DOC PREVIEW
U of U PSY 3120 - Language in Context

This preview shows page 1-2-3-24-25-26 out of 26 pages.

Save
View full document
View full document
Premium Document
Do you want full access? Go Premium and unlock all 26 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 26 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 26 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 26 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 26 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 26 pages.
Access to all documents
Download any document
Ad free experience
Premium Document
Do you want full access? Go Premium and unlock all 26 pages.
Access to all documents
Download any document
Ad free experience

Unformatted text preview:

1Cognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Chapter 10: Language in ContextCognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Communication• What is communication?• What is necessary for communication?–Intent–Means–Recipient–FeedbackCognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Intent• What is intent of communication?2Cognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Means• By what means do we communicate?Cognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Recipient• If we communicate with some intent of influence, why are we receptive to communication?Cognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Feedback• What is the role of feedback in communication?3Cognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Communication• Vervets have “words” for:– Leopard, eagle, snake, baboon, other, unfamiliar human, dominant monkey, subordinate monkey, watch other monkey, see rival troopCognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Communication• Everything we do communicates• Sensation is communication• Language is just one form• Language (Anthropocentric characteristics)– Communicative– Arbitrarily symbolic– Regularly structured– Generative/Productive– DynamicCognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Every attempt at formal communication is an interaction between our goals and desires and the goals and desires of others. Our ability to express those goals and desires in a way that can be understood by others is the main determinant of effective communication .4Cognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10The search for common ground• Where do children come from?–5 year old–9 year old–Teenager–AdultCognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Pragmatics• Knowing what to say, how to say it, and when to say it or how to be around other people (Bowen, 2001) • The study of discourse and conversational skills• The study of the situational determinants of the use of language• Schematic mismatch between conversants demands pragmatics Cognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Pragmatic Skills• Establish common ground– Introduce a topic in order for the listener to fully understand • Maintaining a topic – Or change topic appropriately – Or interrupt politely• Appropriate eye-contact– Not too much staring– Not too much looking away5Cognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Pragmatic Skills• Distinguishing how to talk and behave towards different communicative partners–Formal with some, –Informal with others• Responding to gestures and non-verbal aspects of languageCognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Linguistic RelativityThe assertion that the speakers of different languages have differing cognitive systems and that these different cognitive systems influence the ways in which people speaking the various languages think about the worldAre language and thought the same?Cognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Linguistic Relativity• Sapir-Whorf Hypothesis– Strong interpretation• Thoughts and behavior are determined by language• More evidence against than for• Milder interpretation– Thoughts and behavior are influenced by language– Variety of interesting studies, some for, some against6Cognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Research designs & the Sapir-Whorf Hypothesis• HA: People that speak different languages will think about the world differently.• HO: People that speak different languages will have similar thoughts about the world.• Problems– Language cannot be randomly assigned– Therefore we cannot rule out some third variables such as culture.Cognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Linguistic Relativity Studies• Bilinguals maintain that they “think” differently in different languages (Wierzbicka, 1985)• Carroll & Casagrande (1958)– Noted that Navajo language focused more on form than the English language– Tested Navajo & English dominant Navajo children– Shown a pair of objects varied in size and form • Yellow rope and blue stick– Children were then asked next to which of the two objects should they place a blue rope?Cognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Linguistic Relativity Studies• Carroll & Casagrande (1958)–70% Navajo dominant selected the yellow rope (thus focusing on form)–40% of English dominant selected the yellow rope • Concluded results support Whorfian-Sapir hypothesisSapir-Whorf Hypothesis:Thoughts and behavior are determined by language7Cognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Linguistic Relativity Studies• Carroll & Casagrande (1958)–Also asked white children from Boston, Massachusetts the same question–80% of these children choose the yellow rope (form)• This component of the study goes against the Whorfian hypothesisCognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Linguistic Relativity Studies• Labels have been shown to lead to memory distortion• Color• Snow• Grass• Flowers• Etc. etc. etc.• How does this differ from expertise?Cognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Linguistic Relativity Studies• Hoffman, Lau & Johnson (1986)– Bilinguals fluent in Chinese & English– Read story about a worldly experienced, socially skilled person who is devoted to his family, and somewhat reserved written in either English or Chinese • Chinese language has one word to describe such a person : shi gE• English speakers do not8Cognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Linguistic Relativity Studies• Hoffman, Lau & Johnson (1986)–After, participants rated a variety of statements about the characters–Some asked about shi gE stereotype–If passage was read in Chinese, a greater impact of the stereotype was presentCognitive Psychology, Fourth Edition, Robert J. SternbergChapter 10Linguistic Relativity• Labels influence memory• Stereotypes influence memory.• Both support the Sapir-Whorf Hypothesis• Does that mean that the Sapir-Whorf Hypothesis is correct?• Alternative explanation?Cognitive Psychology, Fourth Edition, Robert J.


View Full Document

U of U PSY 3120 - Language in Context

Download Language in Context
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view Language in Context and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view Language in Context 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?