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Karteikarten von Khiana Odekirk, aktualisiert more than 1 year ago
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Erstellt von Khiana Odekirk
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| Frage | Antworten |
| Language and Thought | -many believe that lang shapes thought *how we phrase things can impact our thoughts "hit" vs. "smashed" & "10% chance of survival" vs. "90% chance of survival" |
| Linguistic Relativity | -extent to which language influences thinking -linguistic relativity/Sapir-Whort hypo *strong interpretation: thoughts/behaviors determined by lang (more evidence against than for) *milder interpretation: thoughts/behaviors influenced by lang (variety of interesting studies) |
| Language Affects Perception | once a particular label has been given, perceiving the same figure differently is difficult |
| Language Affects Memory | -lang affects how we encode, store and retrieve info from memory *"washing clothes" *leading questions in eyewitness testimony |
| Linguistic Universals | characteristic patterns across all languages (phonemes, morphemes, semantics, syntax) |
| Linguistic Relativity vs. Linguistic Universals (Color Naming) | -all languages seem to take their basic color terms from a set of 11 color names *black, white, red, yellow, green, blue, brown, purple, pink, orange, and gray -when only some of color names used, naming of colors falls into hierarchy of 5 levels *(1) b, w; (2) r; (3) y, b, g; (4) b; (5) p, p, o, g *study asked to choose which is best 'red' --> 'best' colors tend to be around what consider r, y, green, blue -color categories vary, depending on speaker's lang (New Guinea combine colors we call green and blue under 1 name) |
| Linguistic Relativity vs. Linguistic Universals (Verbs and Grammatical Gender) | -syntactical/semantic structural diff across lang may affect thought -English: doesn't assign a gender to animate vs. inanimate objects -Spanish: marks gender with morphological info carried by pronouns, determiners, nouns, and adj *"una nina alta" vs. "uno nino alto" *"luna" = feminine; "sol" = masculine |
| Verbs and Grammatical Gender: Boroditsky (Do people include gender in their conceptual representations of objects?) | -Are people’s ideas about the genders of objects influenced by grammatical genders assigned in their native languages? KEY: spanish = fem , german = masc -taught Spanish/German speakers object-name pairs (apple-Patrick); measured memory for pairs in English -speakers remembered pairs better when gender of proper name given to object consistent with grammatical gender in native lang -grammatical gender focuses speakers of diff lang on diff aspects of objects -supports Sapir-Whorf hypo |
| Linguistic Relativity vs. Linguistic Universals (Concepts - Hoffman, Lau, Johnson) | -Assessed effects of linguistic relativity; 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 have one word to describe (shi gE), English don't *participants rated variety of statements about characters *some asked asked about shi gE stereotype --> if passage in Chinese, greater impact of stereotype was present |
| Bilingualism and Dialects | -Bilinguals: people who can speak 2 lang -Early research argued that learning 2 lang was harmful *problem with early research --> lower-class bilinguals vs. middle-class bilinguals; IQ/achievement tests usually in monolingual's lang |
| 4 Types of Bilingualism | -Additive: learn second lang w/o loss to native lang -Subtractive: learn second lang that interferes w/ native lang -Simultaneous: learn 2 lang from birth -Sequential: first learn 1 lang, then another |
| Bilingualism: An Advantage or Disadvantage? | -Advantages: enhanced executive fxns, delayed onset of dementia, acquire more expertise in own lang, sensitive to subtle aspects of lang, perform better on tests of nonverbal intelligence that require recognition of verbal patterns -Disadvantages: smaller vocabularies, access to lexical items in memory is slower |
| Factors that Influence Second-Lang Acquisition | -Age *earlier in life second lang is learned, more fluent speaker will become *Bahrick and colleagues disagree: vocab comprehension/fluency is acquired just as well in older patients |
