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This document provides an overview of the course "Linguistics and Language". It discusses linguistics as the science that studies human language. It addresses that language has three main aspects - formal, biological, and psychological. Formally, language is a structured system. Biologically, it is specifically human and involves language physiology and evolution. Psychologically, language is an abstract reality linked to thought and a faculty of the mind. The document also examines key questions about the characteristics, differences from animal communication, acquisition, and historical emergence of human language.
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The theme of diffeences between human language and animal communication system
UNEFM, Inglés, Lingüística General, Linguistics, The theme of diffeences between human language and animal communication system
Cognitive anthropology
Cognitive anthropology studies how knowledge is organized in the human mind across different cultural contexts. It examines systems of concepts through language and compares them cross-culturally to understand underlying principles of organization. While influenced by fields like linguistics and psychology, cognitive anthropology today involves researchers from various subdisciplines converging on the study of cognition in cultural settings. Areas of focus include cultural models of common sense knowledge, linguistic relativity and how language influences thought, and spatial language and cognition across cultures. The role of culture is being explored not just in meanings but also in cognitive processes, with increasingly interdisciplinary work in cognitive sciences.
Cognitive anthropology
Cognitive anthropology studies how knowledge is organized in the human mind across different cultural contexts by exploring systems of concepts through language. It draws from fields like linguistics, anthropology, and psychology. While early work focused on categorization systems revealed through language analysis, more recent approaches examine cultural models of knowledge and how culture influences cognitive processes. The relationship between language and thought is also investigated, as well as spatial cognition across cultures. Cognitive anthropology aims to understand both the universal and culturally variable aspects of human cognition.
Language and-thought
This document discusses the relationship between language and thought. It presents several perspectives on this relationship:
- Classical theorists like Plato argued that thought determines language, while others like J.B. Watson believed thought is language.
- Edward Sapir and Benjamin Lee Whorf proposed the Sapir-Whorf hypothesis, which suggests language influences or determines thought. For example, the structure of a language influences how speakers of that language view the world.
- There is evidence that different languages categorize and describe concepts like time, colors, and snow differently, potentially influencing thought. However, critics argue linguistic determinism is too strong and thought is not entirely constrained by language.
- The relationship is complex
Sujay On the origin of spoken language final final final.pdf
This document discusses the origin and spread of languages from ancient to modern times. It proposes a new "Epochal Polygenesis" approach to understanding language evolution, which argues that languages originated from multiple independent sources. The document provides an overview of early theories on language origins and the development of linguistics as a field of study over time. It also introduces several new concepts to analyze contact-based and non-contact based scenarios of language spread, including theories about linguistic osmosis and the influence of historical and political factors.
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Class6 -The Language Machine
This document discusses the faculty of language and how it generates hierarchical syntactic structures through recursive operations like Merge and movement. It describes:
- The faculty of language narrow (FLN) which builds syntax through recursion and Merge, combining two items into one.
- The faculty of language broad (FLN) which interfaces language with other cognitive systems through sensory-motor and conceptual-intentional interfaces.
- Other syntactic operations like labeling, which provides labels to constituents, and movement, which moves constituents to other positions for licensing or non-syntactic reasons.
- Three types of movement: head movement, argument movement, and non-argument movement.
Class3 - The Role of Communication (cont)
This document discusses the topic of human language and communication. It addresses four questions: (1) the characteristics of human language, (2) how human language differs from animal communication systems, (3) how language is acquired, and (4) how language operates. Key points made include that language is complex and cannot be studied as a whole, it will be approached from a psycholinguistic perspective focusing on the mind, and that language and communication are independent concepts that differ between humans and animals in formality, biology, and psychology. Videos are also provided as examples relating to language use in animals.
