1. Psychology 100:12 Chapter 11: Part III Development

2. Outline Language Gender Development Moral Development Study Questions: Compare and contrast animal communication with human language. Use Hockett’s defining features to underscore the distinction. Oh freddled gruntbuggly, thy micturations are to me As plurdled gabbleblothchits on a lugid bee Groop, I implore thee, my foonting turlingdromes And booptiously drangle me with crinkly bindlewurdles Or I will rend thee in the gobberwarts With my blurglecruncheon, see if I don’t Prostetnic Vogon Jeltz Hitchhiker’s Guide to the Galaxy Prostetnic Vogon Jeltz

3. Language Hockett’s linguistic universals –Essential design features >Semanticity  Linguistic utterances convey meaning by use of the symbols used to form the utterance >Arbitrariness  The connection between the symbol and the concept is arbitrary  We have few onomatapoeia. Language

4. Hockett’s linguistic universals –Essential design features >Discreteness  Small separable set of basic sounds (phonemes) combine to form language Language

5. Consonants Vowels p pull s sip i heed b bull z zip I hidhid m man r rip e bait w will f f æbadbad vvet uboot  thigh U putput y yip t tie k kaleoboat d die g gale n near h hail a hothot l lear  sing should s  head  pleasure z c chop gyro j thyo butbut V bought c sofa e manyi Language

6. Hockett’s linguistic universals –Essential design features >Duality of Patterning  Process of building an infinite set of meaningful words from a small set of phonemic building blocks Language

7. Hockett’s linguistic universals –Essential design features >Displacement  “A long time ago in a galaxy far, far away”  We talk about things are not in the here and now  Displacement and bee hive communication >Productivity  If we were bees, we would make up a new word  “Palimony”, “Podcasts”, “Twoonies” >Traditional transmission  Most elements of language are passed from generation to generation  “feral” children Francois Truffaut’s Wild Child (1970) Language

8. Three levels of analysis –Grammar: The complete set of rules that produce acceptable sentences and not produce unacceptable sentences >Three levels  Phonology Sounds of language  Semantic or lexical Meaning  Syntax Word order and grammaticity Language

9. –Semantics vs. syntax The gorpy wug was miggled by the mimsy gibber. >Was the wug gorpy? >Who did the miggling? >Was he mimsy? Language

10. A critical distinction –Competence: Internalized knowledge of language that fully fluent speakers have –Performance: the actual language behaviour that a speaker generates >Our speaking performance is not always a good indicator of language competency >Disfluencies: irregularities/ errors in speech  Lapses in memory (er….ummm…..er)  Distractions >Linguistic intuitions  Which sounds better? I need a long, hot bath I need a hot, long bath Noam Chomsky Language

11. The behaviourist approach to grammar - Skinner’s Verbal Behaviour. - Grammar as chaining discriminative responses. - Chomsky’s Rebuttal: Perceived Grammaticality § Grammatical sentences should contain words that have been paired often before: E.g.1, Colourless green ideas sleep furiously E.g.2, Will he went to the newspaper is in deep end. Language B. F. Skinner

12. Language Whorf’s hypothesis –Linguistic Relativity hypothesis: Your language shapes your thoughts >Language controls thought and perception –The Hopi as a timeless people –Heider (1971, 1972) >Focal colours >Dani Language (New Guinea)  Two words for colours: Mola (bright) & Mili (dark, cool)  Recognition memory influenced by focality Language Benjamin Whorf

13. Pragmatics - Making sure people understand what was meant not what was said. E.g., taking attendance. … they won’t be going to class because they want to be there! - Austen’s (1962) description. § Locutionary act -> Actual utterance Do you feel cold? § Illocutionary act -> Interpretation by listener Turn up the heat, please. § Perlocutionary act -> Effect on the listener Turns up the heat. Language FOR SALE: Large dog Eats Anything, loves children

14. Language –Some Basics >Qualitative and quantitive elements of sensory stimuli Low High Compression Speech

15. Language Perceiving Speech –Phonology: The rules underlying production and comprehension of speech. –Phonetics: The nature of linguistic sounds. >Articulatory phonetics: Placement of the mouth, tongue, lips, etc. used to produce particular sounds. >Acoustic phonetics: Physical characteristics of speech sounds. Speech

