Title: LANGUAGE (Chpt 9) Dr. Sara Sereno I.Introduction to psycholinguistics II.Basic units of language III.Neuropsychology of language IV.Language development / acquisition V.Non-human language
1LANGUAGE (Chpt 9) Dr. Sara Sereno
I. Introduction to psycholinguistics II. Basic
units of languageIII. Neuropsychology of
languageIV. Language development / acquisition
V. Non-human language
2LANGUAGE (Chpt 9) Dr. Sara Sereno
I. Introduction to psycholinguistics II. Basic
units of languageIII. Neuropsychology of
languageIV. Language development / acquisition
V. Non-human language
3I. Introduction to Psycholinguistics
- A. What does it mean to study language?
- B. Competence / Performance
- various examples of language use
- C. Popular notions of language
- D. Properties of language
4I. Introduction to Psycholinguistics
- A. What does it mean to study language?
- B. Competence / Performance
- various examples of language use
- C. Popular notions of language
- D. Properties of language
5I. Introduction to Psycholinguistics A. What
does it mean to study language?
- Linguistics structure of language
- phonetics, syntax, semantics, cross-language
comparisons, language universals - Psycholinguistics processing of language
- understanding the mechanisms of language
behavior - e.g., normal adult comprehension and production
of - language neurolinguistics language
acquisition - language in non-humans
6I. Introduction to Psycholinguistics A. What
does it mean to study language?
Socio-linguistics social aspects of
language Linguistic factors, such as
... voice pitch, pronunciation
(dialect), word choice, intonation ...
influence our judgements about the
speakers age, gender, geographical identity,
socio-economic class, intelligence,
personality, mood Examples Rs in New
York (Labov, 1966) Disney
7I. Introduction to Psycholinguistics
- A. What does it mean to study language?
- B. Competence / Performance
- various examples of language use
- C. Popular notions of language
- D. Properties of language
8I. Introduction to Psycholinguistics B.
Competence / Performance
Competence what one knows Implicit knowledge
- knowing whats right Explicit knowledge -
explain in terms of formal rules Performance
what one does how knowledge is used - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - Various examples of language
use (1) pa-ba-sa (4) tag questions (2)
wugs (5) Can you pass the salt? (3)
wordness (6) grammaticality judgements
9I. Introduction to Psycholinguistics B.
Competence / Performance
Competence what one knows Implicit knowledge
- knowing whats right Explicit knowledge -
explain in terms of formal rules Performance
what one does how knowledge is used - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - Various examples of language
use (1) pa-ba-sa (4) tag
questions (2) wugs (5) Can you pass
the salt? (3) wordness (6)
grammaticality judgements
10I. Introduction to Psycholinguistics B.
Competence / Performance
Competence what one knows Implicit knowledge
- knowing whats right Explicit knowledge -
explain in terms of formal rules Performance
what one does how knowledge is used - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - Various examples of language
use (1) pa-ba-sa (4) tag
questions (2) wugs (5) Can you pass
the salt? (3) wordness (6)
grammaticality judgements
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12I. Introduction to Psycholinguistics B.
Competence / Performance
Competence what one knows Implicit knowledge
- knowing whats right Explicit knowledge -
explain in terms of formal rules Performance
what one does how knowledge is used - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - Various examples of language
use (1) pa-ba-sa (4) tag
questions (2) wugs (5) Can you pass
the salt? (3) wordness (6)
grammaticality judgements
13Wordness For each row of 3 possible new words,
which one will probably never make it (
blick splunge rlight sbarm wumple turl ma
ncer nserht crelurious inther iwhucr neen
shace fring ngout
14I. Introduction to Psycholinguistics B.
Competence / Performance
Competence what one knows Implicit knowledge
- knowing whats right Explicit knowledge -
explain in terms of formal rules Performance
what one does how knowledge is used - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - Various examples of language
use (1) pa-ba-sa (4) tag
questions (2) wugs (5) Can you pass
the salt? (3) wordness (6)
grammaticality judgements
15Tag Question element attached at end of
utterance not a true question nor a full
declarative statement a way of asking for
confirmation That was a horrible movie, wasnt
it? Shes been swimming, ______________? Jerem
y wants to go dancing, ______________? You
havent had any sleep, ______________? The man
who was smoking died, ______________? Those
friends of Marias that we dont particularly
like didnt know, ______________?
hasnt she
doesnt he
have you
didnt he
did they
16Tag Question formation rules... But first,
background information about the (dreaded) VERB
AUXILIARY
Declarative Verb Aux. Jo has
eaten well. HAVE Jo was acting
bad. BE Jo ran yesterday.
