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Human instinct
A system with complex structure.
Unique to human |
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| Different varieties of a language |
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| Black English Vernacular has negative concord, be delection and habitual be |
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| Not a real language, has no grammar and has no native speakers, composed of choppy strings of words borrowed from the language of the colonizers plantation owners wtih little or no grammar. |
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| When a Pidgin is transfomred into a full complex language |
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| Hawaiian Pidgin and Hawaiian Creole |
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| Bantu language spoken in Tanzania and expresses a very complex structure of language |
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| Lenguaje de Signos Nicaraguense, a sign language and a pidgin with no consistent grammar created in Nicaragua |
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| Idioma de Signos Nicaraguense, a creole of LSN |
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| When parents give repetitive drills in simplified speech variety to their children |
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| Errors that children make because they haven't learned how to put -s of 3rd person singular correctly. Yet by just putting 's with it's infinitive form. |
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| An experiment when the children is shown a bird-like creature called a wug and told to answer the plural form. |
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| Common property or blueprint |
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| Which side of our brain is mostly responsible for language? |
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| Two main language areas in our brain |
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| A damage in Broca's area and causes people to have a very hard time in getting the speech out. |
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| What is difficult for people suffering Broca's aphasia? |
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| They can read and understand content words, but they have a very hard time with function words. |
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| Grammatical words such as subject, prepositions and conjunctions. |
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| Do people suffering Broca's aphasia suffer from other intellectural disabilities or problems with muscle control? |
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| A damage in Wernicke's area and they are very fluent but their speech is meaningless. |
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| What is difficult for people suffering Wernick's aphasia? |
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| They have difficulty comprehending the speech of others and they express full grammatical sentences with no meaning. |
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| Specific Language Impairment, they never fully reach the linguistic ability of normal speaker |
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| What are SLI patients terrible at? |
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| Do SLI patients have impaired intelligence? |
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| No. They have normal cognitive ability and they scare a normal range in the nonverbal parts of IQ test. |
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| What is special about SLI? |
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| It is hereditary and runs in families, suggesting that is is related to certain genetic defect. |
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| Seem to have a defective gene on chromosome 11 (regulation of calcium) |
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| What are Williams Syndrome people good at? |
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| They are extremely fluent in conversation but no grammatical structures. |
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| 5 things Williams Syndrome patients are bad at? |
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| They are extremely retarded with an IQ of about 50, they can't tie their shoes, tell left from right, or add two numbers. |
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| Formed by putting words together, according to a certain set of rules. |
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| Finite. A person cannot memorize an infinite number of possible sentences. |
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| A person has knowledge of _ . |
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| Finite linguistic rules that regulates how to combine a finite set of words to generate an infinite number of sentences. |
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| Do animals have a communication system? |
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| Yes, just like humans, they have a communication system used to convey information to one another. |
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| Is the animal communication system equally complexed as the human communication system? Why |
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| No, they are not as complex as the human language because they cannot be segmented into independtely meaningful parts as words of human language can be and cannot be put together to make new phrases with messages. |
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| What is the difference between bird songs and bird calls? |
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| Bird calls convey messages such as danger, feeding, nesting and flocking. Bird songs are used to stake out territory and attract mates. |
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| Can we say that parrots have learned a language when they produce words or sentences trhough mere imitation? |
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| No because they're just imitating the sounds. |
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| Studies the physical nature of speech sounds (articulation, acoustic properties and perceptual characteristics) |
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| Concentrates on the distinctive characteristics of the sounds in a language's sound system. |
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| Structure of word, and how words are formed |
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| Minimal units with meaning |
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| Structure of sentences and how sentences ar eformed. |
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| Interpretation of words or expressions, intermediate phrases and setnences. |
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| the meaning of the sentence comes from world knowledge. |
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| Noun, verb, determiner, preposition, adjective, adverb, coordinating conjunction, complementizer |
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| Subject, object, predicate |
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| Study of how language is represented in the mind, and how it is acquired |
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| Study of language in social context |
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| Study of how language changes over time |
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| Study of how brain mechanisms underlying the acquisition and use of language |
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| Taught in school and explained in style manuals on how one should speak |
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| A description of a set of rules |
