AnnouncementsAnnouncements
Switching lecture schedule: Switching lecture schedule: – Move Pragmatics Unit to AFTER Move Pragmatics Unit to AFTER
Bilingualism Unit to accommodate Bilingualism Unit to accommodate guest speaker on Nov. 27guest speaker on Nov. 27thth (Tuesday)(Tuesday)
If we have time after lecture If we have time after lecture today, we’ll discuss some posted today, we’ll discuss some posted questions.questions.
Psy1302 Psy1302 Psychology of Psychology of LanguageLanguage
Language Acquisition ILanguage Acquisition I
Lecture 17Lecture 17
Language AcquisitionLanguage Acquisition
[The acquisition of language] is [The acquisition of language] is doubtless the greatest intellectual doubtless the greatest intellectual feat any one of us is ever feat any one of us is ever required to perform.required to perform.
(L. Bloomfield, Language, 1933, p. (L. Bloomfield, Language, 1933, p. 29)29)
Reading AssignmentReading Assignment
Fisher & Gleitman (2002)Fisher & Gleitman (2002) I. Outline of the task of language learningI. Outline of the task of language learning II. Where language learning beginsII. Where language learning begins
– Categorization of Speech SoundsCategorization of Speech Sounds– Segmentation of Spoken WordSegmentation of Spoken Word– Role of Sound in Syntactic AnalysisRole of Sound in Syntactic Analysis– Distributional Analysis and Discovery of SyntaxDistributional Analysis and Discovery of Syntax
II. MeaningsII. Meanings– Primitive Categories of ExperiencePrimitive Categories of Experience– Compositional MeaningCompositional Meaning– Interactions between linguistic and conceptual categoriesInteractions between linguistic and conceptual categories
IV. Forms to meaningIV. Forms to meaning– Mapping problemMapping problem– Concrete words firstConcrete words first– Old words make new words easier to learnOld words make new words easier to learn
V. Where learning endsV. Where learning ends
Eimas et al.’s StudyEimas et al.’s Study
High Amplitude High Amplitude Sucking Sucking ProcedureProcedure– What did this What did this
paradigm tell us paradigm tell us about infants’ about infants’ ability to ability to discriminate discriminate speech sounds in speech sounds in the world’s the world’s languages?languages?
Review: Where we left off for lectures on Speech Perception
Werker et al.’s StudiesWerker et al.’s Studies Headturn Headturn
ProcedureProcedure– What did this What did this
paradigm tell paradigm tell us about us about whenwhen children lose children lose discrimination discrimination ability of non-ability of non-native native phonemes phonemes
Review: Where we left off for lectures on Speech Perception
A New Puzzle: A New Puzzle: Learning Native Learning Native PhonesPhones How do children learn which phonetic How do children learn which phonetic
sounds are the phonemes in their sounds are the phonemes in their language?language?– For example (minimal pairs):For example (minimal pairs):– ‘‘bear” and “pear” or bear” and “pear” or – ““rent” and “lent” are two different words?rent” and “lent” are two different words?
What information could children use to What information could children use to learn the phonemes of their native learn the phonemes of their native language???language???
One Possibility: Semantic One Possibility: Semantic LearningLearning Learning word meanings drives Learning word meanings drives
phonological reorganizationphonological reorganization Children notice changing some features Children notice changing some features
changes meaning in some caseschanges meaning in some cases– /tip/ vs. /dip//tip/ vs. /dip/
They also notice changing some features They also notice changing some features does not change meaning in some casesdoes not change meaning in some cases– /tip/ vs. /tip/ (Hindi contrast)/tip/ vs. /tip/ (Hindi contrast),
A New Puzzle: Learning Native Phones
One Possibility: Semantic One Possibility: Semantic LearningLearning
Learning word meanings drives Learning word meanings drives phonological reorganizationphonological reorganization
For reorganization to work, requires:For reorganization to work, requires:– Noticing minimal pairs and meaning Noticing minimal pairs and meaning
differences differences – Learning many wordsLearning many words
Problem: 10 months-old children Problem: 10 months-old children don’t know that many words!don’t know that many words!
