Class1 - The Psycholinguistics' point of view
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This document provides an introduction to the field of linguistics and psycholinguistics. It defines linguistics as the science that studies human language and notes that language can be studied from various perspectives including linguistics, psycholinguistics, and neurolinguistics. Psycholinguistics is defined as the study of language from a psychological perspective, with the goals of understanding how people acquire, use, and process language in the brain. The document discusses some key aspects of language including that it is symbolic, voluntary, and systematic, and can take different modalities like spoken, written, and signed forms.
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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 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
Class1 - The Psycholinguistics' point of view
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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The document summarizes the Sapir-Whorf hypothesis, which proposes that the language we speak influences how we think and perceive the world. It discusses the origins of the hypothesis in the work of linguists Edward Sapir and Benjamin Whorf. While early versions argued that language determines thought, most modern linguists believe language influences thought to some degree. Experimental evidence provides some support, such as studies finding speakers of languages with fewer color terms have trouble distinguishing similar colors. However, the strongest versions of the hypothesis have also faced criticism from studies of how humans process and store information.
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Psycholinguistics is the study of the cognitive processes underlying language acquisition, production, and comprehension. It investigates how the human mind processes language and the relationship between language and the brain. Key areas of focus include language comprehension, production, and acquisition. Language comprehension involves deriving meaning from spoken or written language and is thought to occur mainly in Wernicke's area of the brain. Language production describes the stages between having a concept and translating it into linguistic form. Language acquisition refers to how humans develop the ability to use and understand language.
The Theory Of Language Development
Here are the key points about Chomsky's theory of Universal Grammar according to the information provided:
- Chomsky argues that all human beings are born with an innate, biologically determined language acquisition device (LAD) in the brain.
- The LAD encodes the major principles of grammar that are common to all human languages, which Chomsky calls Universal Grammar.
- Universal Grammar consists of the core syntactic structures and rules that characterize natural language. It lays out the basic framework for a language.
- According to Chomsky, children could not learn language through imitation alone from the speech they hear, as adult speech is often ungrammatical.
- With the LAD, children are born with an inherent, innate ability to learn any
Linguistics 1 10
This document provides an overview of the history and major approaches in the field of linguistics. It discusses:
1) 19th century historical linguistics focused on comparing languages and reconstructing ancestral forms.
2) Early-mid 20th century descriptive linguistics emphasized describing individual languages led by Ferdinand de Saussure and Leonard Bloomfield.
3) Mid-late 20th century generative linguistics shifted to studying the underlying rules and universals of language proposed by Noam Chomsky.
Theories in Language Description
This document discusses various theories about the origin of human language. It outlines 9 main theories: 1) Divine source, 2) Natural sound source like bow-bow and pooh-pooh theories, 3) Social interaction source like yo-heave-ho and la-la theories, 4) Oral-gesture source, 5) Physiological adaptation source related to teeth, lips, mouth, larynx and brain, 6) Glossogenetics related to evolution, 7) Interactional and transactional functions, 8) Genetic source, and 9) Tool making source. It also discusses experiments to test the divine source theory and criticisms of each theory. Finally, it analyzes language variation topics like pidgin,
Language and Self A level Cambridge presentation
This document discusses theories of how language and personal identity interact and develop. It explores how a sense of self emerges from early childhood as physical, linguistic, social and cognitive skills develop. Language plays a vital role in shaping self-identity and how people interact. Theories discussed include behaviorism, which sees identity and language arising from observation and imitation, and innatism/nativism, which posit humans are born with abilities and ideas that enable language acquisition. The development of language and self is influenced by social and family relationships throughout life.
Language - Part 8 of Piero Scaruffi's class "Thinking about Thought" at UC Be...
Language - Part 8 of Piero Scaruffi's class "Thinking about Thought" at UC Berkeley (2014), excerpted from http://www.scaruffi.com/nature I keep updating these slides at www.scaruffi.com/ucb.html
Plato and Fredinand de sassure
Fredinand de Sassure was a Swiss linguist who is considered the founder of modern linguistics. He introduced the concepts of the signifier and the signified in his work Course in General Linguistics. The signifier is the sound-image or spoken/written word, while the signified is the concept or meaning that the signifier represents. For example, the signifier "baking" refers to the signified concepts of ovens, food preparation through heating. Plato was an influential ancient Greek philosopher who founded the Academy in Athens. He wrote dialogues exploring philosophical ideas and developed a dualistic view of forms existing in both the perceptible world and a separate ideal world.
