Module 28 Flashcards
language
the use of symbols to represent, transmit, and store meaning/information
symbols
organized patterns of sounds, visual representations, and movements
meaning
concepts, quantities, plans, identity, feelings, ideas, facts, and customs
phonemes
smallest units of sound (vowels and consonants)
morphemes
units of meaning - unladylike = un, lady, like
include suffixes and prefixes
phonemes
smallest units of sound (vowels and consonants)
grammar
rules for using words, including semantics, definitions, connotations, and syntax
use of language
- understanding phenomena we have never experienced
- connecting to people far away
- make plans for others to carry out
- know that another person is thinking more directly than just by their behavior
- store information
language development
very fast
- 10 new words/day between 2-18yrs
- basic grammar before they can add 2+2
- recall words and meanings, assemble words into sentences, while simultaneously following social rules for speaking and listening
1) receptive
2) productive
3) one word
4) two word
receptive language
(0-4 mos)
associating sounds with facial movements, and recognizing when sounds are broken into words
productive language (humans)
(4 mos)
babbling in multilingual sounds and gestures
babbling at (10 mos)
babbling sounds more like the parents’ household’s language
one-word stage
(12 mos)
understanding and beginning to say many nouns
two-word, telegraphic speech
(18-24 months)
adding verbs and making sentences but missing words
24+ months, 2+ years language
full sentences and understanding complex sentences
role of genes in language acquisition (nature)
inborn, genetic talent for acquiring language, though no particular kind of language in the genes
role of experience in language acquisition (nurture)
“statistical” pattern recognition talent. Infants quickly recognize patterns in syllable frequency and sequence, preparing them to later learn words and syntax
critical period of language acquisition
- important to begin appropriate language exposure/education early so that language centers of the brain continue to develop
- genetic and environmental
- may never develop if not begun by age 7
- learning pronunciation and grammar of 2nd language more difficult with age
deaf and blind children: adapted languages
– heightened other senses
sign language: same syntax, grammar, and complex meaning of any spoken language
aphasia
an impairment in the ability to produce or understand language, usually caused by damage to the brain
example of aphasia:
having the ability to read, to produce words in song but not in conversation, and to speak but not repeat; or producing words in jumbled order
Broca’s area, left frontal lobe
results of damage
leads to difficulty in putting words together in sentences or even speaking single words, although a person can sing a song or swear
Wernicke’s area, left temporal lobe
results of damage
leads to difficulty comprehending speech and producing coherent speech (not easily monitoring one’s own speech to make sure it makes sense)
Steps to reading a word:
1) visual cortex
receives written words as visual stimulation
Steps to reading a word:
2) angular gyrus
transforms visual representations into an auditory code
Steps to reading a word:
3) Wernicke’s area
interprets auditory code
Steps to reading a word:
4) Broca’s area
controls speech muscles via the motor cotex
Steps to reading a word:
5) motor cortex
word is pronounced
receptive language (dogs)
dogs can follow hundreds of human word commands
productive language
“words” through sounds, gestures, dances (bees) to communicate information, including different “words” for different objects, states, and places
chimpanzees and signing language
signing language: “apple which is orange = orange”
- chimps do not pick up words as easily as human children
- word production lacking syntax, but they understand “make the dog bite the snake”
chimpanzees and computer keys
- they seldom used symbols in new combinations = no productivity- used symbols to request, not describe
linguistic determinism
the idea that our specific language determines how we think
Benjamin Whorf: ex: Hopi
since they don’t have past tense for verbs, it is hard for them to think about the past
language’s influence on thought: emotion
- speaking in Japanese provides many extra words for interpersonal emotions such as sympathy and empathy, which Americans might have trouble differentiating
- speaking English gives us many words for self-focused emotions, such as sadness
language’s influence on thought: personality
- bilingual people appear to have different personality profiles when describing themselves in different languages
- “learn a new language and get a new soul”
Language’s influence on thought: color perception
we use our native language to classify and to remember colors
- different languages may vary in where they put the separation between “blue” and “green” or they may not have separate words for these colors
Language influences thought: gender neutral vs male-based usage
even if “he” and “mankind” are meant at times to be gender-exclusive, people do create a male image in their mind when they hear these terms
- instead of replacing “he with “he/she” or “their” we can rewrite sentences without pronouns and possessives; for ex: “his” can become “the”
bilingual advantage
- numerous brain connections and neural networks
- hidden talent, ability to suppress one language while learning another
- ability goes with other forms of executive control, such as resisting distraction and inhibiting impulses
thinking in images without words
some everyday decisions such as which turn to take while driving, are certainly made based on images or other nonverbal content such as mental maps
image rehearsal and memory
image rehearsal can help improve behavior, including skilled performance (piano/sports)
outcome simulation does not improve grades (imagining A)
process simulation (imagining detailed actions of studying) does improve grades
conclusion: thinking affects our language, which then affects our though
1) thinking in a culture affects the formation of a language, especially its vocabulary
2) thinking and language develop together in an individual as they grow
3) learning a language and using a language as an adult can affect one’s style and content of thinking
steps to reading a word (structures)
1) visual cortex
2) angular gyrus
3) Wernicke’s
4) Broca’s
5) motor cortex
side of brain associated with speech and language
left (where broca’s and wernicke’s are)
washoe the chimpanzee
learned sign language and a deaf nyt reporter was able to communicate with her
fellow chimps also learned some without training or reward