A New Puzzle: Learning Native Phones
Voice Onset TimeVoice Onset Time
Production of words with /d/ or /t/ Production of words with /d/ or /t/ have different VOThave different VOT
Review
Dutch
Spanish
Hungarian
English
Cantonese
Tamil
Marathi
Hindi
Korean
Thai
Easter Armenian
Another Possibility: Another Possibility: Distributional LearningDistributional Learning
Distributional characteristics of input (i.e. Distributional characteristics of input (i.e. speech of native speakers) provide cues speech of native speakers) provide cues to the phonemic categoriesto the phonemic categories
E.g. 2 clustersE.g. 2 clusters
A New Puzzle: Learning Native Phones
Another Possibility: Another Possibility: Distributional LearningDistributional Learning
1 cluster vs. 2 clusters1 cluster vs. 2 clusters
d t
A New Puzzle: Learning Native Phones
Created Created synthetic sounds ranging from [da] to [ta].
A New Puzzle: Learning Native Phones
Maye, Werker, & Gerken Maye, Werker, & Gerken (2002)(2002)(tested 6 & 8 months-old)(tested 6 & 8 months-old)
Familiarized infants to one of two setsFamiliarized infants to one of two sets– Bimodal Set: Sounds on the ends near [da] and
[ta].– Unimodal Set: Sounds in the middle.
Test preference for:– 3 6 3 6… (Alternating) vs. 3 3 3 3… (Non-
alternating) Stimuli
A New Puzzle: Learning Native Phones
Maye, Werker, & Gerken Maye, Werker, & Gerken (2002)(2002)(tested 6 & 8 months-old)(tested 6 & 8 months-old)
A New Puzzle: Learning Native Phones
Maye, Werker, & Gerken Maye, Werker, & Gerken (2002)(2002)(tested 6 & 8 months-old)(tested 6 & 8 months-old)
==<<
Infants trained on the Bimodal had a novelty preference for non-alternating trials.Infants trained on the Unimodal did not prefer/dis-prefer one over the other.
3 6 3 6 … 3 3 3 3
SummarySummary
Infant’s initial lexicon is non-existent to small.Infant’s initial lexicon is non-existent to small.
Makes it difficult to attribute lexical knowledge as Makes it difficult to attribute lexical knowledge as source of initial phonological reorganizationsource of initial phonological reorganization
Perhaps distributional information may be a first step Perhaps distributional information may be a first step into initial phonological reorganizationinto initial phonological reorganization
Learning the phonemes of one’s language could then Learning the phonemes of one’s language could then help learn words & word meanings…help learn words & word meanings…
A New Puzzle: Learning Native Phones
Posting @ Class Posting @ Class Discussion Forum Discussion Forum (10/12)(10/12)Minimal Pairs and Word Learning:Minimal Pairs and Word Learning:
Notice anything about the ages tested in these Notice anything about the ages tested in these papers and when the Werker paper says that papers and when the Werker paper says that sensitivity to non-native phones disappears? sensitivity to non-native phones disappears? Want to comment?Want to comment?
