Class2 - The Role of Communication
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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.
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![“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)](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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This document discusses different views about the origin and nature of language. It covers the following key perspectives:
- Divine Source view that language originated from God as described in Genesis.
- Natural Evolution Hypothesis view that language evolved naturally over time through human interaction and development.
- Structuralist view that language can be described and analyzed as an observable system of systems with systematic ordering.
- Cognitivist view that language is an innate, creative, and mental ability that all children acquire in learning their first language.
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1) The document discusses several key properties of human language including arbitrariness, duality, productivity, cultural transmission, and displacement.
2) It defines these properties and explains how they are uniquely present in human language compared to animal communication systems. For example, duality refers to language having two levels of structure - meaningless sounds that combine to form meaningful units.
3) Several properties are described as "significant" because they are uniquely part of human language, like displacement which allows referring to things removed from the present context. This highlights what makes human language distinct from communication in other species.
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Human language has several key characteristics:
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2) It must be learned; human babies learn the language they are exposed to but animal communication is innate.
3) The relationship between sounds and meanings in human language is arbitrary and based on conventions particular to each language, unlike animal sounds which are directly linked to their meanings.
4) All languages have rules governing how sounds can be combined and in what order to form words and convey different meanings.
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Human language is culturally transmitted between generations and allows people to learn multiple languages, whereas animal communication is transmitted biologically and they cannot learn new systems. Human language is also far more productive, with an infinite number of potential utterances, and uses duality of patterning with sounds (phonemes) combined into meaningful units (morphemes). This dual structure is not present in animal communication systems.
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- Broca's and Wernicke's areas were among the first language areas localized in the brain based on studies of patients with expressive and receptive aphasia.
- Neuroimaging techniques like PET, fMRI, EEG, and MEG have helped identify a network of language-related brain regions and study the time course of language processes.
- Studies of language acquisition have explored how brain structures relate to acquiring a first or second language at different developmental stages.
- Neurolinguistics aims
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1) The document discusses the defining criteria of language and examines whether animal communication can be considered language.
2) It argues that language is uniquely human, as it allows for communication about all aspects of human life and culture, not just biological needs. In contrast, animal communication is limited to biological needs.
3) Key characteristics that make human language unique according to the document are that it is systematic, arbitrary, spoken, social, and able to catalog all things in the human environment.
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Origins of language and linguistics
This Powerpoint provides a short glimpse in these areas viz, language and linguistics origin and other relevant information.
What is Language.pptx
What is Language?
Briefly explained the term language linguistically.
Without language we would have no conversation, no songs, no stories, no jokes, and no civilization as we understand the term.
Indeed, perhaps we would be like intelligent monkeys but would we be human? One doubts that we would. Language distinguishes us from animals.
Intro. to Linguistics_2&3 Linguistics and Language
This document provides an introduction to the field of linguistics. It defines linguistics as the scientific study of language and discusses how linguistics differs from traditional grammar in taking a descriptive rather than prescriptive approach. The document also outlines some key areas of focus in linguistics, including general vs. specific linguistics, synchronic vs. diachronic analysis, micro vs. macro linguistics, and theoretical vs. applied linguistics. Finally, it discusses theories around the origin of human language.
Intercultural Communication
Social Dimensions,Intercultural Communication, Elements of Intercultural Communication, Four Areas of the Study of language
Introduction to linguistics ppt
This document provides an introduction to the study of linguistics. It defines language as a system of symbols used for communication that is learned through cultural transmission rather than instinct. Experts define language as a human method of communicating ideas through a voluntary system of symbols. Key characteristics of human language include interchangeability, productivity, and cultural transmission. Linguistics is the scientific study of language, including areas like phonetics, phonology, morphology, and syntax.
Class1 - Psycho... what?
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
Psycholinguistics
Psycholinguistics is the study of the relationship between language and the mind. It examines the cognitive and neural processes underlying language production, comprehension, and acquisition. The three primary processes investigated are language comprehension (understanding language), language production (generating spoken or written language), and language acquisition (how humans learn language). Psycholinguistics emerged as a field in the late 1950s and 1960s and combines the disciplines of psychology and linguistics.
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The document defines linguistics as the scientific study of language, including its structures, uses, development and acquisition. It discusses key aspects of linguistics such as what constitutes a language, how languages differ from animal communication systems, and the main components and branches of linguistic study. The summary focuses on three main points:
1) Linguistics is defined as the scientific study of language, its structures and uses, as well as how language is developed and acquired.
2) Key differences between human language and animal communication are that human language is open-ended, arbitrary, social and can involve displacement of concepts.
3) Acquiring a language involves learning its phonological, morphological, syntactic and semantic rules at both
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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.
Class1 - The Psycholinguistics' point of view
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.
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.
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.
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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Introduction to objective, scope and outcome the subject
Chapter 2
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Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 6
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Class2 - The Role of Communication
- 1. Communication? Class 1.2 LCD 105– Professor Nathacia
- 2. “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)
- 3. Mental Processes ⇁ Short Term Memory ⇁ Long Term Memory ⇁ Encoding ⇁ Retrieval ⇁ Mental Representations Linguistic Theory ⇁ Phonology ⇁ Morphology ⇁ Syntax ⇁ Semantics ⇁ Rules Psycho Linguistics
- 5. • 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
- 6. • 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
- 7. • 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
- 8. The thing about communication Language is a way of communication
- 9. Language is a way of communication ? The thing about communication
- 12. Audio 1: The Pretender (Foo Fighters) Audio 2: Symphony No. 5 in C Minor, Op. 67: I. Allegro con brio (Beethoven)
- 15. Saussure Langue vs. Parole Language ≠ Speech