Class20 - Language Acquisition
The document discusses language acquisition and the debate between nature vs nurture. It presents Chomsky's theory of Universal Grammar, which argues that humans are born with an innate, biologically-based capacity for language acquisition. According to Chomsky, the linguistic stimuli children receive are too impoverished to account for their language development, suggesting an inborn linguistic organ or "faculty of language." This faculty includes principles that are universal across languages and parameters that vary between languages, which children set during acquisition. The document also discusses Piaget's cognitive theory of language learning versus Fodor's modularity theory and domain specificity.
Class17 & 18 - Language Comprehention
The document discusses various parsing strategies and principles used in language comprehension, including:
1) PARSER refers to the structural processor that analyzes syntax using operations like Merge, Labeling, and Movement.
2) Ambiguities like global ambiguity, local ambiguity, and garden path sentences make parsing difficult.
3) Strategies like minimal attachment, late closure, low attachment, and good enough processing help the parser analyze sentences despite ambiguities and processing limitations.
4) Active filler licensing allows relating gaps and filler elements in long-distance dependencies.
Class9&10 - The Talking Brain
The document discusses the history of theories about the relationship between the mind and brain. It describes early theories like dualism which viewed the mind and body as separate. It also discusses phrenology and early localization studies by Broca and Wernicke that linked specific brain regions to language production and comprehension abilities. This provided evidence that language functions are distinct and localized to different brain areas, challenging views of the mind as non-physical.
Class7 - Introduction to The Scientific Method
This document provides an introduction to the scientific method by outlining its origins and development over time. It discusses how early human explanations for natural phenomena took the form of myths, and how the emergence of writing, mathematics, and philosophy in ancient Greece helped shift explanations towards more empirical, evidence-based reasoning. Key figures like Aristotle, Galileo, and Francesco Redi are highlighted for their early applications of systematic observation, experimentation, and development of theories to further scientific understanding. The scientific method is established as a way to understand the natural world through discerning conditions, testing hypotheses, and seeking agreements with reason rather than relying on tradition or authority alone.
Class8 - the Scientific Method Applied to Psycholinguistics
The document describes the scientific method as it applies to psycholinguistics. It discusses the key aspects of the scientific method including forming hypotheses, testing hypotheses through controlled experiments, analyzing results, and reporting findings. The scientific method seeks objective, empirical evidence and aims to falsify hypotheses rather than prove them. It values evidence that can be confirmed independently and discounts personal testimonies. Deductive and inductive reasoning are both important to the scientific method.
Class6 - Languaging - part 2
This document discusses the different levels of language structure, including phonetics, phonology, morphology, lexicon, syntax, semantics, pragmatics, and discourse.
It provides details on the units, organizing structures, and sub-levels/categories of each level. Phonetics deals with sounds and has no units, while other levels have units like morphemes, words, and sentences. Each level is composed of and integrates units from lower levels.
Class5 - Languaging
This document provides an overview of different levels of linguistic analysis, including phonetics, phonology, morphology, lexicon, syntax, semantics, pragmatics, and discourse. It discusses some key concepts for each level, such as linguistic units, organizing structures, and examples of sub-levels or categories. For semantics, it specifically outlines three main areas: informational semantics, compositional semantics, and lexical semantics. The document aims to describe the different levels of linguistic analysis and some approaches that can be taken within each level.
Class4 - The Language Programming
1) The document discusses theories of linguistic structure from Saussure, Hjelmslev, Martinet, and Benveniste.
2) Benveniste argues that language has an articulated structure composed of discrete units, and its structure can be uncovered through segmentation and substitution.
3) Segmentation reveals syntagmatic relations between co-occurring units, and substitution reveals paradigmatic relations between units that share a function.
Class3 - The Language Machine
The document discusses Saussure's model of language structure and the concept of a system of signs. It describes a pop-up activity where participants map out systems by clustering related elements and connections on a page to gain new insights. The text then defines what a system is, including that it is a set of connected parts that form a complex whole. It notes that a system has a structure, as well as processes that generate products or representations through derivation of organized processes with inputs and outputs.
Class6 - How Do We Acquire Language?
