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Dec3

Course: PSY 210, Fall 2009
School: Cal Poly Pomona
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and Language Attention Chapter 20 Wednesday, December 3, 2003 Features of Language Creativity we create meaning by using grammatical rules to generate new sentences. Form language is made up of smaller units (phonemes, morphemes, words, sentences) combined using rules. Content meaning can be abstract, context independent, emotional. Use language has social purpose. Animal Models of Language...

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Course Hero has millions of student submitted documents similar to the one below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.
and Language Attention Chapter 20 Wednesday, December 3, 2003 Features of Language Creativity we create meaning by using grammatical rules to generate new sentences. Form language is made up of smaller units (phonemes, morphemes, words, sentences) combined using rules. Content meaning can be abstract, context independent, emotional. Use language has social purpose. Animal Models of Language Chimpanzees cannot produce speech sounds because they lack the vocal apparatus. Chimpanzees (Washoe, Kanzi) and other apes can manipulate symbols. Language development goes to a certain point then stops not fluent and creative like humans. No evidence that animals form abstract mental representations of meaning and think using symbols. Innateness of Language Language and sign language are both lateralized to left hemisphere. The planum temporale is larger in the left hemisphere in most (67%) right-handers. This asymmetry is present before birth. Infants can differentiate speech sounds at birth critical period for recognizing phonemes for a particular language. Universal regularities in language acquisition. Aphasias Aphasia a disorder of language. Wernicke's aphasia difficulty understanding written or spoken language. Empty speech. Logorrhea (too much speech). Broca's aphasia difficulty generating fluent, grammatical speech (omit articles, adjectives). Conduction aphasia disconnection between Broca's & Wernicke's area cannot repeat. Ideographs Ideographs characters that stand for an entire concept, representing a root word. Some writing systems have two ways of expressing language: Katakana (phonetic) vs kanji (ideographic). Processing of kanji occurs in a different region than processing of katakana, though both are localized to left hemisphere. American Sign Language Deaf people who know sign language show deficits similar to Broca's or Wernicke's aphasia lateralized to left hemisphere. Ability to move hands is not impaired just ability to move hands to produce language. A hearing man who knew sign language recovered both verbal and signing language abilities together. Aprosodia Prosody musical elements of speech, including stress, pitch, rhythm. Affective components of language convey attitude, value, emotion. Lateralized to right hemisphere. Damage to frontal cortex results in flat tone of voice regardless of emotional state. Damage to posterior areas of brain result in inability to comprehend other people's prosody. Reading and Writing Disorders Alexia and dyslexia inability or difficulty reading. Dyslexia is congenital, alexia is acquired. Agraphia inability to write. Word blindness inability to comprehend words. Pure alexia without agraphia. Dyslexia May be congenital or acquired through brain injury. Inability to read despite normal IQ & cognition. Deficient phonemic processing sounds). (speech Visual processing defects due to abnormalities in connections between visual and language areas. Deficit in development of hemispheric dominance occurs in left-handers, letter reversals. Causes: Dyslexia (Cont.) More causes: Cytoarchitectonic abnormalities, such as incomplete segregation of layers in planum temporale, clusters of misplaced neurons. Inability to process sensory input with adequate speed magnocellular conduction too slow. Hemispheric Lateralization Left hemisphere: Language (spoken and written). Analytic, serial processing. Spatial processing. Face recognition. Some aspects of music. Right hemisphere: Both hemispheres work together. Split-Brain Studies Surgery to sever the corpus callosum in epilepsy patients: N.G. Wada test anesthetic injected in artery to immobilize one hemisphere. Techniques (e.g., Z lens) are then used to present stimuli to one or the other hemisphere, independently. Tasks Matching and naming Right hemisphere cannot name things. Four picture identification Block designs Right hemisphere is better (also Braille). Figure copying right is global. Music is complex Perfect pitch localized to left hemisphere. Handedness and Language Right handed people (95%+) have language localized to left hemisphere. Left handed people: 70% have language in left hemisphere 15% have language in right hemisphere 15% have language in both hemispheres With brain injury early in life, the other hemisphere can take over language. Right Hemisphere Language Some language processing does occur in right hemisphere: Recognition of shapes of whole words. Prosody of speech Emotional content of speech When language exists in both ...

