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