PSY 201 1st Edition Lecture 16Outline of Last Lecture I. Neuropsychology of MemoryII. IntroductionIII. The structure of languagea. Phonemesb. Morphemesc. Phrases and sentencesIV. Organizing words into meaningful sentencesOutline of Current LectureI. Organizing words into meaningful sentencesII. ComprehensionIII. Neuropsychology of languageIV. Language in nonhumansCurrent LectureI. Organizing words into meaningful sentencesa. You can tell if a sentence is grammatical or not even if it doesn’t make sensei. Ex: colorless green ideas sleep furiously (grammatical)1. Furiously ideas colorless green sleep (not grammatical)ii. Ex: Twas brillig, and the slithy tove (grammatical)b. Speech productioni. Slips of the tongue (spoonerisms)1. Errors in speech production where two elements are accidentally interchanged2. Swaps involving words can occur across the sentencea. The red TABLE is on the PENb. The ped ren is on the table (phoneme swap)These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.ii. Overall syntax is worked out and content words are chosen, but phonemes are swapped when the sounds are produced one phrase at a timeII. Comprehensiona. Strong bias in English to interpret sentences in terms of subject, verb and objecti. The ball was hit by the boyii. The boy who ate a hamburger hit the ballb. Grammatical morphemes (is and by) to signal passive constructioni. ‘Who’ is used to signal embedded proposition in the sentenceii. Takes longer to analyze; reaction times are faster for active sentences than passive sentencesIII. Neuropsychology of languagea. Language in the left hemispherei. Broca’s area and Wernicke’s area1. Damage causes aphasia: loss of language abilitya. Broca’s aphasics: problems in production (syntactic deficits), sentence grammari. Controls muscles in the mouth, speakingb. Wernicke’s aphasics: problems in comprehension (semantic deficits), meaning and contentii. Broca’s aphasia1. Can understand language fairly well but have trouble producing language (damage to frontal lobe, syntactic deficit)a. Telegraphic speech: use as few words as possible to get across meaningi. Use mostly content words rather than grammatical wordsii. Deficit use and understanding of grammar1. “What did you do today?” “Buy bread store”iii. Some comprehension problems for grammatical morphemes1. Problems with:a. The boy that the girl is chasing is tallb. The dog is chased by the catiii. Wernicke’s aphasia1. Deficits in language comprehension, and speech is fluent but losesits meaning (damage to temporal lobe, semantic deficit)a. ‘I was over the other one, and then after they had been in the department, I was in this one’IV. Language in nonhumansa. Language in humans requires ability toi. Represent objects or events with symbolsii. Combine symbols in systemic way1. Language learning in apes: use symbols or sign language because animals can’t speak due to different vocal tractsb. Older ape research (chimpanzees)i. Words: can acquire quite a few words1. Signs for objects, actions and action modifiersii. Syntax: some researchers claim the apes can string words into meaningfulsentences and coin new phrases (‘water bird’ for swan, ‘cookie rock’ for stale pastry)1. Can communicate meaning, but word order is offc. Research on Bonobo Chimps (movie)i. Kanzi: given no formal or explicit language instruction1. After 6 years: 200 English words approximated to appropriate item2. Comprehension: responded appropriately to most of 300 novel sentences3. Communication as social function4. Syntax: limited, consistent production of action-object sequencesii. Chimps can learn words but have a limited ability to create or understand syntax1. Bonobo chimps may be better at learning words, and language understanding is better than