Language evolution: A Brief Survey
This document provides an overview of the evolution of human language based on available research. It discusses several key points:
1) There is no direct evidence of the origins of spoken language in early human ancestors, leading to various theories about how language emerged.
2) Comparisons of human and primate anatomy and brain size indicate that humans have slower development and longer childhood dependency compared to other primates like chimpanzees.
3) Darwin proposed that language origins involved the imitation and modification of natural sounds and gestures between early humans and other animals.
4) Children across cultures acquire language through similar stages from cooing to one-word, two-word, and multiple word sentences, showing language is
Week 3 LIN321
The document discusses how language may influence thought and behavior. It provides examples of how the words used in different languages can shape perceptions of concepts like color. The Sapir-Whorf hypothesis proposes that the structure of a language affects how its speakers think and experience the world. While early studies provided examples of this, their methods were questionable and criticisms have been made. More rigorous experiments on topics like color identification have found some support for the idea that language influences cognition, but the degree of this effect is still debated.
Week 3 LIN321
The document discusses how language may influence thought and behavior. It provides examples of how different languages categorize concepts like colors differently, using kinship terms to reflect cultural values, and acquiring communicative competence to understand social norms. While early studies by Whorf and Sapir supported the idea that language shapes thought, their work has also faced criticisms over questionable methodology. More recent experiments testing this Sapir-Whorf hypothesis have yielded mixed results.
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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.
Class2 - The Role of Communication
Psycholinguistics is an interdisciplinary field that studies how people acquire, use, and process language in the brain. It draws from psychology, linguistics, cognitive psychology, and other fields. The document discusses key aspects of psycholinguistics including short and long term memory, encoding and retrieval, and linguistic theories related to phonology, morphology, syntax, and semantics. It also outlines three main aspects of human language: as a formal structured system, a biological faculty specific to humans, and as an abstract psychological reality linked to thought.
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.
Class2 - Communicate?
Psycholinguistics is an interdisciplinary field that studies how humans acquire, use, and process language in the brain. It examines language from psychological and linguistic perspectives. Key aspects of human language include its formal structure, biological basis in human physiology and evolution, and psychological nature as an abstract system linked to thought. Human language differs from animal communication systems in its creativity, complexity, use of recursion, and genetic basis.
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.
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Class1 - The Psycholinguistics' point of view
- 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. ?
- 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)
- 11. 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?
- 12. ?
- 13. 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.
- 15. Language is a purely human and non-instinctive method of communicating ideas, emotions and desires by means of voluntarily produced symbols. Edward Sapir (1921) A language is a set (finite or infinite) of sentences, each finite in length and constructed out of a finite set of elements. Noam Chomsky (1957) Define: language
- 16. § Some generally agreed upon conclusions ➜Symbolic Elements are used to represent something other than itself ➜Voluntary Language use is under our individual control ➜Language is systematic There is hierarchical structure that organizes linguistic elements ➜Modalities Spoken, written, signed (sign language) Assumed primacy of speech - it came first
- 17. Language is complex § Studied from a variety of perspectives ➜Linguistics: Language in the world ➜Psycholinguistics: Language in the mind ➜Neurolinguistics: Language in the brain
- 18. Language is complex § Studied from a variety of perspectives ➜Linguistics: Language in the world ➜Psycholinguistics: Language in the mind ➜Neurolinguistics: Language in the brain
- 21. Psycholinguistics The study of language from a psychological perspective.
- 22. “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)
- 23. Mental Processes ⇁ Short Term Memory ⇁ Long Term Memory ⇁ Encoding ⇁ Retrieval ⇁ Mental Representations Linguistic Theory ⇁ Phonology ⇁ Morphology ⇁ Syntax ⇁ Semantics ⇁ Rules Psycho Linguistics