DO GRAMMATICAL
TRANSFORMATION Question Negation
Verb Aux. Has Jo eaten well? Jo
hasnt eaten well. HAVE Was Jo acting bad?
Jo wasnt acting bad. BE Did Jo run
yesterday? Jo didnt run yesterday. DO
17Tag question formation rules 1. Copy the
auxiliary of the main verb to the right of the
sentence. 2. Make it negative if the original is
positive or positive if the original is
negative. 3. Add the pronoun that corresponds to
the subject in person, number, and gender. Bob
and Betty were laughing loudly,
_____________? That famous surgeon quit,
_____________? Shes not leaving already,
_____________?
were
nt
they
did
nt
she
is
she
18I. Introduction to Psycholinguistics B.
Competence / Performance
Competence what one knows Implicit knowledge
- knowing whats right Explicit knowledge -
explain in terms of formal rules Performance
what one does how knowledge is used - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - Various examples of language
use (1) pa-ba-sa (4) tag
questions (2) wugs (5) Can you pass
the salt? (3) wordness (6)
grammaticality judgements
19Can you pass the salt?
Conversational inference (cooperation) there are
rules that govern how language operates in a
wider social context maxim of relevance - fill
in the blanks
20I. Introduction to Psycholinguistics B.
Competence / Performance
Competence what one knows Implicit knowledge
- knowing whats right Explicit knowledge -
explain in terms of formal rules Performance
what one does how knowledge is used - - - - - -
- - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - - - - - Various examples of language
use (1) pa-ba-sa (4) tag
questions (2) wugs (5) Can you pass
the salt? (3) wordness (6)
grammaticality judgements
21Can you pass the salt? please
Please can you pass the salt? Can please you pass
the salt? Can you please pass the salt? Can you
pass please the salt? Can you pass the please
salt? Can you pass the salt please?
22Grammaticality Judgements
John is difficult to love. It is difficult to
love John. John is anxious to go. It is anxious
to go John. What he did was climb a tree. What he
thought was want a sports car. What are you
drinking and go home? Mary was near the stream,
was it?
23I. Introduction to Psycholinguistics
- A. What does it mean to study language?
- B. Competence / Performance
- various examples of language use
- C. Popular notions of language
- D. Properties of language
24I. Introduction to Psycholinguistics C.
Popular (but incorrect) notions of language
- Prescriptive linguistics
- Language change is corruption
- Some languages are more advanced than others
- Received pronunciation is better than
dialects - Dos and donts of language use
- Language acquisition
- Children learn language by imitation
25I. Introduction to Psycholinguistics
- A. What does it mean to study language?
- B. Competence / Performance
- various examples of language use
- C. Popular notions of language
- D. Properties of language
26I. Introduction to Psycholinguistics D.
Properties of language
- Human Language flexible, symbol-based and
rule-based mode of communication that permits
conveyance of any kind of information. Its
properties include - Creative a limitless of thoughts can be
expressed - in a limitless of ways.
- Structured sounds are combined into words,
and words - into sentences according to rules (i.e.,
grammar).
? hierarchical
27I. Introduction to Psycholinguistics D.
Properties of language
- Meaningful ideas are conveyed by individual
words - and how they are organised into sentences.
- Referential it refers to and describes
things and events - in the world.
- Interpersonal / Communicative it has a
social function.
? Ex The cat ate the dog. The dog ate the cat.
28LANGUAGE (Chpt 9) Dr. Sara Sereno
I. Introduction to psycholinguistics II. Basic
units of languageIII. Neuropsychology of
languageIV. Language development / acquisition
V. Non-human language
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30LANGUAGE (Chpt 9) Dr. Sara Sereno
I. Introduction to psycholinguistics II. Basic
units of languageIII. Neuropsychology of
languageIV. Language development / acquisition
V. Non-human language
? bonobo chimps Kanzi video
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33LANGUAGE (Chpt 9) Dr. Sara Sereno
I. Introduction to psycholinguistics II. Basic
units of languageIII. Neuropsychology of
languageIV. Language development / acquisition
V. Non-human language
34II. Basic Units of Language
- A. 5,000 languages
- phonemes ? morphemes ? sentences ? conversations
- (sounds) words
- B. Phonemes elementary sounds of speech
- phonemes are NOT letters
- to, too, two, through, threw, shoe, clue, view
- vowel consonant phonemes
- combining phonemes is rule-governed
- 11-144 phonemes in any given language
- English has 40 Hawaiian has 16
35II. Basic Units of Language
- C. Morphemes smallest meaningful unit of lang.
