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PYB304 > LANGUAGE > Flashcards

LANGUAGE Flashcards

1
Q

evolution of language (phlongeny)

A

Proto languages
neurobiology
genetics

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2
Q

communication is

A

turn taking
geture (body language)
eye gaze control
touch

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3
Q

evolution of language was

A

relatively understudided during the last century, interest renewed in 1990’s because of new techniques (neuroimaging, genetics)

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4
Q

debate about the evolution of language pricipally concerns

A

language prodution accomplished via speech or sign communication

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5
Q

The first written (cuneiform) scripts appeared

A

4-500 years ago in mesopotamia

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6
Q

protolanguages represent

A

evolutionary precursors to modern notions of full/complete language (also called ursprache)

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7
Q

The three proprsed types of protolanguage are

A

1: gestual
2: musical
3: lexica;

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8
Q

if we assume that language is uniquely human then language evolved

A

around 60,000 years ago

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9
Q

the mechanism for infinte express is

A

recusrive syntax (phrase struture grammar)
humans can understand and produce an infinite number of senteces

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10
Q

language evolved from either

A

1: a visual/ manual communication system (pantomime, gesture, sign)
2: a vocal/ auditory (phonological) communication system (musical)
3: a vocal/ auditory communication system with shared lexicon but no syntax (Lexical)

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11
Q

gesture thepries are unable to explain

A

the mechanism by which transition to a completly vocal system occured

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12
Q

co speech gestures are

A

1: diectic e.g. pointing to something with finger extended
2: iconic e.g. using both hands to show size

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13
Q

non communication gestures

A

Can express different thoughts to what we intend to communicate
Are produced when others are not present e.g. when on the phone
Blind children gesture to sighted children and non sighted

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14
Q

Transition to spoken language: Corballis 2002 said we had to communicate in the dark yet

A

yet silence would be important to avoid predators

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15
Q

The two neurobiology mechanisms that have neen proposed to support gestual evolution is

A

cerebral lateriswation and mirror neurons

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16
Q

mirror neurons

A

a class of visomotor neurons that fire both when goal directed mouth or hand actions are both observed and executed

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17
Q

The arcuate fasciculus connects both the

A

Brocas and Wernkices areas

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18
Q

Study of those with aphasia found that

A

music perception does not engage the language system

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19
Q

music differs from language due to

A

its use of repetition

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20
Q

Like gestual theories of language evolution, musical protolanguage theories

A

struggle with the mechanims for the evolutionary transition to a spoken language

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21
Q

lexical protolanguage

A

inverts. replaces a number of asumptions made by other theories.
- a learned lexicon (but no syntax) - learning expression via the auditory vocial modality

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22
Q

children between the ages of 1 and two build

A

a lexicon that is essentially grammer free e.g. up for plz pick me up. children aquire syntax gradually to 8 years. comphrehnsion precedes this route

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23
Q

nicaraguan sign language

A

Created by deaf children on first entry into special education schools
As children entered the school they were exposed to LSN and a process of creoliziation occurred ( they developed grammar, including an inflectional verb morphology system and a noun classifier system

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24
Q

LSN sign language provided evidence that

A

1: a casual effect of language on thought
2: an innate ability to learn language (chomsky)

however they are language prepared humans - already have everyrhing needed to create fully syntacic language

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25
Q

none of the gestural, musical or lexical protolanguage theories can

A

fully account for the evolution of language. no justification to adhere to a strong position one way or another

26
Q

Foxp2 = speech motor controol. mutations to this

A

disrupt oral and facial sequencing in humans

27
Q

all genes are pleiotropic meaning

A

they infuelnce multiple, seemingly unrelated trait

28
Q

if we assume that language is unique ot humans then the language genotype is

A

fixed

29
Q

The diversity of the linguistics structure affects how people

A

perceive and think about the world

30
Q

linguistic relativity

A

suggesting that the structure of a language influences its speakers’ worldview or cognition, and thus people’s perceptions are relative to their spoken language.