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| Property of language, including sign language, whereby there is no natural or intrinsic relationship between the way a word is pronounced (or signed) and its meaning |
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| With a non-arbitrary relationship between form and meaning |
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| found in words whose pronunication suggests the meaning |
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| Sounds of the word imitate sounds of nature |
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| Speaker's ability to continue the finite number of linguistic units of their language to produce and understand an infinite range of novel sentences |
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| Difference between what you know |
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| How you use the knowledge is speech production and comprehension |
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| Sounds, structures, meanings, words, rules for conjunction |
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| Sounds and sound patterns, basic units of meaning - words, rules to combine words to form new sentences |
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| Rules of sentence formation |
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| Dictionary / vocabulary of words |
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| Internalized grammar that a descriptive grammar attempts to model |
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| Linguist's description is a true model of the speakers' linguistic capacity |
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| prescribed rules of grammar |
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| Usually spoken by people in positions of power, and the one deemed correct by precriptive grammarians |
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| The dialect (regional or social) considered to be the norm |
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| Used to discriminate against speakers of a minority dialect |
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| Set of language rules written to help speakers learn a second or foreign language or a different dialect of their language |
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| Comprehensive and serve as a reference for those interested in establishing grammatical facts |
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| laws that pertain to all human languages, representing the universal properties of language |
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| Part of human biolgoical and genetic makeup specifically designed for language acquistion and use |
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| A theory of the principles that characterize all human languages; the laws of human language |
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| Languages used by deaf people |
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| Monogetic theory of language origin |
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| the belief that all languages originated from a single language |
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| Sapir-Whorf Hypothesis - stating that people's thoughts are determined by the categories made available by their languages |
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| Weaker version of Sapir-Whorf Hypothesis - stating that differences among languages cause differences in the thoughts of their speakers. That is, language can have some effect on memory or categorization of the speakers |
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| a Prominent linguist started the study of Native American Languages, proving that these languages are as sophisticated as English |
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| A fire inspector who went to study linguistics and Native American languages taking Sapir's classes, took Sapir's theory one step further |
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| Whorf noticed that Hopi does not have inflections for tense on the verb (as in English in -ed to indicate past, walked), concludes that speakers of Hopi don't care about telling the differences between past, present and future, they only care about the process of change itself. |
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| According to Sapir-Whorf Hypothesis, the difference in color terms that people perceive color spectrum differently. But this is clearly wrong because people use MODIFIERS to distinguish different colors. |
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| The most common color terms to the least |
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| White and black > Red > Green and yellow > Blue > Brown > Purple, pink, orange and gray |
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| Discovered that most speakers can recognize differences in color, even if their language does not have different words for them. |
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| The various terms to identify relatives on mother's and father's side. The difference between kinship terms amongst languages is an instance of language reflecting culture (how much emphasis is placed on the nuclear / extended families and mother's / father's lineage). |
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| The various terms to identify relatives on mother's and father's side. The difference between kinship terms amongst languages is an instance of language reflecting culture (how much emphasis is placed on the nuclear / extended families and mother's / father's lineage). |
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| Sapir-Whorf Hypothesis, myth that snow is so important to Eskimos that they have N (hoax - large number) words for "snow". But in reality - (1) Eskimo refers to the range of languages such as Inuit,Yupik... (2) Words are how to define (root / base / morpheme...) |
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| Pullum's argument to Eskimo Hoax |
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| Claims that horsebreeders have various names for breeds, sizes, and ages of horses; botanists have names for leap shapes; printers have different names for fonts... the number of words for "snow" in "Eskimo" is not that interesting. |
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| Sapir-Whorf Hypothesis - false beliefs |
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| Implies that there is no reality, or actual categories in the world, except for the ones imposed by our language and culture. (e.g. Matrix) If this belief is true, then we can rank languages according to their effectiveness in expressing MODERN thoughts and say that some cultures are more primitive than others. |
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| Thought doesn't depend on Language |
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E.g. Deaf adults - display many abstract forms of thinking
E.g. Babies can do simple arithmetic problems |
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| They don't have language but they have some form of thoughts. E.g. Monkeys can identify their family and relatives. |
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| Can thought exist without language? |
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| Yes, some people think through visual images / mental images. We have concepts that are not expressed through individual words. There are words that are (1) ambiguous but we can still interpret the meaning that the author intends, (2) Lack of logical explicitness, we use our common sense to come into conclusion (3) co-reference, treating different terms as the same thing and (4) delixis - specification of a and the (5) synonymy |
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| How can language be represented in the mind? |
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People often forget the exact wording of something they read, but they can convey the gist of it by providing a summary. We can also convey our messages through logical and visual representation.