Monolingual:Monolingual: http://www.sciencedaily.com/releases/2007/10/0http://www.sciencedaily.com/releases/2007/10/0
71001172817.htm71001172817.htm
Bilingual:Bilingual: http://www.sciencedaily.com/releases/2007/09/0http://www.sciencedaily.com/releases/2007/09/0
70928092050.htm70928092050.htm
A New Puzzle: Learning Native Phones
Digression
Habituation Phase Test PhaseSame Switch
“lif” “neem” “lif” “neem”
Werker, Cohen, Lloyd, Casasola, & Stager, Dev Psych, 1998
The “Switch” TaskThe “Switch” Task
A New Puzzle: Learning Native Phones
Digression
Looking Time During Test Phase
0
2
4
6
8
10
12
8 10 to 12 14Age in Months
Look
ing
Tim
e (s
)
Same
Switch
Werker, Cohen, Lloyd, Casasola, & Stager, Dev. Psych. 1998
A New Puzzle: Learning Native Phones
Digression
The “Switch” Task The “Switch” Task ResultsResults
Habituation Phase Test Phase Same Switch
“bih” “dih” “bih” “dih”
Stager & Werker, Stager & Werker, NatureNature, 1997, 1997
Switch task with Switch task with Minimal PairsMinimal Pairs
A New Puzzle: Learning Native Phones
Digression
0
2
4
6
8
10
12
14
16
14 17 20
Age in Months
Loo
kin
g T
ime
(s)
Same
Switch
Stager & Werker, Stager & Werker, NatureNature, 1997, Werker, et al, , 1997, Werker, et al, Infancy,Infancy, 2002; Pater, et al, 2002; Pater, et al, Language Language, 2004, 2004
A New Puzzle: Learning Native Phones
Digression
Switch Task, Minimal Switch Task, Minimal Pairs ResultPairs Result
Posting @ Class Posting @ Class Discussion Forum Discussion Forum (10/12)(10/12)Minimal Pairs and Word Learning:Minimal Pairs and Word Learning:
Notice anything about the ages tested in these Notice anything about the ages tested in these papers and when the Werker paper says that papers and when the Werker paper says that sensitivity to non-native phones disappears? sensitivity to non-native phones disappears? Want to comment?Want to comment?
Monolingual:Monolingual: http://www.sciencedaily.com/releases/2007/10/0http://www.sciencedaily.com/releases/2007/10/0
71001172817.htm71001172817.htm
Bilingual:Bilingual: http://www.sciencedaily.com/releases/2007/09/0http://www.sciencedaily.com/releases/2007/09/0
70928092050.htm70928092050.htm
A New Puzzle: Learning Native Phones
Digression
Word segmentation Word segmentation problemproblem
How do we as adults know where How do we as adults know where the word boundaries are located?the word boundaries are located?– We make use of lexical knowledge.We make use of lexical knowledge.
Old Puzzle, But Yet Another Issue: Word Segmentation
Word segmentation Word segmentation problemproblem
What about infants who have none or few words in their lexicon?
Old Puzzle, But Yet Another Issue: Word Segmentation
Word Segmentation Word Segmentation ProblemProblem
Infants need to extract words from Infants need to extract words from fluent speech in order to build a fluent speech in order to build a lexicon. lexicon.
How??? How??? – Cues recruited for segmentations:Cues recruited for segmentations:
Rhythmic cuesRhythmic cues– Metrical StressMetrical Stress
Phonotactic cuesPhonotactic cues– Context sensitive allophonic cuesContext sensitive allophonic cues
Statistical distributional propertiesStatistical distributional properties– Transitional Probabilities of SyllablesTransitional Probabilities of Syllables
Old Puzzle, But Yet Another Issue: Word Segmentation
Rhythmic CuesRhythmic CuesStress Pattern in English:Stress Pattern in English:
Cutler & Norris (1988): 95% of disyllabic English Cutler & Norris (1988): 95% of disyllabic English words (actually heard) are Strong-Weak.words (actually heard) are Strong-Weak.
Common (Strong-Weak Stress): Common (Strong-Weak Stress): Button, TableButton, TableRare (Weak-Strong Stress): Rare (Weak-Strong Stress): Guitar, SurpriseGuitar, Surprise
Do Do (English)(English) infants take strong-weak as infants take strong-weak as cue for segmentation?cue for segmentation?
