Linguistics 101

Front 1

Semantics

Back 1

the study of meaning; built on syntax

Front 2

compositionality

Back 2

the meaning of a larger expression is a function of: the meaning of its parts and the syntactic rules that are used to combine them

Front 3

Referential Theory

Back 3

the meaning of an expression is its reference

Front 4

reference

Back 4

the things in the world it picks out

Front 5

co-reference

Back 5

an expression that picks out the same thing as another expression

Front 6

Law of Identity

Back 6

an expression can be substituted for another expression with the same value

Front 7

Gottlob Frege

Back 7

substitutions changes the meaning
->meaning isn't simply reference

Front 8

Sense

Back 8

additional concept of how we see an expression (what we think of)
-substitution is only possible if two expressions have the same sense

Front 9

First words

Back 9

names of people,common nouns, modifiers,actions, social interactions
-ex: apple, airplane, belly-button, book, bye-bye, car, daddy, dog, eye, light, mommy, uh-oh

Front 10

Ostention

Back 10

adult points and says name; children assoc. name with objects

Front 11

Biases in Learning the Meanings of Words

Back 11

noun bias, whole object bias, taxonomic bias, mutual exclusion bias, basic level category bias

Front 12

noun bias

Back 12

most kids first words are nouns
-why?: maybe cause nouns more straightforward or because you need to know nouns for verbs

Front 13

whole object bias

Back 13

kids interpret a label as applying to a whole object rather than action, attribute, or parts of an object

Front 14

taxonomic bias

Back 14

interpret labels as referring to objects of the same kind, not objects which are related to each other in diff ways

Front 15

mutual exclusivity bias

Back 15

a new label should refer to an object without an existing label
-if object already has a label, kids think the new label may refer to a part of the object

Front 16

basic level category bias

Back 16

children interpret labels as referring to the basic level

Front 17

errors in vocabulary learning

Back 17

1-over and under extension
2-misunderstanding of concepts

Front 18

theory of mind

Back 18

children must understand an adult's referential intentions to learn words this way
-kids use gazes and other cues

Front 19

front lobe

Back 19

-primary motor cortex
-motor control

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temporal lobe

Back 20

-auditory cortex
-hearing

Front 21

occipital lobe

Back 21

-visual cortex

Front 22

Parietal lobe

Back 22

-spatial reasoning

Front 23

H.M.

Back 23

-parts of temporal lobes (including L and R hippocampus) taken out to help his epilepsy
-then had anterograde amnesia (can't form new long-term memories)
-hippocampus responsible for changing short-term memory to long-term

Front 24

Modularity Hypothesis

Back 24

certain cognitive functions are organized into autonomous modules (faculties)
-UG is a Faculty of Lang. (there is a module in brain that is specifically dedicated to language)

Front 25

Up to age... brain can recover function after injury.

Back 25

5
-if left hemisphere (where lang function usually is), it can be lateralized to right perisylvan region

Front 26

Plasticity declines between .... and ...

Back 26

5 and 13

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Broca's Area

Back 27

assoc. with production of speech

Front 28

Wernicke's area

Back 28

assoc. with comprehension of language

Front 29

Aphasia

Back 29

-language disruption caused by damage of brain

Front 30

Broca's Aphasia

Back 30

Agrammatical utterances (many grammatical errors)
-slow, effortful production
-comprehension better than production
-lots of content words, lack of function words

Front 31

Wernicke's Aphasia

Back 31

-fluent speech, but deprived of content
-word-finding problems
-difficulties in understanding others

Front 32

Misconceptions about SL

Back 32

-there's only one universal sign lang.
-completely iconic
-ASL is a manual-visual translation of English (NO:grammar is different, sign lang not representations of lang. around them)

Front 33

SEE

Back 33

Signing Exact English--> made-up signing system, not natural

Front 34

duality of patterning

Back 34

-combination of meaningful units to form more complex ones
-combination of minimal meaningless units to form larger, meaningful ones

Front 35

Duality of PAtterning in sign lang.

Back 35

-meaningless units: handshape, movement, location
-meaningful units: signs

Front 36

SVO

Back 36

Subject-Verb-Object

Front 37

Sign Lang. Milestones:

Back 37

-6 months-one year: manual babbling
-first signs as early as 6 months (earlier than spoken lang
-18 months: word combinations (as in hearing)

Front 38

Lingua Franca

Back 38

a standard language used for communication between speakers of different languages

Front 39

Pidgin

Back 39

a communication system which develops when speakers share no common language
-no stable vocab
-no consistent word order
-only simple sentences
-mainly content words

Front 40

substrate lang.

Back 40

the original native lang. of the speakers

Front 41

superstrate lang

Back 41

the language used by the dominant socioeconomic class

Front 42

lexifier language

Back 42

the lang that is the source for most of the vocab (often the superstrate lang)

Front 43

Creole

Back 43

when kids exposed to pidgin as the lang of their care-givers, a creole develops
-opposite of pidgin characteristics
-grammer is stable across speakers
-elements in it not part of sub or superstrate lang
-grammar consistent with UG principles and parameters

Front 44

Hawai'i Creole English

Back 44

-from laborers from China, Portugal, Korea, etc on sugarcane plantations
-pidgin became creole around 1900

Front 45

Home sign

Back 45

when deaf kids not exposed to SL thy develop a gesture system to communicate
-not full lang
-pointing signs
-characterizing and action signs
-simple combos--> consistent SOV order
-not from adult models