- can be a word, word stem, or affix (prefix,
suffix) - word help, love
- word stem spir, ceive, duce
- prefix/suffix re-, dis-, un- / -less, -ful,
-er - derivational inflectional morphemes
- derivational change the grammatical class
- V -able Adj (adorable, believable)
- V -er N (singer, runner)
- inflectional grammatical markers
- V -ed past tense (walked)
- N -s plural (cows)
36II. Basic Units of Language
- C. Words
- Content vs. function words
- Content words carry the main meaning
- nouns, verbs, adjectives, adverbs
- Function words grammatical words
- articles (a, the, this), conjunctions (and,
- but), prepositions (in, above)
- Psychological reality of the content-function
- word distinction in aphasia ? selective
- impairment of content (Wernickes) or
- function words (Brocas aphasia)
- Stroop (1935)
37NAME THE COLOUR OF THE INK
38Aoccdrnig to rscheearh at an Elingsh
uinervtisy, it deosnt mttaer in waht oredr the
ltteers in a wrod are, the olny iprmoetnat tihng
is taht the frist and lsat ltteer is at the rghit
pclae. The rset can be a toatl mses and you can
sitll raed it wouthit a porbelm. Tihs is bcuseae
we do not raed ervey lteter by it slef but the
wrod as a wlohe.
39II. Basic Units of Language
- C. Words (cont)
- Ambiguity
- 1 word form, but 2 (or more) word meanings
- Ex bank (N-N, money vs. river)
- watch (N-V, clock vs. look)
- bass (N-N, guitar vs. fish)
- 2 word forms, but 1 pronunciation
- Ex sail/sale, right/write
- Generally unaware of ambiguity...
- even though it is quite pervasive
- even though it affects behaviour (RT, etc)
40II. Basic Units of Language
- D. Sentences
- Syntax the rule-governed system for grouping
- words together into phrases and sentences
- Sentences introduce a concept that they are
about, - the subject (or noun phrase), and then propose
- something about that concept, the predicate
- (or verb phrase).
- Ex The boy hit the ball.
- doer act done-to
- subject predicate
41II. Basic Units of Language
- D. Sentences (cont)
- Same deep structure, different surface
structure - The boy hit the ball. (active)
- The ball was hit by the boy. (passive)
- Same surface structure, different deep
structure - The French bottleNP smells.VP
- The FrenchNP bottle smells.VP
- THEY are boring.
- VISITING THEM is boring.
- Cf. ambig. figures in perception 1 form, 2
interpretations
The French bottle smells.
Visiting relatives can be boring.
42Necker cube
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44Headlines
New obesity study looks for larger test
group Reagan wins on budget, but more lies
ahead Man struck by lightening faces battery
charge Enraged Cow Injures Farmer with Axe Milk
Drinkers Are Turning to Powder Local High School
Dropouts Cut in Half British Left Waffles on
Falklands Dealers Will Hear Car Talk at
Noon Miners Refuse to Work after Death Beating
Witness Provides Names Squad Helps Dog Bite
Victim Kids Make Nutritious Snacks
45Headlines
Stolen Painting Found by Tree Prostitutes Appeal
to Pope Red Tape Holds up Bridge Deer Kill
17,000 Teenage Prostitution Problem is
Mounting Child Stool Great for Use in
Garden Shouting Match Ends Teachers Hearing Man
Robs then Kills Himself Lung Cancer in Women
Mushrooms Mondales Offensive Looks Hard to
Beat Tuna Biting off Washington Coast Chinese
Apeman Dated
46Q Whats the difference between a Scotsman and
a rolling stone?
A A Rolling Stone says Hey you get off of my
cloud! and a Scotsman says Hey McLeod get
off of my ewe!
47II. Basic Units of Language
- D. Sentences (cont)
- Syntactic ambiguities
-
- She hit the boy with the big stick.
- She hit the boy with the runny nose.
- Interpretation depends on structural
preferences - (certain constructions used more often,
favoured), - as well as the prior discourse context.