| Bilingualism: One System or Two? | -Single-syst: 2 lang represented in 1 syst -Dual-syst: 2 lang represented by sep syst -Research on bilinguals w/ brain damage *single syst suggest = impairment; dual syst suggest diff degree of impairment; results inconclusive; some aspects of 2 lang single and other separately; may be due when 2nd lang was learned |
| Language Mixtures & Change | -Pidgins: comm b/w 2 lang groups where some vocab is superimposed; lang with no native speakers; used b/w immigrants/locals/missionaries/natives in order to be understood by each other w/o having to learn lang of other group *develops over time in such a way that it becomes a Creole -Creoles are complete lang: Pidgins are not: does have native speakers; has developed thru expansion form/grammar; is stable/autonomous in its norms |
| Accents vs. Dialects | -Dialects: A regional variety of a language distinguished by features such as vocabulary, syntax, and pronunciation; words we use -Accent: how we pronounce those words; special element of dialect |
| Slips of the Tongue (Speech Errors) | -we mean to say one thing, but utter another; chipping the flannel:flipping the channel -errors seem to follow structure & can be analyzed to assess what level of speech production was incorrect -Stages of speech production: mentally create meaning of utterance, choose words, put words into right forms (add prefixes/suffixes); organize into phrases for sentence; put together the phonemes -Errors can occur at any stage |
| Slips of the Tongue (Phoneme Exchange) | mixed up 2 sounds -at the lead of spite (speed of light) -go and shake a tower (go and take a shower) |
| Slips of the Tongue (Word-level error) | -I have to fill up my gas with car -Once I stop I cannot start -Your model is renosed -Error analysis can be done to tell us how speech production is planned |
| Slips of the Tongue: Various Kinds | -Anticipation (“an expiring expression” for “an inspiring expression”) -Perseveration (“bounteous beast” for “bounteous feast”) -Substitution -Reversal (“flutterby” became “butterfly”) -Spoonerisms (“You have hissed all of my mystery lectures” for “you have missed …history lectures”) -Malapropism (“naughty pine” for “knotty pine”) -Insertions/deletions of sounds (“mischievious” for mischievous” or “downded”) |
| Metaphor vs. Similes | -Metaphor: 2 nouns placed together to note similarities -Similes introduce the words like or as into a comparison b/w items |
| Language in Social Context | -pragmatics: study of how ppl use lang -situational determinants of use of lang: misspellings on FB posts hurt employability; speaking w/ kids vs students vs colleagues -nonverbal comm -proxemics: study of interpersonal distance |
| Characteristics of Successful Conversations | -cooperative principle: extent to which listener understands speaker -4 maxims of successful conversations: *Quantity, Quality, Relation, Manner |
| Gender and Language | -differences b/w what (wo)men talk about *older adolscent/young adult males prefer political views, sources of personal pride, what they like about the other person *females prefer to talk about feelings toward parents, close friends, classes and their fears |
| Gender and Language (Tannen) | -girls tend to talk about one topic -boys tease, tell jokes, notice things around the room, talk about finding games to play -girls talk face to face -boys talk at angles, eyes straight ahead -women tend to overlap and finish each others' sentences -men perceive this as an interruption, intrusion, or lack of attention |
| Do Animals Have Language? Why do we study nonhuman animals? | simpler cognitive syst/models; fewer ethical constraints than humans; full-time subjects over whom we can exert complete control of environment; comparative analysis humans vs. nonhumans; differentiate b/w skills that are uniquely human and those that are not |
| Do Animals Have Languages? (Terrace : 'Nim Chimpsky') | -skeptical of reported success of other chimps' linguistic capabilities -believed apes only used signs to get rewards from trainers: didn't show even rudiments of syntactical expression |
| Do Animals Have Langauage? (Koko) | -Patterson raising gorilla named Koko -taught Koko sign lang -Koko has vocab of over 1000 signs and understands even more spoken English -Koko invented her own new compound signs (e.g., finger-bracelet for ring) |
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