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Cal Poly Pomona - PSY - 210
Memory SystemsChapter 23 Friday, December 5, 2003What is Memory?Memory is a change in the synapses of the neurons comprising a network. Memories are not static "records" but products of a change in the connections among nerve cells. Memories ex
Maryland - CMSC - 420
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Maryland - CMSC - 420
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Maryland - CMSC - 420
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Maryland - CMSC - 420
%!PS-Adobe-2.0 %Creator: dvips 5.55 Copyright 1986, 1994 Radical Eye Software %Title: ch10.dvi %CreationDate: Sat Jul 4 11:20:58 1998 %Pages: 21 %PageOrder: Ascend %BoundingBox: 0 0 612 792 %EndComments %DVIPSCommandLine: dvips ch10 %DVIPSParameters:
Cal Poly Pomona - CIS - 101
USING SIMNET IN CIS 101 (W07)Student InstructionsFirst Time Setup (One Time ONLY)1. To install SimNet software: Insert the CD-ROM and follow the installation wizard. When prompted for the school's SimNet home page, enter csupomona.simnetenterpri
Cal Poly Pomona - CIS - 101
USING SIMNET IN CIS 101 (S07)Student InstructionsFirst Time Setup (One Time ONLY)1. To install SimNet software: Insert the CD-ROM and follow the installation wizard. When prompted for the schools SimNet home page, enter csupomona.simnetenterpris
Cal Poly Pomona - CIS - 101
Excel Tutorial Skills ChecklistIntroduction to Excel Introduction to Excel 2003 Opening and Closing Workbooks Creating Workbooks Using Templates Creating Folders for Saving Workbooks Saving a Workbook in a New Format Using the Research Tool Ma
Cal Poly Pomona - CIS - 101
Power Point Tutorial Skills ChecklistIntroduction to PowerPoint Introduction to PowerPoint 2003 Creating Presentations from a Blank Presentation Creating Presentations Using the AutoContent Wizard Creating Presentations Using Design Templates O
Cal Poly Pomona - CIS - 101
Tutorial Skills ChecklistWord Introduction to Word Overview of Word 2003 Creating a New Blank Document Entering Text Saving a Document Opening a Document Using Views Using the Reading Layout Closing a Document Creating and Managing Documents
Cal Poly Pomona - CIS - 101
Tutorial Skills ChecklistXP Introduction to Windows XP Professional Clicking and Double-Clicking Using the Mouse to Drag Objects Right-Clicking What is an Operating System Logging On Creating Accounts Discovering Windows XP Professional Overv
UNC - GEOG - 491
NickCallandandEvanRaczkowski Geography491 Dr.Walsh November6,2008 *Note:AllreferencedgraphicsarelocatedinEvanRaczkowskisAFSspace: (students>eraczkow>Lab4>Graphics) Lab4:Population-Environment Interactions: Ecuador 1A: Quantitative Land change assessm
Oregon State - CH - 130
Oregon State - CH - 130
Chemistry 130 Quiz 2 Due in class by April 21, 2009Spring 2009 April 14, 2009Oregon State University Dr. Richard Nafshun Score _/8Student _ 1. Complete the following substitution reaction:2.Draw and name the product formed from the eliminat
Oregon State - CH - 223
Synthesis and Analysis of a Coordination Compoundpre-lab part 1 1. Is the synthesized coordination compound soluble in water?2. Which type balance will be used?3. What is the mass range of the FeCl3 C 6H2O to be weighed?4. What is the second r