*Mentalese - representation of thought of mind |
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| Arbitrariness of the sign |
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| conventional pairing of a sound with a meaning |
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| Discrete combinatorial system |
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| Finite number of discrete elements (words) are sampled, combined, and permuted to create larger structures (sentences) with properties distinct from those of their elements |
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| Grammar, autonomous from cognition |
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| A grammar is a certain set of rules that tells you how words may combine to express meanings. But this set of rules is independent for the particular meanings that people convey to each other. |
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| Finite systems vs. infinite combinations |
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| Grammar as a discrete combinatorial system can generate an infinite number of sentences. However, the size of our brain is limited. We cannot simply memorize all the sentences available. |
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| each person's brain contains a lexicon of words and the concepts they stand for (a mental dictionary) and a set of rules that combine the words to convey relationships among concepts (a mental grammar). |
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| Intuitions about grammatically |
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| ungrammatically is simply a consequence of our having a fixed code for interpreting sentences. Native speakers of English recognize strings that are interpretable, but are not grammatical and also strings that are grammatical but are not interpretable (also see autonomy) |
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| A non-answer (Memorization of a huge number of sentences), a possible but wrong answer (sentences are generated through word-chain device) and phrase structure grammar |
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| Speakers would simply memorize some (mysterious) relationship between sentences and meaning based on the look-up table. |
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| Finite State Automaton - Word Chain Device, think of a sentence as a chain of words and a speaker as a device which consists of a finite number of mental predisposition (state) Each state is associated with a rule that allows the speaker to produce a word and move to a new mental predisposition. |
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| (1) Grammatical Category (POS) we do not learn which word follows which other word. Rather, we learn which grammatical category (parts of speech: noun, verb...) follows which other category. (2)Has no real memory and it cannot process long distance dependency (e.g. either or, if then), too much redundancy and we need unlimited number of states to handle all these long distance dependencies with FSA, but these number of states won't fit in our finite brain. |
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| A sentence is not a chain but a tree. |
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| Grouping of words into phrases / a mental symbol (in the text) |
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| Phrase structure rules generate... |
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| Constituents - speakers learn a finite set of phrase structure rules (phrase structure grammar) which can generate infinite set of sentences. |
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| Evidence for Constituency (1) |
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| Yes-no Question formation rule - we move the auxiliary verb of the sentence in front of the subject NP, we have to identify a group of words that belong together as the subject of the sentence. We can't do this without knowing how the pieces of the sentence are grouped together - constituency. |
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| Evidence for Constituency (2) |
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| Ambiguity - Lexical and structural ambiguity. Lexical (the meaning of a sentence may be ambiguous due to the words in the sentence is ambiguous) and structural (the individual words are not ambiguous but the source of the ambiguity is structural - e.g. i shot an elephant in my pajamas) |
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| V + NP (sentence) or VP + PP (preposition) |
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| have one instance of a symbol in the left side of the arrow, and another instance of the same symbol in the right side of the arrow, allowing the generation of an infinite number of sentences. (e.g. NP -> NP + PP) |
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| Nested long distance dependencies |
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| Handled with recursive rules, deals with either or and if then, if we put another sentence in a sentence |
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| common grammatical properties shared by all languages, e.g. basic principles of phrase structure grammar |
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