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64 Cards in this Set
- Front
- Back
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ethnocentrism |
because most linguists speak english they tend to judge other languages against english (their own) |
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What is Chomsky's view of Universal Grammar? |
we are born with ability to learn language, thus all languages have a universal grammar |
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Polysynthetic Language |
words are composed of many morphemes unlike a synthetic language which has smaller morphemes |
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How many distinct languages are there? |
5,000-8,000 |
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Ideophones |
onomatopeias, depict sound or feelings of a situation of thing |
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Coverbs |
similar to take up in english, the two words must exist together to make sense, however it would be a verb and not a preposition like the enlighs example |
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Positionals |
like preposiitons in english, they describe form, position of objects, are more specific than english eg. a word to describe inside a small place rather than just in |
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Classifiers |
describe the nature of the object being counted, monks and rabbits and birds example |
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What percent of world's languages are endangered? |
60-80% |
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What are stocks of languages? |
languages that are genetically related, if you find a universal aspect of languages from same stock than its not really universal because they are related |
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Universal Resources |
idea that languages will make and use any sound that is physically possible |
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Mentalese |
language is the clothing for the thought |
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substantive vs formal universals |
substantive: the range of resources from which languge can draw grammar from, languages don't have to have them, new ones can be added when they are discovered formal: set of rules that all languages follow |
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Describe all 4 Greenberg Universal |
Type 1: something that all languages have Type 2: something most languages have Type 3: if language has X it will have y Type 4: if language has X it will tend to have y |
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Where could universals come from? |
-cultural factors: intérêts, shared world; kinship terms, body parts -functional: using not in english -mental proceses: memory, sensory |
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What are the big three claimed universals? |
1. Subject+ Object 2. Constituency: ability to devise a sentence into other logical, grammatical phrases 3. Recursion: embedding other sentences into a sentence infinitely this may actually be a universal, not syntactically but pragmatically, semantically |
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Two Track Model of Language Change |
-biological factors; brain, val tract, needs that must be communicated -cultural diversification: kinship, accents, recombination |
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Evolutionary Theory of Language Diversification |
- features of language change independently of one another -few if than universals |
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Broca's Area |
inferior frontal lobe, used in speech |
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Wernicke's Area |
posterior temporal lobe, used in production and comprehension of language |
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What hemisphere is language in ? |
left |
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Where techniques of brain imaging |
haemodynamic (measure blood flow), fMRI, PET scan, as activity in brain increases so does blood flow, has poor temporal resolution because it takes time for blood to move |
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What techniques |
encephalographic, EEG, MEG, ERP, direct measure of brain activity, |
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N400 |
semantic variables, peaks negatively when there is a change in word presentation that doesn't make sense, negative response |
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P600 |
syntactic, grammatical violations in complex structures, positive response |
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LAN |
shows up last, negative response, syntactic response |
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Language development related to ERPs in childhood 1-6 yrs |
1 year: phonology, syntactic perception 3 years: most of sustem in place but differs in amplitude, latency , scalp distribution 6 years: adult like n400 but will continue to develop -onsent decreases with age implying more efficiency in processing |
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Confounds when testing L2 acquisition |
age of acquisition, learned in life or classroom, how similar is l1 and l2, |
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Why is L2 harder to learn fluently? |
if L2 is learned after sensitive period is over it will be more difficult |
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Interlingual Homograph Disadvantage |
words from two languages that look alike and sound alike but have different meanings bilinguals respond more slowly than monolinguals |
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Cognate Advantage |
words that look and sound alike and mean same thing in different language, bilinguals process these faster |
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Paradoxical Switch Costs |
harder to change from L2 to L1 because L1 is dominant and must be suppressed more |
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prosody |
rhythm and pattern of speech sounds |
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what are things we unconsciously align when speaking to each other? |
prosody, certain words, certain grammatical forms, speaking speed, posture, happens at all linguistic levels |
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Crystallization Hypothesis |
there is a critical period in time where language learning is optimized, after this language learning capabilities are rigidified (except for learning vocabulary ), if english were to gain a new sound overnight a native speaker wouldn't be able to learn it if they were past the critical period |
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What did the two studies of IA koreans and French speakers reveal? |
did not support crystallization hypothesis because French and Korean speakers brains were activated in same ways L2 can overwrite L1 so that it is no longer accessible (except that French subjects showed broader activation to French than Koreans) phonology study participants all performed the same |
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What did IA chinese and French study reveal? |
while they performed the same, the chinese participants showed activation in different areas of brain (left hemisphere which indicates linguistic processing) french participants showed activation in right hemisphere which indicates just regular tone processing -its possible that sensitive period is different for different aspects of language |
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object directed speech |
reflects the relationship between speaker and the object |
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what were the results of the infants abstract speech study? |
they understood that speech sounds spoken by communicator to a person conveyed information did not react the same for coughing or emotional vocalizations |
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what does the study of infants abstract speech tell us? |
infants likely use their ability to understand that speech is communicative to acquire language, knowledge and is linked to theory of mind |
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interactive alignment |
process where people align with each other at various linguistic levels to share the cognitive load of conversation |
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Parity of representations |
production and comprehension wile conversing, speaking and listening |
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priming of representations |
imitating interlocutors representations |
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implicit common ground |
body of aligned representations which interlocutors use in convo |
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perception-behaviour pathway |
may be responsible for alignment in conversation, also involved in body language |
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how did rats, babies and adult perform on the disorientation task? |
rats=geometric cuts only, babies same, adults used geometric and non geometric babies who had stronger grasp of egocentric words behaved more like adults |
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egocentric vs allocentric |
ego centric: give directions from own point of view, relating your current position to other positions allocentric: giving directions from the other person point of view |
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how does Tzeltal differ from english? |
tzeltal only have allocentric words and causes them to behave differently from english speaers on certain tasks |
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situation model |
representation of entities and their relationships |
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tokens |
mental place holders that are activated when entities (referents) come into a situation model |
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antecedant |
entity (usually a subject) which an anaphor is referring back to |
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co-reference |
making the connection that an antecedent an anaphor are connected when processing discourse |
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what characteristics of referents make co-reference easier? |
if its the subject if referent is close to something in time or space which is being focused on in the discourse definitness "this dog" vs. "a dog" gender, number, (lexical factors) |
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centering theory |
discourse has two centres: forward looking and backward looking which connect to the previous utterance pronoun referringt o sentence's subject is easier to process than one referring object of sentence pronoun referring to subject faster to process than using a noun (ie. don't repeat someones name when you could say he) |
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natural logic |
view that we all have the same view of the world but use different types of languages to express it different languages are parallel methods for expressing the same thing |
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whorf's view |
formulation of ideas is dependant on language, we dissect nature along lines laid down by our language |
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agregate vs progressive |
a whole that can be experienced as one or can be separated into multiple parts progressive can only be experienced constantly and not divided (hopi's version of time) |
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how does english and hopi differ for plurals? |
hopi divides its plurals into aggregates and progressives while english does not |
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count nouns vs mass nouns |
mass nouns like water, rice, need a container to hold them count nouns can stand on their own, books, chairs |
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time in english vs hopi |
englihs: divide up and put into containers, moves in chunks, like a different person in a line Hopi: is progressive, can't be divided up, like the same person at different points in time |
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how do children count in okapsim? |
count numbers along body parts, if a the same body part pointed to on either side of the body they see it as the same namuber |
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how does objectification affect english? |
we use mostly spatial metaphors |
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relativity vs. determinism |
realtivity: language expresses concepts that may not exist in other languages determinism: your language determines your thought |
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boroditsky's view? |
habits in language determine habits in thought |