16. Language –The Speech spectrograph Speech

17. Language –Articulatory Phonetics >Three ways in which consonants differ. 1. Place of articulation (7)  Examples: Bilabial --> /p/ Glottal --> /h/ 2. Manner of articulation  Examples: Stops --> /p/ Fricatives --> /s/ 3. Voicing Vibration of vocal chords Speech

18. Language >Voicing Speech

19. Percentage Identified 100 80 60 40 20 0 Voice-onset time (ms) 40506070102030 Language –Is speech special? >Specialized neural mechanisms? >Categorical perception  Voice onset-time and distinguishing /d/ from /t/ Speech

20. Language –A bottom-up approach >The search for invariant features Speech

21. Language – Problems with a bottom-up approach >Phonemic information is presented in parallel  Coarticulation E.g. Cf. /M/ in “Tim” vs. “/M/ in “mad” >We perceive them as the same, but they are different >We perceive the same sound differently according to the context  Insert a silence between /s/ and /i/ --> “ski”  Insert a silence between /s/ and /u/ --> “spew” Speech

22. Language Perceiving conversational speech –Two main problems: 1) There are no physical boundaries between words Speech

23. Language 2) Speech is sloppy  Misheard Lyrics Speech

24. Language Top-down processes and speech perception –Phonemic restoration effect (Warren, 1970) >Their respective legi*latures >Found a *eel on the axle >Found a *eel on the shoe –Phonemic perception >The McGurk EffectThe McGurk Effect Speech

25. Language –Sentence comprenension >Miller & Isard (1963)  Participants shadow sentences: Grammatic: Bears steal honey from the hive. Semantically incorrect: Bears shoot honey on the highways. Ungrammatic: Across bears eyes honey the bill. Results Gram.Nonsem.Nongram. No noise 89% 79% 56% Mod. Noise 63% 22% 3% Speech

26. Brain & Language Neuropsychology of language –Aphasia: Language deficits resulting from brain-related disorders and injury. >Very common  40 % of all strokes produce some aphasia –Broca’s Aphasia >Paul Broca - studied patient Leborgne (A.K.A.’Tan’)  Treated for leg injury  Died a few days later  Autopsied brain  Discovered ‘Broca’s area’  Left Hemisphere dominance for language Brain & Language Paul Broca

27. Brain & Language Neuropsychology of language –Broca’s Aphasia Brain & Language Paul Broca

28. Brain & Language Neuropsychology of language –Broca’s Aphasia >Production Deficits  Problems in producing fluent language  Range from ‘Tan,tan,tan,…’ to short phrases  Lack function words and grammar May retain idioms (‘fit as a fiddle’) or songs  Proximity to motor cortex Dysarthria: loss of control over articulatory muscles Speech Apraxia: Unable to program voluntary articulatory movements. Paul Broca Brain & Language

29. Neuropsychology of language –Broca’s Aphasia >Comprehension deficits  Unable to analyze precise grammatical information “The Boy ate the cookie” Who ate the Cookie? “Boy ate cookie” Implied grammar (cookies don’t eat boys) “The Boy was kicked by the girl” Who kicked whom? “Boy kick girl” Paul Broca Brain & Language

30. Neuropsychology of language –Wernicke’s Aphasia >Carl Wernicke, 1870s  Production deficits Sounds fluent (e.g., foreign language) Neologistic (invented words) Semantic substitutions E.g. I called my mother on the television and did not understand the romers by the door. Brain & Language Carl Wernicke

31. Brain & Language Neuropsychology of language –Wernicke’s Aphasia >Carl Wernicke, 1870s  Comprehension deficits Do not recognize the incomprehensibility of their own sentences Do not comprehend written or spoken language  “Here and gone again” Aphasia improves over time Anomia: Losing the ability to retrieve words (nouns) Carl Wernicke Brain & Language

32. Neuropsychology of language –Classical localization model (Lichtheim, 1885; Geschwand, 1967) >Damage to main areas  Broca’s Aphasia  Wernicke’s Aphasia >Damage to connections  Conduction aphasia  Transcortical sensory aphasia Brain & Language

33. –Conduction aphasia >Damage to the arcuate fasciculus >Production deficits  Problems producing spontaneous speech  Problem repeating speech  Sometimes use words incorrectly >Comprehension  Can understand spoken/written words  Can hear their own speech errors, but cannot correct them Brain & Language

34. Neuropsychology of language –The Big picture Brain & Language