The document discusses Noam Chomsky's theory of Universal Grammar and the innateness of language. It argues that children cannot learn language from environmental stimuli alone, as the stimuli are too impoverished. Rather, children must be born with an innate, biological capacity to acquire language - an innate "language organ" called Universal Grammar. Universal Grammar consists of universal principles that are shared by all languages, as well as parameters that vary between languages and are set during language acquisition. Chomsky's theory challenged behaviorist views of language learning and emphasized that language is a uniquely human cognitive capacity.
Class5 - The Mind-brain Problem
The document discusses the history of understanding the relationship between language and the brain. It describes early theories such as dualism which viewed the mind and body as separate. It then outlines key figures like Broca and Wernicke who through studying brain damage cases established that language production and comprehension are handled by distinct brain regions. More recent neuroscientists like Poeppel and Friederici study these language areas and how they interact using modern techniques like analyzing neuronal oscillations. The document traces the progression of the field from early philosophies to current models integrating linguistics and neuroscience.
Class4 - The Scientific Method to Psycholinguistics
This document provides an overview of the scientific method as it applies to the field of psycholinguistics. It begins by defining psycholinguistics as aiming to understand how language is acquired, processed in the mind, and differs from animal communication systems. The scientific method is then described as involving observing phenomena, formulating hypotheses, experimentally testing hypotheses, analyzing results, and reporting findings. The results either support a hypothesis or lead to reformulating it for further testing. Key aspects of the scientific method discussed include defining variables, developing experiments, using statistics, considering all factors, and being open to revising theories based on evidence. The document presents the scientific method as the systematic approach used in psycholinguistics to further understanding of language.
Class4 - The Scientific Method to Psycholinguistics - temporary
This document provides an overview of psycholinguistics and the scientific method. It discusses:
1) Psycholinguistics aims to understand how language is acquired, processed in the mind, and differs from animal communication, taking a formal, biological, and psychological approach.
2) It views language as an abstract, structured system in the mind, a faculty that is uniquely human. The language system generates structure across different levels of organization.
3) The document then shifts to discussing the origins and goals of science, explaining that science seeks to understand the world through questioning and establishing connections between observations to find rational explanations, or truths, that stand up over time.
Class3 - What is This Language Structure
This document provides an overview of the different levels of linguistic analysis, including phonetics, phonology, morphology, lexicon, syntax, semantics, pragmatics, and discourse.
It defines each level and discusses their basic units and organizing structures. For example, it states that syntax analyzes sentence structure and has phrases as its basic units, organized by syntactic operations. Semantics examines meaning within language and has no set units, but aspects like denotation and reference. Pragmatics studies meaning beyond language to speech acts, using components like implicatures.
The document also gives examples to illustrate each level, such as speech acts for pragmatics, and deixis, politeness, and enunciation for
Class2 - The Relation Between System and Structure
The document discusses systems mapping and how to create a cluster map. It explains that a cluster map involves throwing a topic in the center of a page and then freely associating related nodes or elements. There are no wrong ideas, as everything is interconnected. Connections are then drawn between the nodes to show relationships within the system. The basic steps are to identify a topic, add associated words and concepts to the page without restriction, and then draw lines between items to illustrate flows within the system.
Class20 language development
The document discusses different theories about language acquisition and the modularity of the mind. It compares Piaget's view that language develops through constructive stages to Chomsky's view that humans have an innate Universal Grammar. It also covers Fodor's Modularity Theory, which argues the mind is made up of specialized domain-specific modules rather than being domain-general. Finally, it provides an overview of Chomsky's view that the Faculty of Language in the mind, including the Universal Grammar and linguistic competence, are modular and allow children to acquire language during a critical period in development.
Class19 p&p
This document discusses theories of universal grammar and language acquisition. It presents the innateness hypothesis, which argues that humans are born with an innate, genetically-programmed capacity for language. This is supported by the poverty of stimulus argument, which is that the linguistic input children receive is not sufficient to account for their language learning, and the observation of linguistic creativity in children. The document also discusses parameters and principles within universal grammar, as well as competing theories of language development from theorists such as Skinner, Piaget, and Fodor.
