1 / 20

Language I: Structure

Language I: Structure. Defining language: symbolic, rule-based system of communication shared by a community Elements of language: Phonemes: smallest units of sound (gesture) Morphemes: smallest units of meaning Syntax or grammar: rules of construction Properties of language: Arbitrariness

shae
Download Presentation

Language I: Structure

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Language I: Structure Defining language: symbolic, rule-based system of communication shared by a community Elements of language: Phonemes: smallest units of sound (gesture) Morphemes: smallest units of meaning Syntax or grammar: rules of construction Properties of language: Arbitrariness Generativity Semanticity Generational transmission Displacement

  2. Neuroscience of language • Broca’s area/Wernike’s area • Left anterior frontal (adjacent to Broca’s): semantic associative • Angular gyrus: important in phonological storage; written words – internal speech

  3. Language I • Chomskyian approach to language: reaction to inadequacies of behavioral approach, argued for large ‘innate’ element to language development • Problems with behaviorist view: • Imitation and differential reinforcement – neglects creative use of language of ‘failures of reinforcement • Deep structure, surface structure and transformational rules to connect each. Trans. Grammar too complicated to be learned.

  4. Deep/surface structure and transformational grammar

  5. Language II: Reading and text comprehension Saccadic eye movement studies indicate that reading must take place in less than 50msec How can processing be so efficient? Word superiority effect: letters in words more quickly processed than unconnected letters or letters presented alone Rayner’s (1975) text change studies: found that semantic changes affected text processing with 1-6 characters spaces while only graphic changes noticed 7-12 spaces away. Important point – planning of next saccade based on ‘predictions’ of upcoming text. Priming studies: show semantic spread of activation; further aiding predictive process. Studies with poor readings show deficiencies in saccade planning.

  6. Word superiority effect

  7. Rayner’s text-change studies • the butter is jiggling • the butler is jiggling (semantic change) • the butter is giggling (semantic change) • the butter is wiggling (graphic change)

  8. Eye movements during reading

  9. Lexical Decision Task • Word or non-word RT measure • FORK = word; DXMZ = non-word • SIGN – FORK • DXMZ – FORK • SPOON – FORK (sig reduction in rt) • Conclusion: related words stored more closely together in memory

  10. Language II: Text comprehension • Brandsford & Franks: sentence processing study showed that propositional content of sentences retained in LTM, not verbatim record. Note: new unrecognized sentences retained words from original sentences. • The ants were in the kitchen; Ants ate the jelly. Jelly on the table; The ants in the kitchen ate the jelly on the table; Jelly was in the kitchen. • Bartlett ‘war of the ghosts’ study: schematic processing of text narrative • Schema: representation used to encode, organize, interpret and recall information • Kintch’s model of reading: • prop content of sentence encoded into STM • Prop content of next sentence encoded and connected • If match, continue; if no match, search LTM for bridging assumption • Activation of goal schemata to guide encoding process • Increasing bridging assumptions complicates encoding process

  11. Kintch’s model of text comprehension

  12. Rocky Raccoon (Lennon/McCartney) Now somewhere in the black mountain hills of DakotaThere lived a young boy named Rocky RaccoonAnd one day his woman ran off with another guyHit young Rocky in the eye Rocky didn't like thatHe said I'm gonna get that boySo one day he walked into townBooked himself a room in the local saloonRocky Raccoon checked into his roomOnly to find Gideon's bibleRocky had come equipped with a gunTo shoot off the legs of his rivalHis rival it seems had broken his dreamsBy stealing the girl of his fancyHer name was Magil and she called herself LilBut everyone knew her as NancyNow she and her man who called himself DanWere in the next room at the hoe downRocky burst in and grinning a grinHe said Danny boy this is a showdownBut Daniel was hot, he drew first and shotAnd Rocky collapsed in the corner, ahNow the doctor came in stinking of ginAnd proceeded to lie on the tableHe said Rocky you met your matchAnd Rocky said, doc it's only a scratchAnd I'll be better I'll be better doc as soon as I am ableAnd now Rocky Raccoon he fell back in his roomOnly to find Gideon's bibleGideon checked out and he left it no doubtTo help with good Rocky's revival, ahOh yeah, yeah

  13. Language II: PDP model of reading • PDP model characteristics: weighted connections between nodes; spreading activation; excitatory and inhibitory connections • Both stimulus properties and top-down processes affect patterns of activation • Text exists at 3 interconnected levels • Feature • Letter • Word Neurocognitive studies show frontal activation for semantic task; only occipital activation for visual tasks.

  14. Connectionist or PDP model of memory

  15. Language III: Evolution • Animal studies of language suggest some linguistic capacity present in other species • Honeybees – displacement • Vervet monkey alarm calls – referential capacity (precursor to words) • Ape language studies (primitive grammar), no speech, but manual language • Pidgin to creole studies • Evolution – possible manual to protolanguage to full-blown language progression

  16. Studies in Animal Language • A number of species have been studies: dolphins, parrots, whales, etc • Most studies have involved nonhuman apes: Chimpanzees, Gorillas, Bonobos • Why: close relatives of humans, big brains, highly social

  17. History of Ape language studies • Cross-fostering: raising an ape as a human baby • 1950’s Keith and Cathy Hayes: Viki project, teaching a chimpanzee to speak. Big disaster. • Beatrix and Alan Gardner: Washoe project, teaching an ape sign language

  18. History of Ape language studies • Francine Patterson and Koko: A gorilla learns sign language • Herb Terrace and Nim Chimpsky

  19. History of Ape language studies • Sue Savage-Rumbaugh and the bonobo Kanzi

  20. What do apes know about language? • Some elementary syntax • Some evidence of displacement • 100-200 word vocabulary • Use is primarily utilitarian, not for sharing experience; 90% of Kanzi’s utterances are requests/commands • About at level 2.5 child

More Related