06-Language-Transcript

Contents Slide 1 – Language ....................................................................................................................................... 2 Slide 2 – Unit 1: Introduction to Language ................................................................................................... 3 Slide 3 – What makes language a complex form of communication? .......................................................... 4 Slide 4 – Language is regular; it is regulated by the rules of grammar ......................................................... 5 Slide 5 – Words in a language arbitrarily represent what they mean .......................................................... 6 Slide 6 – Words in a language can be combined in many productive ways .................................................. 7 Slide 7 – How do humans develop language? .............................................................................................. 8 Slide 8 – The Sapir-Whorf Hypothesis .......................................................................................................... 9 Slide 9 – Evidence from the Piraha tribe supports the Sapir-Whorf Hypothesis ........................................ 10 Slide 10 – Recognizing different relatives with similar labels counters the Sapir-Whorf Hypothesis ......... 11 Slide 11 – Is the Sapir-Whorf Hypothesis valid? ......................................................................................... 12 Slide 12 – Checkpoint 1 ............................................................................................................................. 13 Slide 13 – Poll 1 .......................................................................................................................................... 15 Slide 14 – Unit 2: The Structure of Language ............................................................................................. 16 Slide 15 – Grammar forms the structure of human language .................................................................... 17 Slide 16 – Morphemes ............................................................................................................................... 18 Slide 17 – Each morpheme provides a piece of information about the whole word ................................. 19 Slide 18 – Phonemes are the smallest units of sound in a word ................................................................ 21 Slide 19 – Syntax is also known as grammar .............................................................................................. 22 Slide 20 – Sentences can be syntactically correct without any semantic meaning .................................... 23 Slide 21 – Checkpoint 2 ............................................................................................................................. 24 Slide 22 – Unit 3: Development and the Segmentation Problem ............................................................... 25 Slide 23 – Infants are limited in how they can communicate their desires ................................................ 26 Slide 24 – How language develops with age in infants .............................................................................. 27

Slide 25 – Language “explodes” in complexity between 1.5 to 6 years of age ........................................... 28 Slide 26 – Segmenting individual words is difficult in the speech of a foreign language ........................... 29 Slide 27 – Can early proficiency at speech segmentation predict language proficiency later in life? ......... 30 Slide 28 – Speech segmentation ability in infants predicts expressive vocabulary size in childhood ......... 31 Slide 29 – Studying speech segmentation ability in children has practical implications ............................ 32 Slide 30 – Checkpoint 3 ............................................................................................................................. 33 Slide 31 – Unit 4: Universal Phoneme Sensitivity ....................................................................................... 34 Slide 32 – Infants can distinguish between more phonemes than adults .................................................. 35 Slide 33 – Children develop phonemic sensitivity based on the language they grew up with ................... 36 Slide 34 – Universal Phoneme Sensitivity .................................................................................................. 37 Slide 35 – Using the head-turn procedure to test for phonemic sensitivity in non-verbal infants ............. 38 Slide 36 – Infants are just as good as native speakers in distinguishing between foreign phonemes ........ 39 Slide 37 – When does universal phonemic sensitivity in infants disappear? ............................................. 40 Slide 38 – Adults require more practice to distinguish phonemes in a new language than infants do ...... 41 Slide 39 – Checkpoint 4 ............................................................................................................................. 42 Slide 40 – Poll 2 .......................................................................................................................................... 44 Slide 41 – Unit 5: Theories of Language Development .............................................................................. 45 Slide 42 – Do children learn language through social interaction? ............................................................ 46 Slide 43 – Lack of early social interaction leads to an inability to develop language skills ......................... 47 Slide 44 – Language productivity in children is too fast to be driven by social interaction alone .............. 48 Slide 45 – Overextensions categorize objects too broadly ......................................................................... 49 Slide 46 – Underextensions categorize objects too specifically ................................................................. 50 Slide 47 – Do all languages have a common, innate set of rules? .............................................................. 51 Slide 48 – Congenitally deaf children develop a universal sign language without formally learning it ...... 52 Slide 49 – Infants’ brains are wired to listen to speech, even before understanding language .................. 53 Slide 50 – