Psych Gre - Language

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language

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meaningful arrangement of sounds

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psycholinguistics

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study of psychology of language

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phonemes

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discrete sounds that make up words, but have no meaning (ee, sh)--infants make these sounds first

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phonics

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learning to read by sounding out phonemes

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morphemes

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made up of phonemes, the smallest unit of meaning in language, words or parts of words

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phrase

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group of words that function as a single syntactic part of a sentence when grouped together

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syntax

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arrangement of words into sentences as prescribed by particular language

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grammar

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overall rules of interrelationship b/w morphemes and syntax that make up a language

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morphology/morphological rules

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grammar rules, how to group morphemes

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prosody

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tone inflections, accents, and other aspects of pronunciation that carry meaning

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Noam Chomsky

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most important figure in psycholinguistics

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transformational grammar

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differentiates b/w surface structure and deep structure in language

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surface structure

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way that words are organized

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deep structure

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underlying meaning of a sentence

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Language Acquisition Device (LAD)

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humans have an innate ability to adopt generative grammar rules of the language they hear

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overregularization

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overapplication of grammar rules (past tense -ed w/ words that don't need it, "founded")

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overextension

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generalizing with names for things, often through chaining characteristics than through logic (example - calling all furry things "doggie")

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telegraphic speech

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speech without articles or extras, similar to how it would appear in a telegram

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holophrastic speech

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young child uses one word (holophrases) to convey a whole sentence ("me" versus "give it to me")

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alexia

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inability to read

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agraphia

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inability to write

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language milestone: 1 year

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first spoken word

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language milestone: 2 years

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>50 spoken words

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language milestone: 3 years

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1,000-word vocab w/ many grammatical errors

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language milestone: 4 years

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grammar problems are random exceptions

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Benjamin Whorf

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posited language influences culture's perspective (Whorfian hypothesis)

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Roger Brown

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found children's understanding of grammar rules develops as they make hypotheses about how syntax works, then self-correct with experience

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Katherine Nelson

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posited language really starts developing with onset of active speech rather than during 1st year of only listening

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William Lobev

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found "Black" English (Ebonics) had its own complex structure, not just incorrect English

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Vygotsky and Luria

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found word meanings to be complex and altered by interpersonal experience, language is a tool and not just a byproduct of abstract thought

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Charles Osgood

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created semantic differential charts-people can plot meanings of words on graphs (near "good" but far from "relaxed), those w/ similar backgrounds/interests plot words similarly-similar connotations for cultures