Class1 - Psycho... what?
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Linguistics is the science that studies human language. It examines language from different perspectives, including how people acquire, use, and process language in the brain. Unlike other sciences where objects of study are predefined, in linguistics the viewpoint influences what is being studied. For example, the word "nu" could be examined as a sound, idea, or Latin derivative depending on the perspective. Psycholinguistics specifically studies how people learn and use language, and how it is represented in the brain. Human language has formal structures and is uniquely human, involving physiology and evolving in a social/psychological context. Key questions include what defines human language and how it differs from animal communication, how it is acquired, and how it operates
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Linguistics is the scientific study of human language. It examines language from various perspectives including formal, biological, psychological, historical, and interactional views. Saussure argued that in linguistics, the object of study is not predetermined but rather is created by the viewpoint or perspective adopted by the linguist. Language has three main aspects - as a formal system, a biological trait of humans, and as a psychological faculty of the mind. It is characterized by creativity, recursion, and complexity, distinguishing it from animal communication systems.
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Cognition and Mental Abilities7Enduring Issues in Cognit.docx
Cognition and
Mental Abilities7
Enduring Issues in Cognition
and Mental Abilities
Building Blocks of Thought
• Language
• Images
• Concepts
Language, Thought, and
Culture
• Is Language Male Dominated?
Nonhuman Language and
Thought
• The Question of Language
• Animal Cognition
Problem Solving
• Interpreting Problems
• Implementing Strategies and
Evaluating Progress
• Obstacles to Solving
Problems
Decision Making
• Compensatory Decision
Making
• Decision-Making
Heuristics
• Framing
• Explaining Our Decisions
Multitasking
Intelligence and Mental
Abilities
• Theories of Intelligence
• Intelligence Tests
• What Makes a Good
Test?
Heredity, Environment, and
Intelligence
• Heredity
• Environment
• The IQ Debate: A Useful
Model
• Mental Abilities and
Human Diversity: Gender
and Culture
• Extremes of
Intelligence
Creativity
• Intelligence and
Creativity
• Creativity Tests
Answers to Problems in the
Chapter
Answers to Intelligence Test
Questions
O V E R V I E W
IS
B
N
1-256-37427-X
Understanding Psychology, Ninth Edition, by Charles G. Morris and Albert A. Maisto. Published by Prentice Hall. Copyright © 2010 by Pearson Education, Inc.
“At the Braefield School for the Deaf, I met Joseph, a boyof 11 who had just entered school for the first time—an11-year-old with no language whatever. He had been
born deaf, but this had not been realized until he was in his
fourth year. His failure to talk, or understand speech, at the
normal age was put down to ‘retardation,’ then to ‘autism,’ and
these diagnoses had clung to him. When his deafness finally
became apparent he was seen as ‘deaf and dumb,’ dumb not
only literally, but metaphorically, and there was never any
attempt to teach him language.
Joseph longed to communicate, but could not. Neither
speaking nor writing nor signing was available to him, only ges-
tures and pantomimes, and a marked ability to draw. What has
happened to him? I kept asking myself. What is going on inside,
how has he come to such a pass? He looked alive and ani-
mated, but profoundly baffled: His eyes were attracted to
speaking mouths and signing hands—they darted to our
mouths and hands, inquisitively, uncomprehendingly, and, it
seemed to me, yearningly. He perceived that something was
‘going on’ between us, but he could not comprehend what it
was—he had, as yet, almost no idea of symbolic communica-
tion, of what it was to have a symbolic currency, to exchange
meaning. . . .
Joseph was unable, for example, to communicate how he
had spent the weekend. . . . It was not only language that was
217
missing: there was not, it was evident, a clear sense of the past,
of ‘a day ago’ as distinct from ‘a year ago.’ There was a strange
lack of historical sense, the feeling of a life that lacked autobio-
graphical and historical dimension . . .a life that only existed in
the moment, in the present. . . .
Joseph saw, distinguished, categorized, used; he had no
problems with perceptual categorization or generaliz.
American structuralism
American structuralism was pioneered in the early 20th century by linguists such as Edward Sapir and Leonard Bloomfield. It is based on the idea that the structure of language can be understood through analyzing the relationships between linguistic units without reference to meaning. Bloomfield's approach known as American structuralism emphasized empirical observation and rejected mentalist explanations. It can be divided into two phases: Bloomfield's behaviorist approach and later distributionalism pioneered by Zellig Harris.
Rebuttal of Innatism
Counterarguments for Mentalist school of thought
Locke: the main critic of innateness
Chomsky's refutation and his idea of Universal Grammar
Language & mind
This document discusses language and the mind from several perspectives. It covers Universal Grammar and its relevance, the relationship between language and the mind including psycholinguistics, neurolinguistics, and cognitive science. It also discusses theories of the mind-body problem including dualism, materialism, idealism, and monism. Finally, it discusses Chomsky's theory of mentalism and innateness as well as the relationship between language and the structure and lateralization of the brain.
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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.
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.
Class 14 the_mind_brain_nproblem
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 research that helped localize language functions in the brain, such as Broca and Wernicke's work in the 1860s linking different language impairments to distinct brain regions. The document also discusses more modern neuroscientists like Poeppel and Friederici who aim to integrate linguistic and neuroscience findings to develop comprehensive models of the brain systems underlying language comprehension and processing.
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Class1 - Psycho... what?
- 1. Psycho…what? Class 1 LCD 105– Professor Nathacia
- 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. ?
- 6. Discussion Session Human Language - How can it be defined? - What is it useful for? - Why did it show up in evolution? - Is it exclusively ours?
- 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)
- 9. “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)
- 12. The Observer Paradox The observer presence alters the naturality of the observed situation. Aristotle: Our comprehension and understanding of the world is built upon our own perception. Sophists: The man is the measure of all things. How to deal with it?
- 13. ?
- 14. RELATIVIZE CONSIDER THE LIMITATIONS KEEP IN MIND THAT SCIENCE IS DONE UPON A METHOD KEEP IN MIND THAT METHODS DOES NOT REVEAL THE ABSOLUTE TRUTH. KEEP IN MIND THAT THE POINT OF VIEW IS DETERMINED BY THE GOALS AND OBJECTIVES.
- 16. “Psycholinguistics is an interdisciplinary field of study in which the goals are to understand [and explain] how people acquire language, how people use language to speak and understand one another, and how language is represented and processed in the brain. Psycholinguistics is primarily a sub-discipline of psychology and linguistics, but it is also related to developmental psychology, cognitive psychology, neurolinguistics, and speech science.” (FERNANDEZ & CAIRNS, 2011)
- 18. • 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. (Human) Language: three aspects
- 19. • 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 does it operate? (Human) Language: three aspects
- 20. • 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 does it operate? (Human) Language: three aspects