skyline language
TRANSCRIPT
LANGUAGE Skyline, Psych 100, Meghan Fraley, PhD
What is Language? ¨ A system of symbols used to communicate ideas
among two or more individuals. ¨ Must be learnable by children, spoken and
understood by adults, and capable of expressing ideas that people normally communicate in a social and cultural context.
https://www.youtube.com/watch?v=s9shPouRWCs
Phonemes Morphemes Content morphemes
Function morphemes Rules of syntax Tree diagram Phrase structure
description
Definitional theory of word
meaning
Semantic features
Prototype theory
Family semblance structure
Prototypes Subject Predicate
Proposition Semantic role Case markers Garden path Basic-level words Superordinates Subordinates
American Sign Language (ASL)
Crib bilingualism Aphasia
Specific language
impairment (SLI)
Whorfian hypothesis
Key Terms
1. Sound Units 2. Morphemes and Words 3. Phrases and Sentences
The Building Blocks of Language
Speech Units ¨ Phonemes: Smallest units of
sound ¨ Morphemes: Smallest units of
sound that convey meaning
Holophrastic and Telegraphic Speech
Bottle!
Holophrastic speech refers to the use of single words to express whole phrases and sentences!
Rules of Syntax ¨ The regular principles
governing how words can be assembled into sentences, and also describing the structure of those sentences
Tree diagram depicting phrase structure
1. The Meaning of Words 2. The Meaning of Sentences 3. How We Understand
How Language Conveys Meaning
1. Language Acquisition Rates 2. The Social Origins of Language Learning 3. Discovering the Building Blocks of Language 4. The Growth of Word Meaning 5. The Progression of Adult Language
How We Learn a Language
Language Development/Reading ¨ Stages of language
development ¨ Theories of language
development ¨ Dyslexia
©John Wiley & Sons, Inc. 2007 Huffman: Psychology in Action (8e)
Language Development ¨ Prelinguistic Stage (crying,
cooing, and babbling) ¨ Linguistic Stage (single-
utterances, telegraphic speech, and learning the rules of grammar)
Stages of Language Development
Crying (newborn) Cooing (6wk-3mo) Babbling (4-6mo)
Word Comprehension (9-10mo) Echolalia (9-10mo) First words (13 mo:
10-15mo)
Holophrasic Speech (12-18mo) • Phoneme (unit of speech) • Morpheme (meaning unit) • Median expressive vocab: 50 words
Telegraphic Speech (18-24mo)
• Median vocab: 200 words
Childhood Language Development
18 to 24 months
Telegraphic Speech
300 to 400 words
1.5 to 2.5/3 years
Vocabulary Growth: 50 words a month
36 months: 1,000 words
3-4 word sentences
2.5-5 Years
Grammatically Correct Sentences
Questions, negatives, passive voice
School years
Metalinguistic Awareness
6 or 7 recognize words are different than the concepts they represent
Use words humorously
Theories of Language Development ¨ Nativist View
¤ Chomsky ¤ Innate Language Acquistion Device (LAD) ¤ Learn in same sequence without formal
instruction
¨ Nurturist/Behavioral View ¤ Interaction with environment ¤ Imitation and reinforcement
¨ Interactionist View ¤ Nature and Nurture Combination ¤ “Motherese” ¤ Adults responde with extension ¤ Sapir-Whorf Hypothesis: speakers of
different languages think differently
Universal Grammar ¨ Language Acquisition
Device ¨ Chomsky
Bootstrapping ¨ Semantic bootstrapping
¤ Use knowledge of word meaning to inferm grammatical category
¨ Syntactic bootstrapping ¤ Using grammer knowledge to learn
the meaning of new words ¨ Prosodic bootstrapping
¤ Prosody (pitch, etc) to make inferences about syntax
¨ Morphological bootstrapping ¤ Knowledge about morphemes to
deduce syntax or meaning
Language Structure ¨ Surface structure
¤ Organization of words, phrases, and sentences
¨ Deep structure ¤ Underlying meaning of
sentences ¨ Speaking involves
transforming deep structure (meaning) into surface structure (grammatical sentences)
Language Development Errors
Underextension Overextension
1. Wild Children 2. Isolated Children 3. Language without Sound 4. Language without a model 5. Children Deprived of Access to Some of the
Meanings 6. Children Exposed to More than One Language:
Bilingualism
Alternative Language Learning
Bilingualism and Bilingual Education ¨ Early studies: Bilinguilism leads to cognitive