Class17 the minimalist program
O documento discute a aquisição da linguagem humana e as teorias de Chomsky e Piaget sobre o assunto. Segundo Chomsky, as crianças nascem com conhecimento linguístico inato que lhes permite adquirir qualquer língua com estímulos limitados. Piaget vê a linguagem como resultado da interação entre a criança e o ambiente, sem preformação genética. O documento também aborda a teoria dos princípios e parâmetros de Chomsky.
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Class1 linguistics n_language
- 1. Linguistics and Language Class 1 – LCD 105– Professor Nathacia Lucena Ribeiro
- 3. It is the science that studies human Language.
- 4. ? It is the science that studies human Language.
- 5. ? It is the science that studies human Language. ?
- 7. “Other sciences are provided with objects of study given in advance, which are then examined from different points of view. Nothing like that is the case in linguistics. Suppose someone pronounces the French word nu (‘naked’). At first sight, one might think this would be an example of an independently given linguistic object. But more careful consideration reveals a series of three or four quite different things, depending on the viewpoint adopted. There is a sound, there is the expression of an idea, there is a derivative of Latin nūdum, and so on. The object is not given in advance of the viewpoint: far from it. Rather, one might say that it is the viewpoint adopted which creates the object.” Saussure – Course in General Linguistics (p.23)
- 8. “Other sciences are provided with objects of study given in advance, which are then examined from different points of view. Nothing like that is the case in linguistics. Suppose someone pronounces the French word nu (‘naked’). At first sight, one might think this would be an example of an independently given linguistic object. But more careful consideration reveals a series of three or four quite different things, depending on the viewpoint adopted. There is a sound, there is the expression of an idea, there is a derivative of Latin nūdum, and so on. The object is not given in advance of the viewpoint: far from it. Rather, one might say that it is the viewpoint adopted which creates the object.” Saussure – Course in General Linguistics (p.23)
- 10. (Human) Language: three aspects • Formal: It is an structured system; • Biological: It is specifically human; language physiology (visual, hearing, and vocal apparatuses, brain); evolution; • Psychological: It is an abstract reality, intimately linked to thought. It is a faculty of the mind.
- 11. (Human) Language: three aspects • Formal: It is an structured system; • Biological: It is specifically human; language physiology (visual, hearing, and vocal apparatuses, brain); evolution; • Psychological: It is an abstract reality, intimately linked to thought. It is a faculty of the mind. (i) What are the characteristics of (human) language? (ii) In what extent this language is different from animal communication systems? (iii) How is it acquired? (iv) How did it appeared in History?
- 12. (Human) Language: three aspects • Formal: It is an structured system; • Biological: It is specifically human; language physiology (visual, hearing, and vocal apparatuses, brain); evolution; • Psychological: It is an abstract reality, intimately linked to thought. It is a faculty of the mind. (i) What are the characteristics of (human) language? (ii) In what extent this language is different from animal communication systems? (iii) How is it acquired? (iv) How did it appeared in History?
- 13. The thing about communication Language is a way of communication
- 14. The thing about communication Language is a way of communication ?
- 17. Audio 1: The Pretender (Foo Fighters) Audio 2: Symphony No. 5 in C Minor, Op. 67: I. Allegro con brio (Beethoven)
- 21. Saussure Langue vs. Parole Language ≠ Speech
- 22. Saussure Langue vs. Parole Language ≠ Speech
- 23. Saussure
- 25. Video: Denise Herzing- Could we speak the language of dolphins
Editor's Notes
- Apenas o estudo de línguas? O que é língua? Relação linguística e ensino escolar.
- Apenas o estudo de línguas? O que é língua? Relação linguística e ensino escolar.
- Apenas o estudo de línguas? O que é língua? Relação linguística e ensino escolar.
- Apenas o estudo de línguas? O que é língua? Relação linguística e ensino escolar.