Language and Communication Flashcards

1
Q

Define communication

A

“When one organism (the transmitter) encodes information into a signal which passes to another organism (the receiver) which decodes the signal and is capable of responding appropriately”

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2
Q

Compare verbal and non-verbal communication

A

Verbal - Spoken/written transmission of a message
Non-verbal - non-linguistic aspects (e.g. body language, gestures, emoticons)
- Language also has non-verbal elements (e.g. tone, rhythm, stress)

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3
Q

Define language

A
  • A type of communication
  • A structured system of symbols (“words”) and the rules (“grammar”) by which they are combined
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4
Q

How many languages are there?

A

Between 3,000 and 8,000

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5
Q

How often to languages die out?

A

At a rate of 1 every 2 weeks

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6
Q

All European languages together =

A

3% of total

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7
Q

What are the most common languages?

A

Chinese, Spanish, English

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8
Q

L1 + L2 =

A

English (20% of population)

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9
Q

What are the design features of a language?

A
  • A system to communicate thoughts, feelings, information, etc. of arbitrary signs (words) that refer to things in the world, have meaning (e.g. not just onomatopoeia) to combine these signs (syntax)
  • Limited number of words and rules combine to form unlimited number of expressions that allows us to go beyond the here and now that is used by a group of people
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10
Q

Does communication = language?

A

No

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11
Q

Define semanticity

A

Words are symbols/signs that express meaning

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12
Q

Define artbitrariness

A

No intrinsic relation between (most) words and their meaning (but onomatopoeia)

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13
Q

Define displacement

A

Not tied to here and now, can talk about past, future, somewhere else, hypotheticals, etc.

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14
Q

Define productivity/generativity

A
  • New language can be generated
  • A finite collection of sounds and words allows an infinite number of messages
  • As long as we obey the rules of the language, any message can be understood by the other language users
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15
Q

Define prevarication

A

We can lie

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16
Q

Define reflexiveness

A

We can use language to talk about language

17
Q

Define sound sybolism

A

Individual sounds or clusters of sound can convey meaning
- Kiki - pointy shape
- Bouba - round shape
- “gl” - words for shiny things -> glisten, gleam, glint, glare, glam, glimmer, glaze, glass, glitz, gloss, glory, glow, glitter

18
Q

What makes a language (animal language)?

A

Animals certainly can communicate
- Bee dance -> novel messages, but only about food
- Dolphins -> can communicate there is something new in the water; no evidence of syntax use
- Songbirds -> overlap with human language acquisition; babbling, critical period, left-hemisphere specialisation

19
Q

Fact about apes

A
  • Very rich communication systems (95%-98.5% genetic overlap, highly social, approx. IQ of 3 year old)
    -Similar brain asymmetries as humans
  • Teaching them to speak is near impossible
20
Q

Research of chimps

A

GUA Kellog & Kellog - chimp learned to understand a few words, but never produced any
VIKY Keith & Kathy Hayes - after 6 years -> could understand words and some word combinations; learned to articulate a few words, but with difficulty
WASHOE Garner & Garner - taught ASL, after 4 years -> had acquired 85 signs (you, me, listen, gimme), also sign combinations (you drink); some sensitivity to word order + some new combinations (water bird); taught signs to adopted son

21
Q

Explain Nim Chimpsky

A
  • Terrace et al.
  • Learned 125 AASL signs and made sign combinations (play me) (longer combinations heavily redundant - give orange me give eat orange…)
  • 40% simple repetitions; rarely signed spontaneously; no novel combinations (unlike children)
22
Q

Make comparisons between chimps and children

A

Chimps
- Huge amounts of explicit training
- Rarely signed spontaneously
Little evidence of syntax
Mainly stimulus controlled (eating + sleeping)
- All topics about here + now (no questions)
- Very repetitive
- Output was mainly non-creative

Children
- Require no special training
- Lots of spontaneous production
- Clear syntactic structure
Utterances involve temporal displacement
- Ask questions (and lots of them)
- Less imitation (some children rarely imitate)
- Utterances quickly become more creative

23
Q

Sapir-Whorf hypothesis

A
  • Language shapes our thoughts
  • LInguistic determinism (strong version): thoughts are limited, constrained by language; language determines our thinking - people with a different language think differently
  • Linguistic relativism (weak version): people who speak a different language perceive and experience the world differently
24
Q

Egocentric versus allocentric (language affects encoding in space)

A
  • Egocentric: left, right, in front/back, next to - relative frame of reference
  • Allocentric: north, south - absolute frame of reference
25
Language affects encoding in time
- English - think of time horizontally ("The best is ahead/behind us") - Mandarin - think of time vertically (e.g. next month = "down" month, previous month = "up" month)
26
Critiques of language determinism
- Pinker: problem is equating language with thought - Thought precedes language - Universal "language of thought" (mentalese)
27
The structure of language
1. Phonetics (speech sounds) 2. Phonology (sounds system) 3. Morphology (word formation) 4. Syntax (sentence structure) 5. Semantics (meaning) 6. Pragmatics (language in context)
28
Explain phonetics
- Concerned with describing and classifying the speech sounds that occur in all of the world's languages Articulatory: How speech sounds are produced Auditory: How speech sounds are perceived Acoustic: The physical properties of sounds
29
Explain phonology
- Concerned with the way speech sounds form systems in a given language Phones - the inventory of phonetic segments that occur in your language; the instantiations (physical characteristics) of a phoneme Phonemes - the sounds in your language that can distinguish between words Minimal pairs - used to determine the phonemes of a language (Phones are enclosed in square brackets and phonemes in slashes)
30
Spoken word production
From thought to speech 1. Conceptualisation; preverbal 2. Formulation (lexicalisation, syntactic planning, phonological encoding, phonetic planning) 3. Articulation ("the horse kicked the man") 3. Self-monitoring (listening?)
31
What steps do we need to take to communicate our ideas? (Griffin & Ferreira)
Conceptualisation - WHAT to express - Message planning - Pre-linguistic - Language neutral Formulation - HOW to express it - Word selection (lemmas) - Sound processing (lexemes) Articulation - expressing it - Pronunciation - Most famous model = WEAVER++ Adds a component of self-monitoring - Internal monitoring (of what you're GOING to say) - External monitoring (during speech)
32
WEAVER++ - evidence from...
1. Speech errors 2. Tip of the Tongue (ToT) 3. Picture naming 4. Picture-word interference
33
General points about speech errors
- 15 speech sounds per second (2-3 words per second, 150 words a minute) - Automatic - "impossible to think in the middle of a work: shall I say 't' or 'd'" - Less attention to speech production than comprehension - 1/2 errors for every 1,000 words -> 7-22 errors a day
34
Types of speech error: Shift Exchange Anticipation Perseveration Addition Deletion Substitution Blend
Shift - decide hits instead of decides hit Exchange - model renosed instead of nose remodelled Anticipation - bake my bike instead of take Perseveration - he pulled a pantrum instead of tantrum Addition - clarefully instead of carefully Deletion - intelligibly instead of unintelligibly Substitution - light instead of heavy Blend - John is quite cable instead of calm/stable
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