Oregon State - CH - 442
Oregon State - CH - 223
CH 223 Spring 2008 Worksheet1. Calculate the pH when 24.9 mL of 0.100 M HNO3 has been added to 25.0 mL of a 0.100 M KOH solution.2. Calculate the pH of a solution formed by adding 10.0 mL of 0.050 M NaOH to 40.0 mL of 0.0250 M benzoic acid (HC7H
Michigan - GEOL - 147
Geo 147Groups for the EQ presentations (Jan 25)1. Subduction Zone EQsLee Eisenstein Fran LaksShannon Murphy Rodney Wittbrodt2. Transform Fault EQs (e.g. San Andreas EQs)Courtney Lissauer Sheila MadhavanBrian TeppelCourtn
Michigan - GEOL - 147
Geo 147Groups for the Hurricane "Who Pays?" debate-style presentations (Feb. 22)1. Intro to Hurricane Process & PanelMichelle WeinshallBrian TeppelCourtney WelkisCourtney Lissauer Timothy Roche2. Debate Team Group A Erin Docksta
Michigan - GEOL - 147
Homework #1, Due Tues Jan 23:1. -> Write out a short list of questions about tectonics and earthquakes that junior high school students might/should ask.2. -> Provide short answers to your above questions.++(more background: The basic idea i
Michigan - GEOL - 147
Geo 147course intro, Th Jan 4> course is full, and many people are waiting to get in.> course logistics > try to define natural hazards, but. > we quickly find hazards that are on some people's list, but not others. and, -as always- i
Michigan - GEOL - 147
Geo 14711 Teams for the Hazards Game1. Rachel BuksteinPaul Cobb2. Erin DockstaderLee Eisenstein3.Carla FedrigoChari Futterman4.Jayme GoldwasserLauren Jacobson5. Fran LaksCourtney Lissauer6. Sheila MadhavanLauren Marrus
Michigan - GEOL - 147
NCOMPY=11NSTEPS=1# COM (NS rates(1 2 3 4) #cust(1 2 3 4) $forward $income $outBank $loss(1 2 3 4) $new) .1 B&C 1 100 100 100 100 325 168 255 223 300000 97100 30000 8000 0 20000 4000 3351002 D&E 1 100 100 100 100 319 180 263 239 300000 1001
Michigan - GEOL - 147
NCOMPY=11NSTEPS=2# COM (NS rates(1 2 3 4) #cust(1 2 3 4) $forward $income $outBank $loss(1 2 3 4) $new) .1 B&C 2 115 75 115 100 173 195 146 178 335100 69110 30000 3000 0 30000 19000 3222102 D&E 2 99 75 105 95 274 211 191 213 317100 83
Michigan - GEOL - 147
NCOMPY=11NSTEPS=4# COM (NS rates(1 2 3 4) #cust(1 2 3 4) $forward $income $outBank $loss(1 2 3 4) $new) .1 B&C 4 90 70 90 85 109 163 109 129 333895 41995 30000 4000 10000 10000 6000 315890 2 D&E 4 100 65 108 110 113 197 70 70 340241 393
Michigan - GEOL - 147
NCOMPY=11NSTEPS=5# COM (NS rates(1 2 3 4) #cust(1 2 3 4) $forward $income $outBank $loss(1 2 3 4) $new) .1 B&C 5 80 80 90 75 91 121 100 142 315890 36610 30000 22000 0 10000 5000 285500 2 D&E 5 105 65 90 105 51 189 65 43 346606
Michigan - GEOL - 147
NCOMPY=11NSTEPS=6# COM (NS rates(1 2 3 4) #cust(1 2 3 4) $forward $income $outBank $loss(1 2 3 4) $new) .1 B&C 6 70 70 80 65 105 97 98 192 285500 34460 30000 56000 0 30000 10000 193960 2 D&E 6 95 65 84 95 43 162 58 29 328611 2
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# Solving Equations with Maple# =# Solving linear equations with LinearAlgebra and linalg# LinearAlgebra[LinearSolve] - solve the linear equations A . x = bwith(LinearAlgebra):P := <4,2,-1>|<2,4,3>|<-1,3,5>;z := <1,0,0>;LinearSolve(P, z);
UNC - GEOG - 491