Old Puzzle, But Yet Another Issue: Word Segmentation
Rhythmic Cues – stress pattern
Experimental setupExperimental setup
http://psych.rice.edu/mmtbn/language/sPerception/infantHeadturn_h.html
Rhythmic CuesRhythmic CuesJusczyk, Houston & Newsome Jusczyk, Houston & Newsome (1999)(1999)
Old Puzzle, But Yet Another Issue: Word Segmentation
7.5 & 10 month-old infants7.5 & 10 month-old infants– familiarized to Word, and test familiarized to Word, and test
preference for passage w/ over passage preference for passage w/ over passage w/o target wordw/o target word
– Familiarized to Word in Passage, and Familiarized to Word in Passage, and test preference for target word over test preference for target word over another (novel) wordanother (novel) word
Rhythmic Cues – stress pattern
Rhythmic CuesRhythmic CuesJusczyk, Houston & Newsome Jusczyk, Houston & Newsome (1999)(1999)
Kingdom passageYour kingdom is in a faraway place. The prince used to sail to that kingdom when he came home from school. One day he saw a ghost in this old kingdom…Hamlet passageYour hamlet lies just over the hill. Far away from here near the sea is an old hamlet. People from the hamlet like to fish. Another hamlet is in the country…
Old Puzzle, But Yet Another Issue: Word Segmentation
7.5 & 10 month-old infants 7.5 & 10 month-old infants familiarized tofamiliarized to– Strong-Weak Word: Strong-Weak Word:
Kingdom… Kingdom… Kingdom…Kingdom… Kingdom… Kingdom…
Test on passages. Compare Test on passages. Compare preference for passages w/ or w/o preference for passages w/ or w/o target word.target word.
Rhythmic Cues – stress pattern
Rhythmic CuesRhythmic CuesJusczyk, Houston & Newsome Jusczyk, Houston & Newsome (1999)(1999)
Kingdom passageYour kingdom is in a faraway place. The prince used to sail to that kingdom when he came home from school. One day he saw a ghost in this old kingdom…Hamlet passageYour hamlet lies just over the hill. Far away from here near the sea is an old hamlet. People from the hamlet like to fish. Another hamlet is in the country…
Old Puzzle, But Yet Another Issue: Word Segmentation
7.5 & 10 month-old infants 7.5 & 10 month-old infants familiarized tofamiliarized to– Strong-Weak Word in passage: Strong-Weak Word in passage:
Your kingdom is in a …Your kingdom is in a …
Test on words. Compare preference Test on words. Compare preference of target word and another wordof target word and another word
Rhythmic Cues – stress pattern
S/W (strong-weak): kingdom
kingking
kingking
hear kingdom parse as kingdom and not king
7.5 months7.5 months
Old Puzzle, But Yet Another Issue: Word Segmentation
Rhythmic Cues – stress pattern
Rhythmic CuesRhythmic CuesJusczyk, Houston & Newsome Jusczyk, Houston & Newsome (1999)(1999)
Old Puzzle, But Yet Another Issue: Word Segmentation
7.5 & 10 month-old infants 7.5 & 10 month-old infants familiarized tofamiliarized to– Weak-Strong:
Guitar… Guitar… Guitar…
Test on passages. Compare Test on passages. Compare preference for passages w/ or w/o preference for passages w/ or w/o target word.target word.
Guitar passageThe man put away his old guitar. Your guitar is in the studio. That red guitar is brand new. The pink guitar is mine…. Device passageYour device can do a lot. Her device only fixes things. My new red device makes ice cream. The pink device sews clothes….
Rhythmic Cues – stress pattern
W/S (weak-strong): guitar
guitar is
tartartar
guitar is taris
hear “guitar” parse as tar and not guitarhear “guitar is” parse as taris and not guitar or tar
7.5 months7.5 months
Old Puzzle, But Yet Another Issue: Word Segmentation
Rhythmic Cues – stress pattern
W/S (weak-strong): guitar
targuitar is taris
guitar is
hear “guitar” parse as guitar
10 months10 months
Older children not as dependent on strong-weak strategy.