31
Q

examples of linguistic relativity

A

Does how we perceive colour differ according to our language?
Russian makes an obligatory distinction between lighter blue and darker blue. There is no ingle word for blue. Finnish does not have a colour term for purple

If we have no words ffor left or right or in front or behind, how do we know direction? Indigenous Aus languages use ‘compass’ headings

32
Q

landmark use typically does not emerge before

A

5 years of age

32
Q

landmark use typically does not emerge before

A

5 years of age

33
Q

humans are not good at

A

walking in a straight line unless they have landmarks

34
Q

About a third of human languages use only

A

absolute spatial coding
e.g. e..g compass bearings used by speakers of Guugu in North QLD e.g. uphill-downhill axis used by speakers in mexico

35
Q

relative would say that the

A

fork is to the left of the spoon

36
Q

absolute would say that the

A

fork is to the north of the spoon

37
Q

intrinsitic would say the

A

fork is at the nose of the spoon

38
Q

FoRs reflect spatial language use experiment

A

dutch particpants have same frame of reference - gave relative responses
the mexicans gave abolute responses

39
Q

living in urban vs rural environments are associated with

A

using relative vs absolute FoR, yet there are eamples of rural communities with native languages using relative For

40
Q

spatial cogntition and sign language

A
  • instead of using spatial terms, established sign languages use siging space to represent spatial relations iconically
  • In instanbul children under 5 whos hearing parents had not exposed them to sign language did not use gestures to convey spatial relations and perfomed significantly worse on a non linguistic spatial mappign task
41
Q

linguistic relativity and time ENGLISH

A

English speakers tend to think of time horizontolly (they use front and back metophors)
e.g. we can look FORWARD to the good times ahead or think BACK to the days past and be glad they are BEHIND us

42
Q

linguistic relativity and time MADARIN

A

mandarin speakers are more likely to think about time vertically e.g. they use spatial metaphors to talk about the order of days, weeks ect. @knowldege handed DOWN to future generations

43
Q

linguistic relativity english vs manderin

A

They showed different RT patterns: both showed a cononicality effect on the horitzonal axis, but only mandarin speakers showed a canoicality efect on tthe vertical axis

44
Q

speakers of languages without strong future tenses tnd to

A

be more responsible abotu planning for the future

45
Q

language infleunces our perception but

A

to a limited extent

46
Q

human infants arrive in the world with strong predispositions to

A

perceive and think in certain ways to think of both space and time as a continuem

47
Q

More than 65 percent of the worlds population are

A

biligual

48
Q

the three most spoken languages in the world are

A

chinese, spanish and english

49
Q

evidence suggest that bilingualism influences

A

academic performance
- children in primary school bilingual programs with fewer hours of ENglish outperformed comparable children in ENglish in Victorian statewide testing

50
Q

early studoes on biligualism in children reported superior perfomrnace in monolingual children

A

these studies were methologically flawed:
- failed to control for age, gender and socioeconomic status
- testing was typically condicted solely in one language
- bilingual competency/proficiency was not established
- later reivews showed an effect soley in verbal intelligence

in the first controlled study, bilingual children outperformed monolingual children in non verbal intelligence

51
Q

It is true that language and literacy development in monolingual childrne is

A

better in early years
- receptive vocab in early langiage is worse in biliguals
- morphosyntacic acquisition is worse in bilinguals

52
Q

bilingual children catch up - why the early delay

A

bilingual children typically receive less input in each of their 2 languages than mono children and this input is seldom equally balanced between them
- the delay is a function of the exposure to each language and their relative complexity

53
Q

everday speaking of more than one language results in the precociou development

A

of the other cognitive abilities

54
Q

metalinguistic ability

A

allows children to analyse linguistic representations to extract general grammatical rules and state them explicitly and control attention to different aspects of a sentence or a word such as phonological form or its meaning

55
Q

syntaic awerness (biligual children)

A

bilingual children are better at identifying gramatically incorrect sentences

56
Q

phonological awerness (bilingial children)

A

bilingual children are better at phoneme segmentation tasks requring them to @spread out@ and count the soundes of a given word but this varies according to whether L2 is phonologically simpler than L1 (Italian, spanish)

57
Q

measuring metalinguistic awerness in bilgual infants

A
  • bilingual infants (4-5) months orient their gaze faster to an unfamiliar language being spoken and look longer at silent video clips of an unfamilar language being spoken
58
Q

bilingual inhibitory control

A
  • according to alternative specfic selection models both languages are active but biliguals develop the ability to selectively attend to candiates in the intended language context e.g. are better able to focus attention on an intended response
59
Q

Theory of mind - bilingual

A

bilingual children do this better - they are exposed to envrionment where they are aware that there are different languages around

60
Q

theory of mind - bilingual

A

bilingual children outperform monolingual on false beleif tasks

is it due to executive processing? or sociolinguistice awerness

PYB304 (15 decks)

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