Aspen Price 11/14/08 GEOG 491 Walsh Lab 5: Plant Invasion and Land Use in the Galapagos Islands For the agricultural zone What relationships exist between farm characteristics (in the attribute table) and the percent guava by farm? To calculate perce
UNC - GEOG - 491
Farm to Region Ratio of Change100%150%200%50%0%Source: Data provided by Steve Walsh, UNC Geography Note: See table 1 for frequencies of these phenomena in the region.LULC Change Classification, 1986-1996Fo re st Fo to re Fo st re to st
UNC - GEOG - 491
Figure 10. Percent of Farms Deforested Between 1990-99 by Population of Farm, Ecuadorian Oriente.15 10Percent Deforested, 1990-19995 0 -5 -10 -15 -20 -25 -30 -35 -40 -45 1 2 3 4 5 6 7 8 9 10 11 12 13Population of FarmSource: Data provided by
UNC - GEOG - 491
Figure 11. Percent of Farms Deforested Between 1986-96 by Population of Farm, Ecuadorian Oriente.40% Percent of Farm Cells Deforested, 1986-1996 35% 30% 25% 20% 15% 10% 5% 0% 0 2 4 6 8 10 12 14 Farm PopulationSource: Data provided by Steve Walsh,
UNC - GEOG - 491
Figure 12. Education of Jeffe by Population of Farm, Ecuadorian Oriente.7 6.5 6 5.5Education of Jeffe54.5 43.5 32.5 2 1.5 1 1 2 3 4 5 6 7 8 9 10 11 12 13Population of FarmSource: Data provided by Steve Walsh, UNC Geography
UNC - GEOG - 491
Figure 13. Percentage of Farms Deforested between 1986-1996 by the Use of Day or Contract Laborers in 199828.00% 27.50% Percent of Farms Deforested, 1986-1996 27.00% 26.50% 26.00% 25.50% 25.00% 24.50% 24.00% 23.50% Did Not Use Laborers Used Laborers
UNC - GEOG - 491
Figure 2. LULC Changes on Farms by Distance to Water Bodies in the Ecuadorian Oriente.60% No Change 50% Percent of Cells in Quintile Human Induced Change Presumed Natural Change40%30%20%10%0% First Quintile (n=488) [21%] Second Quintile (n
UNC - GEOG - 491
Figure 3. LULC Changes on Farms by Distance to Roads in the Ecuadorian Oriente.80% 70% Percent of Cells in Quintile 60% 50% 40% 30% 20% 10% 0% First Quintile (n=250) [11%] Second Quintile (n=932) [42%] Third Quintile (n=681) [30%] Distance to Roads
UNC - GEOG - 491
Figure 5. Relationship between size of farm and number of household members, Ecuadorian Oriente1,600,000 1,500,000 1,400,000 1,300,000Area of Farm (m^2)1,200,000 1,100,000 1,000,000 900,000 800,000 700,000 600,000 500,000 400,000 300,000 1 10L
UNC - GEOG - 491
Figure 6. Number of Crops Grown on Farm by Population of Farm, Ecuadorian Oriente4 3.5 3Number of Crops2.5 21.5 1 0.5 0 1 2 3 4 5 6 7 8 9 10 11 12 13Population of FarmSource: Data provided by Steve Walsh, UNC Geography
UNC - GEOG - 491
Figure 7. Hectares under Crop Production on Farms by Population of Farm, Ecuadorian Oriente10 9Hectares Under Crop Production8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10 11 12 13Farm PopulationSource: Data provided by Steve Walsh, UNC Geography
UNC - GEOG - 491
Figure 9. Age of Jeffe on Farms by Population of Farm, Ecuadorian Oriente.75 70 65 60Age of Jeffe55 50 45 40 35 30 25 1 2 3 4 5 6 7 8 9 10 11 12 13Farm PopulationSource: Data provided by Steve Walsh, UNC Geography
UNC - GEOG - 491
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UNC - GEOG - 491
Table 2. Percent of Farms with Various Measures of Access to Technology, Ecuadorian Oriente. Access Electricity 29% Television 31% Refrigerator 19% Chainsaw 35% Vehicle 9%Source: Data Provided by Steve Walsh, UNC Geography.