Old Puzzle, But Yet Another Issue: Word Segmentation
Rhythmic Cues – stress pattern
Rhythmic CuesRhythmic CuesJusczyk, Houston & Newsome Jusczyk, Houston & Newsome (1999)(1999)
Old Puzzle, But Yet Another Issue: Word Segmentation
Rhythmic Cues – stress pattern
For SW: Both 7.5 & 10 month-olds For SW: Both 7.5 & 10 month-olds gave the correct parsegave the correct parse
For WS: Only the 10 month-olds For WS: Only the 10 month-olds gave the correct parsegave the correct parse
Young (English-learning) infants Young (English-learning) infants rely on SW pattern for segmenting rely on SW pattern for segmenting speechspeech
PhonotacticsPhonotacticsMattys & Jusczyk (2001)Mattys & Jusczyk (2001)
Old Puzzle, But Yet Another Issue: Word Segmentation
Phonotactic Cues
Headturn Preference Procedure againHeadturn Preference Procedure again
9 mos. familiarized to passage with 1 of 2 9 mos. familiarized to passage with 1 of 2 novel wordsnovel words– GaffeGaffe– ToveTove
The novel wThe novel words were either flanked by – good between-word cues or– bad between-word cues. (e.g. /vt/ is rare within a word, but more common across words)
Test word in isolation (e.g. gaffe, gaffe, gaffe…)Test word in isolation (e.g. gaffe, gaffe, gaffe…)
PhonotacticsPhonotacticsMattys & Jusczyk (2001)Mattys & Jusczyk (2001)
Words flanked by good between-word cues or bad between-word cues.
C CVC C
Novel word
Offset ofAnother word
Onset ofAnother word
Old Puzzle, But Yet Another Issue: Word Segmentation
Rhythmic Cues – stress pattern
gaffegaffe tovetove
Statistical LearningStatistical LearningSaffran, Aslin, & Newport (1996)Saffran, Aslin, & Newport (1996)
Transitional Probabilities of Syllables– Likelihood of a syllable (B) following
another (A)– Probability of B given A
pr B|A =freq AB freq A
A B
Old Puzzle, But Yet Another Issue: Word Segmentation
Syllable Transitional Probabilities
Statistical LearningStatistical Learning
PRE TTYPRE TTY BA BYBA BY
Continuations within words are systematicContinuations between words are arbitrary
High likelihood High likelihood
Low likelihood
Syllable Transitional Probabilities
Old Puzzle, But Yet Another Issue: Word Segmentation
Syllable Transitional Probabilities
Transitional Transitional probabilitiesprobabilities
(freq) (freq) prettypretty(freq) (freq) prepre .80
.0002(freq) tyba (freq) ty
versus
PRETTYPRETTY BABYBABY
Old Puzzle, But Yet Another Issue: Word Segmentation
Syllable Transitional Probabilities
Statistical Learning Statistical Learning DemoDemo
http://whyfiles.org/058language/images/baby_stream.aiffhttp://whyfiles.org/058language/images/baby_stream.aiff
tokibugikobagopilatipolutokibu tokibugikobagopilatipolutokibu gopilatipolutokibugikobagopilagopilatipolutokibugikobagopilagikobatokibugopilatipolugikobagikobatokibugopilatipolugikobatipolugikobatipolugopilatipolutipolugikobatipolugopilatipolutokibugopilatipolutokibugopilatokibugopilatipolutokibugopilatipolutokibugopilagikobatipolutipolutokibugopilagikobatipolutokibugopilagikobatipolugikobatokibugopilagikobatipolugikobatipolugikobatipolutokibugikobatipolugikobatipolutokibugikobagopilatipolugikobatokibugopilagopilatipolugikobatokibugopila
tokibutokibugikobagikobagopilagopilatipolutipolutokibu tokibu gopilagopilatipolutipolutokibutokibugikobagikobagopilagopilagikobagikobatokibutokibugopilagopilatipolutipolugikobagikobatipolutipolugikobagikobatipolutipolugopilagopilatipolutipolutokibutokibugopilagopilatipolutipolutokibutokibugopilagopilatipolutipolutokibutokibugopilagopilagikobagikobatipolutipolutokibutokibugopilagopilagikobagikobatipolutipolugikobagikobatipolutipolugikobagikobatipolutipolutokibutokibugikobagikobagopilagopilatipolutipolugikobagikobatokibutokibugopilagopila
Statistical LearningStatistical LearningSaffran, Aslin, & Newport Saffran, Aslin, & Newport (1996)(1996)
Headturn preference paradigmHeadturn preference paradigmFamiliarization:Familiarization:
2 minute exposure to an artificial language 2 minute exposure to an artificial language – 4 3 syllable words: tokibu4 3 syllable words: tokibu, , gopilagopila, , gikoba, tipolugikoba, tipolu