deficits ¨ Current research: Bilingual do as well or better
¤ Cognitive flexibility ¤ Cognitive complexity ¤ Analytical reasoning ¤ Metalinguistic awareness
¨ Benefits may be temporary ¨ Education:
¤ Mixed results ¤ Language minority students in high-quality
programs may do better than those in English only programs
Second-Language Acquisition ¨ More difficult for
adolescents and adults ¨ Exposure during
childhood, more likely to speak with native accent
Code Switching ¨ Alternating languages
during conversation ¨ Switch to native
language: express better, establish rapport, express attitude toward listener
1. When the Nature and State of the Brain is Changed 2. The Sensitive Period 3. Language in Nonhumans
Changed Endowments
Critical and Sensitive Periods ¨ Critical Periods
¤ Specific time most sensitive to influences
¤ Specific event must occur or it will not occur at all
¤ Lorenz: Gosling imprint 12-17 hours ¤ For humans, probably only with
physical development ¨ Sensitive Periods
¤ Human development ¤ Event has most impact ¤ i.e. attachment and language
Brain Damage & Language ¨ Broca’s aphasia is an
inability to speak fluently without effort and correct grammar. Speech is halting and agrammatic.
¨ Wernicke’s aphasia is a comprehension dysfunction. Speech is fluent and effortless but also semantically vacuous.
Left for Language ¨ 90% of the population is left-
hemisphere dominant. ¤ Right- handedness and left
localization of Broca’s and Wernicke’s are universal, at least in males.
¤ Left-handed individuals may present with left, mixed, or in some cases right language representation.
¨ Females show more bilateral language representation.
The language zone extends far beyond Broca’s and Wernicke’s areas in neocortical and subcortical regions.
Contrasts to Animal Communication ¨ Only language uses symbols to represent objects. Words
are detached from their referents unlike the calls of a bird or chimpanzee. Displacement in space and time is thus possible with language.
¨ Productivity is ability to create novel sentences that can be understood by other speakers of the language. Although chimps can learn ASL and sign novel expressions, there is a vast difference in productivity.
1. Languages have many similarities and differences 2. How Language Connects to Thought 3. Do People Who Talk Differently Come to
Understand the World Differently? 4. How Can We Study Language and Thought?
Language and Thought
Language and Thought
• Language determines how we think
Whorf’s linguistic relativity hypothesis
• Language and thought are independent
Nativist • Language is
dependent on thought
Piaget
Gender and Language Style
• Establish dominance • Gain attention • Give orders • Talk longer • Interrupt more
Boys
• Provide support • Demonstrate attentiveness • Ask questions • Attach tag questions
Girls
Dyslexia ¨ Deep Dyslexia
¤ Mistakes words for similar meaning
¨ Surface Dyslexia ¤ Must sound out words
¨ Phonological Dyslexia ¤ Can’t read nonwords aloud
¨ Neglect ¤ Misreads first or last half of
word
Most Important Terms
MITs Morpheme
Phoneme
Semantics
Syntax
Telegraphic Speech
Applications: Semantics & Pragmatics
Semantics Semantics What the words mean
Syntax How words are assembled into propositions
Phonology How the words are pronounced
Pragmatics How language is actually being used day to day
Semantics: The study of meaning, how people mentally represent the meaning of words and images
The manner in which speakers communicate their intentions depends on the social context. Direct speech acts (e.g., command: “Open the window!”) may be socially awkward. Indirect speech acts assume the guise of a different speech act to achieve the same result (e.g., inform: “It is really hot in here.”)The cooperative principle guides conversations so that speakers utter appropriate statements. We speak audibly, use language understood by the listener, and follow the rules. Listeners draw appropriate inferences called conversational implicatures. For example, if I say “I am out of gas” you might say “There’s a gas station around the corner.”
Nonviolent Communication
https://www.youtube.com/watch?v=SX4N0VryiC4