48LANGUAGE (Chpt 9) Dr. Sara Sereno
I. Introduction to psycholinguistics II. Basic
units of languageIII. Neuropsychology of
languageIV. Language development / acquisition
V. Non-human language
? Brocas aphasia video
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51III. Neuropsychology of Language
- Language localised to the left hemisphere of
brain - Aphasia disorder of language from injury to
- language areas
- Brocas aphasia
- problems in production (telegraphic
speech) - difficulty w/ function words ? syntactic
deficit - Wernickes aphasia
- fluent but meaningless speech (empty
words) - difficulty w/ content words ? semantic
deficit
? neologisms logorrhea
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54LANGUAGE (Chpt 9) Dr. Sara Sereno
I. Introduction to psycholinguistics II. Basic
units of languageIII. Neuropsychology of
languageIV. Language development / acquisition
V. Non-human language
55IV. Language Development / Acquisition
- A. Theoretical points of view
- Nature - language is innate biological
predisposition - Nurture - lang. learned via environmental
stimulation - Points of debate
- imitation correction?
- whole-object constraint
- over-regularisation (goed, tooths)
- motherese
- pidgin ? creole
- Conclusion infants are immediately sensitive
to - language, but need to interact to learn
? child-directed speech
56IV. Language Development / Acquisition
- B. Stages of language PRODUCTION 0-12 months
- Age (mo) Stage Behaviour
- 0-3 vegetative sounds burp, cough, suck
- swallow, cry
- 3-5 cooing laughing sounds with intonation
- 5-12 babbling consonant-vowel sounds
- 6-9 reduplicated ba-ba-ba-ba
- 9-12 variegated bi-du-ba
57IV. Language Development / Acquisition
- C. Stages of language PERCEPTION 0-12 months
- Age Discrimination
- 45 min round lips vs. tongue protrusion imitation
- 1 week mothers voice vs. others voices
- own language vs. foreign language
- 2-4 mo all possible phoneme distinctions video
- 6-8 mo categorise phonemes across diff. voices
video - lose non-native distinctions
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59IV. Language Development / Acquisition
- C. Stages of language PERCEPTION 0-12 months
- Age Discrimination
- 45 min round lips vs. tongue protrusion imitation
- 1 week mothers voice vs. others voices
- own language vs. foreign language
- 2-4 mo all possible phoneme distinctions video
- 6-8 mo categorise phonemes across diff. voices
video - lose non-native distinctions
? habituation paradigm
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62IV. Language Development / Acquisition
- D. Stages of language PRODUCTION 1-5 years
- Age (yr) Stage Behaviour
- 1 holophrase More Dada Gone
- (1-word stage) Bye-bye
- 1.5 telegraphic Allgone milk She cold
- (2-word stage) Shut door
- 2-4 short sentences
- negation question
- formation
- 4-5 more complex forms
- over-regularisation
Dada play? Play Dada? Can Dada play?
went ? goed ? went
63LANGUAGE (Chpt 9) Dr. Sara Sereno
I. Introduction to psycholinguistics II. Basic
units of languageIII. Neuropsychology of
languageIV. Language development / acquisition
V. Non-human language
64V. Non-human Language
- Teaching language to chimpanzees
- Hayes (1950s) raise chimp as if human
- Gardner (1960s) sign language with Washoe
- Terrace (1970s) more systematic approach
- more recently work with bonobo chimps
- Characteristics of human language lacking in
animals - syntax, creativity, displacement, prevarication
- Conclusion
- Some animals learn words, but little evidence
they can create or understand syntactic
structures.
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67V. Non-human Language
- Teaching language to chimpanzees
- Hayes (1950s) raise chimp as if human
- Gardner (1960s) sign language with Washoe
- Terrace (1970s) more systematic approach
- more recently work with bonobo chimps
- Characteristics of human language lacking in
animals - syntax, creativity, displacement, prevarication
- Conclusion
- Some animals learn words, but little evidence
they can create or understand syntactic
structures.
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69- Language Acts Hierarchy of language units
- Production phonemes / graphemes
- (speaking, writing, morphemes
- signing) words
- Comprehension phrase, clause, sentence
- (listening, reading) syntax (grammar)
- semantics (meaning)
- Acquisition discourse (interpretation)
- 1st or 2nd language communication (social)
- - - - - - - - - - - - - - - - - -
- Dysfunction (deficits)
- aphasia, dyslexia, Az
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72 learning not to respond
gradual
learning not to respond
Thanks!
73Emotion words
Arousal
Lo
Hi
peace
love
ve
Valence
bored
fire
ve
Neutral controls
hotel, farm