Synthesized speech. Synthesized speech. – Only statistical cues to word boundariesOnly statistical cues to word boundaries– No prosodic information, coarticulation cuesNo prosodic information, coarticulation cues
Tested isolated word and part-word Tested isolated word and part-word (sequences spanning word boundaries)(sequences spanning word boundaries)
Old Puzzle, But Yet Another Issue: Word Segmentation
Syllable Transitional Probabilities
tokibutokibugikobagikobagopilagopilatipolutipolutokibu tokibu gopilagopilatipolutipolutokibutokibugikobagikobagopilagopilagikobagikobatokibutokibugopilagopilatipolutipolugikobagikobatipolutipolugikobagikobatipolutipolugopilagopilatipolutipolutokibutokibugopilagopilatipolutipolutokibutokibugopilagopilatipolutipolutokibutokibugopilagopilagikobagikobatipolutipolutokibutokibugopilagopilagikobagikobatipolutipolugikobagikobatipolutipolugikobagikobatipolutipolutokibutokibugikobagikobagopilagopilatipolutipolugikobagikobatokibutokibugopilagopila
tokitokibubugikogikobabagopilagopilatipolutipolutokibu tokibu gopilagopilatipolutipolutokibutokibugikobagikobagopilagopilagikobagikobatokibutokibugopilagopilatipolutipolugikobagikobatipolutipolugikobagikobatipolutipolugopilagopilatipolutipolutokibutokibugopilagopilatipolutipolutokibutokibugopilagopilatipolutipolutokibutokibugopilagopilagikobagikobatipolutipolutokibutokibugopilagopilagikobagikobatipolutipolugikobagikobatipolutipolugikobagikobatipolutipolutokibutokibugikobagikobagopilagopilatipolutipolugikobagikobatokibutokibugopilagopila
TO KI BU GI KO BA
Test: TOKIBU vs. BUGIKOWord Part Word
Old Puzzle, But Yet Another Issue: Word Segmentation
Syllable Transitional Probabilities
ResultsResults
Infants can use statistical cues to find word boundariesInfants can use statistical cues to find word boundaries
0
2
4
6
8
Words Part-words
**L
ooki
ng ti
mes
(se
c)
Old Puzzle, But Yet Another Issue: Word Segmentation
Syllable Transitional Probabilities
Word Segmentation Word Segmentation ProblemProblem
Infants need to extract words from fluent Infants need to extract words from fluent speech in order to build a lexicon. speech in order to build a lexicon.
Considerable evidence that this ability Considerable evidence that this ability develops in infants between 7.5-10.5 develops in infants between 7.5-10.5 months of age. months of age.
Cues recruited for segmentations:Cues recruited for segmentations:
Rhythmic cuesRhythmic cues Metrical StressMetrical Stress
Phonotactic cuesPhonotactic cues Context sensitive allophonic cuesContext sensitive allophonic cues
Statistical distributional propertiesStatistical distributional properties Transitional Probabilities of SyllablesTransitional Probabilities of Syllables
Old Puzzle, But Yet Another Issue: Word Segmentation
Word SegmentationWord Segmentation
Infants detect and make use of a variety of Infants detect and make use of a variety of probabilistic cues to determine word probabilistic cues to determine word boundariesboundaries
They do so to construct a lexicon, and They do so to construct a lexicon, and make use of the cues even before make use of the cues even before attaching meanings to the wordsattaching meanings to the words
Which cues are more potent? Which cues are more potent? Reliance on one cue over another will depend on: Reliance on one cue over another will depend on: – The language being learnedThe language being learned– Sophistication of the learnerSophistication of the learner
Old Puzzle, But Yet Another Issue: Word Segmentation
Is there long-term retention Is there long-term retention of these extracted sound of these extracted sound patternspatterns Houston, Jusczyk and Tager (1998)Houston, Jusczyk and Tager (1998) Familiarized 7.5 mo. old infants with a Familiarized 7.5 mo. old infants with a
pair of words and tested them on pair of words and tested them on passages with and without familiarized passages with and without familiarized words after 24 hours.words after 24 hours.
