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the use of an organized means of combining words in order to communicate.
makes it possible to think about things and processes we currently cannot see, hear, feel, touch, or smell. |
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| exchange of thoughts and feelings - encompasses: nonverbal (gestures) glances, touches, as well as language. |
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psychology of our language as it interacts with the human mind. Includes both production and comprehension of language.
Four Studies: linguistics, neurolinguistics, sociolinguistics, computational linguistics and psycholinguistics |
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| study of language structure and change |
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| study of relationships among the brain, cognition, and language. |
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| study of relationship between social behavior and language |
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| computational linguistics/psycholinguistics |
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| study of language via computational methods |
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| communicative, arbitrarily symbolic, regularly structured, structured at multiple levels, generative, productive, dynamic. |
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| language permits us to communicate with one or more people who share our language |
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| language creates an arbitrary relationship between a symbol and its referent: an idea, a thing, a process, a relationship, or a description |
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| language has a structure; only particularly patterned arrangements of symbols have meaning, and different arrangements yield different meanings |
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| structured at multiple levels |
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| the structure of language can be analyzed at more than one level (e.g. sounds, meaning units, words, phrases) |
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| within limits of a linguistic structure, language users can produce novel utterances. The possibilities for creating new utterances are virtually limitless. |
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| something that represents, indicates, or suggests something else. It refers, points, or alludes to a particular thing, process, or description. |
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| principle of conventionality |
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| underlying principle of word meaning; words mean what conventions make them mean. |
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| underlying principle of word meaning; different words have different meanings - that's the whole point! |
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| Two Fundamental Aspects of Language |
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| receptive comprehension and decoding of language input & expressive encoding and production of language output |
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| receptive ability to comprehend written and spoken linguistic input |
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| expressive ability to produce linguistic output |
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| expressive ability to produce linguistic output |
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| smallest unit of speech sound that can be used to distinguish one utterance in a given language from another. - english phonemes are made up of vowels and consanants - allophones: sound variants of the same phoneme. |
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| smallest unit that denotes meaning within a particular language. (root words, prefixes and suffixes) content morphemes: words that convey the bulk of the meaning of a language. function morphemes add detail and nuance to the meaning of the content morphemes or help the content morphemes fit the grammatical context. |
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| the entire set of morphemes in a given language or in a given person's linguistic repertoire. average adult english speaker 80,000 morphemes. |
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| the way in which users of a particular language put words together to form sentences. major role in understanding language. (noun phrase, and verb phrase) |
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| complementary to syntax, study of meaning in a language. |
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| final level of analysis; encompasses language use at the level beyond the sentence, such as in conversation, paragraphs, stories, chapters, and entire works of literature. |
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| occurs when phonemes or other units are produced in a way that overlaps them in time; phonemes in words overlap, as well as in sentences. |
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| view of speech perception as special |
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| categorical perception - discontinuous categories of speech sounds. |
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| cooing, babbling, one-word utterances, two-word utterances, basic adult sentence structure, with continuing vocabulary acquisition |
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| cooing, babbling, one-word utterances, two-word utterances, basic adult sentence structure, with continuing vocabulary acquisition |
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| erroneously extending the meaning of words in the existing lexicon to cover things and ideas for which a new word is lacking. (any four legged animal = doggie) |
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| can be used to describe two-or three-word utterances and even slightly longer ones, if they have omissions of some function |
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| language acquisition device |
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| a biologically innate mechanism that facilitates language acquisition - humans seem to be biologically predisposed to acquire language. |
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| language acquisition device |
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| a biologically innate mechanism that facilitates language acquisition - humans seem to be biologically predisposed to acquire language. |
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| our understanding and control of our cognition. metacognition helps in learning new languages which are similar to the ones we already know. |
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| our understanding and control of our cognition. metacognition helps in learning new languages which are similar to the ones we already know. |
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| our understanding and control of our cognition. metacognition helps in learning new languages which are similar to the ones we already know. |
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| children acquire language by mentally forming tentative hypotheses regarding language, based on their inherited facility for language acquiition and then testing these hypotheses in the environment. |
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| young children look for and attend to these: 1. patterns of changes in the forms of words 2. morphemic inflections that signal changes in meaning, especially suffixes. 3. sequences of morphemes, including both the sequences of affixes and roots and the sequences of words in sentence. |
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| children do exactly what they see others do. imitate language patterns of others, especially parents, but not sufficient enough for language acquisition...loosely following what they hear: modeling |
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| simpler sentence constructions when speaking with infants and young children, also termed: motherese. |
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| when individuals apply the general rules of language to the exceptional cases that vary from the norm. |
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| children hear utterances and associate those utterances with particular objects and events in their environment. They then produce those utterances and are rewarded by their parents and others for having spoken. |
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