while aphasia is caused by injury or damage later on.  Broca’s Aphasia 36 M. Leborgne: Intact comprehension (e.g., pointing) but impaired speech production A more typical patient: “Ah… Monday… ah Dad and Paul [patient’s name] … and Dad… hospital. Two … ah doctors… and ah … thirty minutes … and yes … ah … hospital” (Goodglass 1976) Role of Broca’s area: Motor programs for articulation Syntactic rules In summary, Broca's aphasia affects the ability to produce speech, but comprehension typically remains intact. This condition highlights the importance of Broca's area in both the physical production of speech and the understanding of sentence structure.  Wernicke’s Aphasia 37 Examiner: what kind of work did Speech is normal (rate, syntax, grammar) but often lacks you do before you came into the meaning & difficulties in comprehension hospital? Patient: Never, now mista oyge I wanna tell you this happened Highly localized Wernicke’s damage can lead to a very when happened when he rent. His specific deficit: pure word deafness – his kell come down here and is – he got ren something. It “I can hear you talking, I just can’t understand what it happened. In thesse ropiers were means” with him for hi – is friend – like their own speech is excellent was. And it just happened so I don’t know” (Kertesz 1981) can recognize non-speech sounds (barking dogs, door bells) Speech: Fluent but meaningless, with the patient unable to form coherent sentences that convey intended messages. Comprehension: Significantly impaired, making it difficult for them to understand what others are saying. Pure Word Deafness: A more specific form of Wernicke’s aphasia where patients can't understand speech but can still hear non-speech sounds. In Wernicke's aphasia, the ability to produce speech is intact, but both comprehension and meaningful communication are severely affected.  39 Questions?