UNC - GEOG - 491
Table 3. Frequencies and Percentages of Jeffe Education Levels on Farms, Ecuadorian Oriente. 1 2 3 4 5 7 Frequency 3 18 33 4 1 1 Percent 5.00% 30.00% 55.00% 6.67% 1.67% 1.67%Source: Data Provided by Steve Walsh, UNC Geography
Washington - DRAMA - 416
DRAMA 416 THE HISTORY OF WESTERN DRESS - COURSE NOTES*Capitalization indicates a vocabulary word or proper term with which to discuss item.Dress: The total arrangement of all outwardly detectable modifications of the body itself and all physical [
Washington - DRAMA - 416
Drama 416 Fall 01Required Text: THE HISTORY OF COSTUME, By Blance Payne, 2nd Ed/ Prof. Sarah Nash Gates Harper Collins, 1992 WF 9:30 - 12:20 Class Readings: Available at Ave. Copy Office 543-5140, Hutchinson 101 4141 University Way N.E. (Review not
Washington - DRAMA - 416
VOCABULARY LIST DRAMA 416 Revised Fall 2002*Words marked are NOT required for BA's. They are required for MFA Costume Designers. Words marked are NOT IN THE TEXT. Definitions will be given in class.@(Word) = this indicates the word given in t
Delaware - CIS - 105
ADAM
University of Texas - CS - 310
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University of Texas - CS - 310
Handout #80: Supplement for Linking/Loading (NOT LC-3 specific)Reading: P/P 7.4, 9.2.5, 11.4.1 Any section marked with # is not required for the exam. - 1) LINKING BACKGROUND * motivation * impact on the source code you write (H
University of Texas - CS - 310
CS 310 10/31/2003 Handout #21 C. Edmondson-Yurkanan*Note: the paper copy of Hdt 21 has the solution to Hmwk5, and is an exampleof applying the Documentation and Style Guidelines: Copies are outside TAY4.136
University of Texas - CS - 310
CS 310 11/7/2003 Handout #27 C. Edmondson-YurkananBit Manipulation Introduction Terminology, Tools, Algorithmsa) bit position: the location of a bit in a k-bit quantity *We number bits from 0 to k-1
University of Texas - CS - 310
Handout #36: Linking/Loading NotesReading: P/P 7.4, 9.2.5, 11.4.1 Maccabe: figure 10.1, 10.1(skip 10.1.2), Maccabe: 10.2 (skip pg368, 370-374), 10.3 (skip 380-392), 10.4Any section marked with # is not required for the exam. - 1)
University of Texas - CS - 310
CS310 10/12/2005 Handout #34 C. Edmondson-Yurkanan Complete LC-3 Example #1 to discussLC-3 CS310 Example #1: HLL: {int A=x100; int B=-200; int C; .<omitted for brevity>.if (A<B) C=C-2;
University of Texas - CS - 310
CS 310 11/2/2005 Handout #49 C. Edmondson-Yurkanan Bit Manipulation Introduction: Terminology, Tools, Algorithms Reading: P/P 2.6, 2.7.1, 12.3.5 and this handout a) bit position: the location of a bit
University of Texas - CS - 310
CS 310 11/09/2005 Handout #55 C. Edmondson-Yurkanan SUPPLEMENTAL READING: COMPILER STRATEGIES FOR INVOKING METHODS, Part 1-A) WHAT "STATE" (i.e. values) MUST BE STORED when calling a function? - return value - re
University of Texas - CS - 310
Handout #78: Supplement for Linking/Loading (NOT LC-3 specific)Reading: P/P 7.4, 9.2.5, 11.4.1 Any section marked with # is not required for the exam. - 1) LINKING BACKGROUND * motivation * impact on the source code you write (H
University of Texas - CS - 310
CS 310 2/16/2004 Handout #19 C. Edmondson-Yurkanan Introduction to ISA DesignA) Before we leave the bottom up approach, I'd like to end with a comment about ways that the micro-architecture impacts a pa
University of Texas - CS - 310
Handout #60: Linking/Loading Reading Reading: P/P 7.4, 9.2.5, 11.4.1 Maccabe: figure 10.1, 10.1(skip 10.1.2), Maccabe: 10.2 (skip pg368, 370-374), 10.3 (skip 380-392), 10.4Any section marked with # is not required for the exam. -
University of Texas - CS - 310
CS310 Handout 61 part1: a complete linking worksheet# FIRST READ HANDOUT #60: LINKING/LOADING NOTESAll code is generic, and for SIMPLICITY all addresses in instructions are the complete address (not the PC-relative
University of Texas - CS - 310
Handout #64: Linking/Loading Reading Reading: P/P 7.4, 9.2.5, 11.4.1 Maccabe: figure 10.1, 10.1(skip 10.1.2), Maccabe: 10.2 (skip pg368, 370-374), 10.3 (skip 380-392), 10.4Any section marked with # is not required for the exam. -
University of Texas - CS - 310
CS310 4/27/2005 Handout 65: a complete linking worksheet CCE-Y to be used in conjunction with Handout #64#FIRST READ HANDOUT #64: LINKING/LOADING NOTESAll code is generic, and for SIMPLICITY all addresses