1. LANGUAGE, SPEECH, AND THOUGHT
Saidna Zulfikar bin Tahir
STATE UNIVERSITY OF MAKASSAR
2011

2. INNER SPEECH AND INTERNAL SPEECH LANGUAGE AND MENTAL REPRESENTATION
CONTENT 1
FEATURES OF LANGUAGE 2
LANGUAGE, SPEECH, AND THOUGHT 3
INNER SPEECH AND INTERNAL SPEECH 4
LANGUAGE AND MENTAL REPRESENTATION

3. FEATURES OF LANGUAGE
Charles Hockett (1960), discussing ways in which human languages differ from other known communication systems in the natural kingdom, pointed out a property he called double articulation to describe the two-tier relationship of form to meaning that is created by having a structural distinction between morphemes and phonemes.
Morphemes are the minimal linguistic units which carry specific meanings or grammatical functions (such as tense, aspect, number, negation, possession, etc.). Phonemes are minimal units that serve to distinguish or signal differences in meaning, but carry no specific meaning of their own
Hockett’s distinction obliges us to postulate at least three levels of structure in human language: the segmental (phonemic), the word (morphemic), and the sentence levels.

4. LANGUAGE, SPEECH, AND THOUGHT
Aristotle viewed that thought is prior to language and that languages have developed the properties they have in order to express ideas.
Behaviorist theory treated the mind as unknowable, and some of its exponents suggested that thought was nothing more than internalized speech.
Piaget saw the development of language as determined by the stages at which cognitive concepts are acquired.
Vygotsky believed that in the early years of life speech and thought are independent.
Sapir and Whorf made strong claims that the characteristics of the language we speak determine the way in which we think and view the world.
Language, speech, and cognition are mutually supportive. Language is an integral component of thought, but neither language nor speech can be equated with thought.

5. INNER SPEECH AND INTERNAL SPEECH
Inner Speech also known as Internal Speech, Inner Voice
In discussing the impact of phonology upon reading, it is important to distinguish two types of speech code: the post-lexical inner voice and the pre-lexical phonological route.
Readers whose languages do not employ an alphabetic system still appear to employ an inner voice.
Inner speech should be distinguished from subvocalisation. Subvocalisation may well assist the ‘voice in the head’.
Three important issues have been discussed:
Does inner speech contribute to adult reading or is it a relic of the way in which children acquire reading skills by reference to the spoken word?
How does inner speech contribute to reading?
What form does inner speech take?

6. LANGUAGE AND MENTAL REPRESENTATION
A similar assumption underlies models of speaking, which proceed in the opposite direction. A speaker first represents a concept abstractly, then syntactically and/or lexically, then phonologically, then phonetically and finally in the form of instructions to the articulators.
A higher-level mental representation of the state of affairs conveyed by a text. It includes propositional (‘core’) meaning plus additional information contributed by the reader/listener and based upon inference and world knowledge. A model is continuously updated as more information fromthe text is integrated into it.
The process of adding information which is not linguistically present in a text. This is often because a speaker/writer has recognised that certain details and logical connections do not need to be specifically expressed because the recipient will co-operate in supplying them. Several types of inference have been identified:
Logical inference, Bridging inference, and Elaborative inference
An approach developed by Donald Broadbent in the 1950s which aims to chart the flow of information through the mind as a particular cognitive task is performed. This approach to analysing cognition has influenced psychological descriptions of the language skills, which are seen to involve passing linguistic information through various levels of representation.

7. THANK YOU