Results: No difference b/w the infants Results: No difference b/w the infants tested with delay and without delay.tested with delay and without delay.
Old Puzzle, But Yet Another Issue: Word Segmentation
Continued..Continued..
Jusczyk and Hohne (1997):8 month old Jusczyk and Hohne (1997):8 month old infants heard audio versions of 3 stories infants heard audio versions of 3 stories for 2 weeks.for 2 weeks.
After 2 weeks, infants were tested on After 2 weeks, infants were tested on words and foils (matching phonetic words and foils (matching phonetic characteristics and freq. of occurrence of characteristics and freq. of occurrence of words).words).
Infants who had heard the stories listened Infants who had heard the stories listened longer to the story words than the foils.longer to the story words than the foils.
Control group: No preferenceControl group: No preference
Old Puzzle, But Yet Another Issue: Word Segmentation
ConclusionConclusion
Infants store information about Infants store information about sound patterns of lexical items sound patterns of lexical items even before they attach meaning even before they attach meaning to these words. to these words.
Old Puzzle, But Yet Another Issue: Word Segmentation
Reading AssignmentReading Assignment
Fisher & Gleitman (2002)Fisher & Gleitman (2002) I. Outline of the task of language learningI. Outline of the task of language learning II. Where language learning beginsII. Where language learning begins
– Categorization of Speech SoundsCategorization of Speech Sounds– Segmentation of Spoken WordSegmentation of Spoken Word– Role of Sound in Syntactic AnalysisRole of Sound in Syntactic Analysis– Distributional Analysis and Discovery of SyntaxDistributional Analysis and Discovery of Syntax
II. MeaningsII. Meanings– Primitive Categories of ExperiencePrimitive Categories of Experience– Compositional MeaningCompositional Meaning– Interactions between linguistic and conceptual categoriesInteractions between linguistic and conceptual categories
IV. Forms to meaningIV. Forms to meaning– Mapping problemMapping problem– Concrete words firstConcrete words first– Old words make new words easier to learnOld words make new words easier to learn
V. Where learning endsV. Where learning ends
Richie’s Posting @ Richie’s Posting @ Class Discussion Class Discussion ForumForum What types of explanations have been What types of explanations have been
offered for why languages sound so offered for why languages sound so different?different?
Similarly, what do psycholinguists Similarly, what do psycholinguists predict about the future of languages? predict about the future of languages? Do they see a convergence towards one Do they see a convergence towards one language as technology makes language as technology makes geographical borders increasingly non-geographical borders increasingly non-existent? What does the future of existent? What does the future of language hold for us?language hold for us?
Courtney’s Posting @ Courtney’s Posting @ Class Discussion Class Discussion ForumForum If, when we speak, we produce sentences If, when we speak, we produce sentences
through the three steps we discussed in through the three steps we discussed in lecture on Tuesday, how are those steps lecture on Tuesday, how are those steps manipulated, or how are they upheld, when manipulated, or how are they upheld, when we "speak" to ourselves? How do we go from we "speak" to ourselves? How do we go from the semantic to the articulatory stage when the semantic to the articulatory stage when we are reading aloud? I know I've made we are reading aloud? I know I've made incorrect "articulations," or at least word incorrect "articulations," or at least word assumptions when reading. Does this mean assumptions when reading. Does this mean that when we do make mistakes in speaking that when we do make mistakes in speaking (through exchanges, anticipation, etc.) that (through exchanges, anticipation, etc.) that the error occurs not in the physical articulation the error occurs not in the physical articulation but in the mental processing stage? but in the mental processing stage?