NU PSYC 1101 - Language

Language- Language is a product of evolution.Psycholinguistics: 1) Study of the psychological mechanisms underlying the use of language.2) Study of the cognitive and neurobiological mechanisms underlying the acquisition, use, and understanding of language. Language: 1. Symbols that convey meaning. 2. Rules for combining those symbols that can be used to generate an infinite variety of messages.3. Symbolic (uses symbols), semantic (has meaning), generative (produces new meaning), structured.Structure of Language: - Phonemes: basic units of sound in the spoken language (The alphabet). - Morphemes: smallest unit of meaning in a language (words). - Syntax: system of rules that specify how words can be arranged into phrases and sentences (grammar).Language development: - 1-5 months : random vocalizations, crying. - 6-12 months : babbling/sounds corresponds to phonemes. Approximates human speech patterns. Improves significantly over time (reflects maturation of the nervous system and vocal apparatus).- 12 Months : Use of words that refer to objects.- 12-18 months : 50 words, slow development; one word sentence stage. - 18-24 months : vocabulary spurt (great increase). Fast mapping and overextension (error).- 2 years of age : two word sentence stage. (telegraphic speech) - 2 and a half years of age : Three word sentence stage, speaks to listener. - 3-5 years of age : Complete simple active sentence structure, uses plurals. Speaks in present and past tense , expanded grammatical forms. (Overregulation)- 6 years : complex syntax; 10.000 words. Metalinguistic awareness. Holophrases:Single word utterances that appear to function like sentences. Fast mapping: Children map a word onto an underlying concept or object after only one exposure to the word. Overextension: ErrorChild incorrectly maps a word on a wider set of objects. Lacks appropriate word to describe object. Example: Referring to the moon as a ball.Telegraphic speech:Use of pronouns and verbs.Overregulation: Grammatical rules are incorrectly generalized to irregular cases where they do not apply (I hitted the ball). Imaginary speech.Metalinguistic awareness: Ability to reflect on the use of language. Behaviorist Theory of Language Acquisition Imitation and reinforcement (Conditioning, learning). Syntax is learned by imitation; adults make corrections. Criticism of behaviorist theory:- Overly simplistic explanation.- Overlooks learner contributions - Untestable.- Ignores un-reinforceable development (e.g. phonological knowledge) and unreinforced productions – does not explain the acquisition of underlying rules. Nativist Theory Language capabilities are inborn. LAD (Chomsky). Language Acquisition Device (LAD) Innate mechanism (in the brain) that facilitates the learning of language, it is theoretical. (Chomsky, 1965)AphasiaDifficulty with language (spoken and written).- Broca’s Aphasia: Damage to the left frontal lobe (Broca’s area). Characterized by slow, laborious, nonfluent speech. Example: Broca’s say: “walk dog”; which means “I will take the dog for a walk”, “you wake the dog for a walk”, etc.- Wernicke’s Aphasia: Damage to left temporal and parietal cortex (Wernicke’s area). Characterized by deficits in the recognition of speech and by the production of fluent but essentially meaningless speech.Life-span DevelopmentPrenatal Development: From conception to birth. - Zygote: Union of sperm and egg. - Germinal stage: First 2 weeks of pregnancy (rapid cell division, cell mass migrates through fallopian tube to uterine wall). Development of the placenta, which allows the passage of oxygen and nutrients from mother to embryo, the waste is passed to the mother.- Embryonic stage: Up to second month of pregnancy. Basic physiological structures are formed (heart, spine and brain; arms, legs, eyes and ears). It is highly vulnerable (miscarriages, structuralbirth defects). -Fetal stage: from 2nd month to birth. Muscles and bones develop (physical movement noticeable). During the last 3 months, brain cells multiply vigorously. - Fetal Viability: After about 6 months, fetus is viable (can survive premature birth). - Eating habits (malnutrition), drug use (e.g. fetal alcohol syndrome) and physical health (measles, cholera, syphilis etc.) of the mother affect the embryo and fetus.Infant mortality:# of deaths in the 1st year of life per 1000 infants. (prenatal care is important). Development of vision and hearing - 6 months : acuity is 20/100 (sees object at 20 feet as sharp as a normal adult does at 100 feet)- 2 years : acuity is 20/20 (full vision).- Hearing is very good at birth. Smell is also well developed at birth. Motor Development: Muscular coordination required for physical activity. There are 2 types of trends on how it develops:- Cephalo-Caudal trend: Head to foot direction.- Proximo-Distal trend: Center-outwards direction (first control over torso movements then arms). Maturation: Gradual unfolding of the genetic blueprint. - Specialized motor skills as a cultural expression: “Nobody is born a soccer player, you are shaped to be.” Developmental studies use:- Longitudinal Studies: Observe a group over the course of many years. Disadvantage: subjects drop out easily. - Cross-Sectional Studies: Compare different age groups at a given point in time. Disadvantage: individuals should differ only in terms of age (be the same person).- Sequential Studies: Two or more groups differing in age are compared and followed over a longer period of time.Issue of Attachment: Emotional bond of affection between infant and caregiver; bond is not instantaneous, but develops gradually over the course of 6 months.Erikson's stage theory of personality development: Stage: It refers to a period in which characteristic behaviors are exhibited and certain capacities become established. A new stage builds on the previous one and each one is age-related. A set of problems tends to be associated with each stage.Stage 1 (Year 1): Trust. Infant depends completely on adults to satisfy basic needs; if satisfied, infant is trusting towards the world. Stage 2 (Year 2-3): Autonomy. Begins to assume responsibilities (toilet training, cooperation in bathing,etc.) Sense of sufficiency. Stage 3 (Year 4-6): Initiative. Emerging independence and ability to take own initiatives. Stage 4 (Year 6-puberty): Industriousness. Ability to relate to others (intellectual, social and physical skills.)