1. Language

2. Cognition Unit 6: We are here Algorithms Heuristics Biological Factors
Representativeness Heuristic
Compensatory Models
Problem Solving Techniques
Decision Making Techniques
Availability Heuristic
Unit 6:
Cognition
Obstacles to Problem Solving
Obstacles to Decision Making
Biological Factors
Acquisition and use of Language
Memory
Information Processing Model
We are here
Encoding
Storage
Retrieval
Cognitive Factors
Cultural Factors

3. Essential Task 6-: Language Process of Language Acquisition
Phonemes
Morphemes
Syntax
semantics
linguistic determinism
Process of Language Acquisition
Babbling
One-word stage/Holophrastic Speech
Telegraphic speech
Acquisition Theories
critical periods
Universal Inborn Grammar

4. Language Structure
Phonemes: The smallest distinct sound unit in a spoken language. For example: bat, has three phonemes b · a · t chat, has three phonemes ch · a · t
OBJECTIVE 11| Describe the basic structural units of language.
How many meanings can you make by varying the vowel phoneme between B and T?
Generally consonant phonemes carry more information.

5. Structuring Language Phonemes Words Phrase Sentence Morphemes
Basic sounds (about 40) … ea, sh.
Morphemes
Smallest meaningful units (100,000) … un, for.
Words
Meaningful units (290,500) … meat, pumpkin.
Phrase
Composed of two or more words (326,000) … meat eater.
Sentence
Composed of many words (infinite) … She opened the jewelry box.

6. THINKING AND LANGUAGE Language Structure
Phonemes are the smallest sound units in language.
Consonant phonemes carry more meaning than vowel phonemes
Morphemes are the smallest units of language that carries meaning. Includes prefixes and suffixes.
Grammar: Rules in a language that allows us to properly understand it.
Semantics: How we get meaning from morphemes, words, and sentences.
Syntax: How to combine words into meaningful sentences.

7. Grammar Grammar Semantics Syntax
Grammar is the system of rules in a language that enable us to communicate with and understand others.
Grammar
Semantics
Syntax

8. THINKING AND LANGUAGE How do we learn language?
Receptive language is the child’s ability to comprehend speech. Begins to mature before their productive language, which is their ability to produce words.

9. THINKING AND LANGUAGE
Productive Language is a child’s ability to produce words. (improves with improvement of receptive language)
Babbling Stage: (3- 6months after birth) A stage in speech development where the infant utters sounds unlike the family language.
One-word stage: (1-2 years old) A stage in speech development where the infant speaks single words
Two-word stage: (2 years old) Infants speak in two-word phrases that resemble Telegraphic speech – speech like a “telegram” I.e. Want candy, me play, no eat…etc

10. When do we learn language?

11. (2) The door is closed by you. (3) Close the door!
Structure of Language
Surface structure
How we order the sentence
Deep structure
Underlying meaning of a sentence
(1)   You close the door.
(2)   The door is closed by you.
(3)   Close the door!

12. Theories of Language Development
Imitation
Operant Learning
Inborn Universal Grammar (Critical Period)

13. Imitation
Don’t they just listen to what is said around them and then repeat it?
But, sentences produced by children are very different from adult sentences
Cat stand up table
A my pencil
What the boy hit?
Other one pants
And children who can’t speak for physiological reasons learn the language spoken to them.
When they overcome their speech impairment they immediately use the language for speaking.

14. Operant Learning
Language acquisition is governed by operant learning principles.
Imitation of the words/syntax modeled by others
Reinforcement by the caregiver
This assumes that children are being constantly reinforced for using good grammar and corrected when they use bad grammar. (Seldom occurs)

15. Nativist Theories (Nature)
Noam Chomsky
Ability to speak is hardwired, but environment is the trigger.
Innate
LAD: Language Acquisition Device
Eric Lenneberg
Expanded the idea for a critical period for language acquisition.

16. Critical period – Eric Lenneberg
Childhood seems to represent a critical period for mastering certain aspects of language
Once the critical period is over mastering the grammar of another language is very difficult
When a young brain does not learn language its language- learning capacity never develops.

17. THINKING AND LANGUAGE The Brain and Language
Language depends on a chain of events in several brain regions
When we read aloud, the words:
1. Register in the visual area.
2. Relayed to the angular gyrus, which transforms the words into auditory code.
3. Received and understood in nearby Wernicke’s area
4. Sent to Broca’s area
5. Brocas controls the motor cortex as it creates the pronounced word.

18. THINKING AND LANGUAGE Damaged Brain and Language:
Depending on which link in this chain is damaged, a different form of aphasia (impaired use of language, usually caused by left hemisphere damage) occurs.
For example, damage to the angular gyrus leaves the person able to speak and understand but unable to read.
Damage to Wernicke’s area disrupts understanding.
Damage to Broca’s area disrupts speaking.

19. THINKING AND LANGUAGE
Language influences thinking
Linguistic Benjamin Lee Whorf’s Linguistic determinism states language determines how we think. This is most evident in polylinguals (speaking 2 or more languages).
i.e. someone who speaks English and Chinese will feel differently depending on which language they are using. English has many words describing personal emotions and Chinese has many words describing inter-personal emotions.
Bilingual Speakers were able to inhibit their attention to irrelevant information. Known as the bilingual advantage.