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37 Cards in this Set
- Front
- Back
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Language |
A system of symbols and rules that enable usbto communicate |
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Semantics |
Study of meaning |
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Syntax |
Study of word order |
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Morphology |
Study of words and word formation |
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Pragmatics |
Study of language use |
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Phonetics |
Study of raw sounds |
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Phonology |
Study of how sounds are used within language |
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Prescriptive grammar |
Taught grammar > gentleman |
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Descriptive grammar |
Natural grammar > determine how people actually speak |
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Grammar regulates combining symbols into messages via: |
Order, agreement and case marking |
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Order |
E.g. Vin rouge vs. Rouge vin |
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Agreement |
She likes vs. She like |
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Case marking |
She likes him vs. She likes he |
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Lexicon |
Part of the long-term memory that stores information about words |
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Language characteristics/design features of language |
Semanticity, displacement, arbitrariness, discreteness, duality of patterning, generativity, (recursion) |
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Recursion |
The ability to repeat a message within a message (e.g. Suzan thinks that mary likes |
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Components of language |
Phoneme, syllable, morphene, word, phrase/clause, sentences |
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Phoneme |
The smallest unit of sound that may cause a change of meaning within a language, but does not have meaning by itself (e.g. R or SH) |
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Syllable |
Separated words (lettergreep) |
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Morpheme |
Smallest part of a word which does does have meaning by itself as well. |
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Free morpheme |
A word in a word > smallest unit which still has meaning (e.g. Eat or water) |
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Bound morpheme |
A morpheme which is not a full word, but affect other words meaning (e.g. -s in dogs or re- in redo) |
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Continuity hypothesis |
Modern human language results from qualitative changes to more primitive communication systems. Language cannot have appeard from nothing in its final form. Language must have evolved |
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Discontinuity hypothesis |
Modern human language is qualitatively different from more primitive communication systems. Language must have suddebly appeared during the course of human evolution. |
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Classical conditioning |
Involves placing a neutral signal before a reflex. Involuntary, automatic behaviors. |
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Operant conditioning |
Involves applying reinvolvement or punishment after a behavior. Strengthening or weakening voluntary behaviors. > operant is based on associations and immersion learning based on lifestyle and environment. |
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Differences between humans and apes: Acquisition |
Universal acquisition in children Variable acquisition in apes |
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Difference between humans and apes: Learning |
Humans experiment and innovate Apes copy |
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Difference between humans and apes: Talking |
Children babble Apes don’t |
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Difference between humans and apes: Utterances grow longer |
Childrens grammar becomes more complex Apes repeat signs |
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Difference between humans and apes: Grammar |
Humans: systematically Apes: inconsistently |
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Language bioprogram hypothesis |
A gene is either responsible for instilling some aspects of grammar or the gene effects those parts of the brain which normally are involved in language. Human genetics creates the mental equivalent of the heart, stomach, lungs or other organs. > studies of creoles > studies of individuals with selective language impairment (SLI) |
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Sapir-Whorf hypothesis |
Language determinism and linguistic relativity |
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Language determinism |
Language drives thought > the language we speak determines the way we think |
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Linguistic relativity |
Speakers for different languages think differently Orientation: north or south and left or right Time; people talk about time the way they talk about space |
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Circularity |
Evidence that people who talk differently also think differently is that they talk differently |
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Russian have more color names than english |
Eskimos have a different word voor snow on the ground than snow in the air |
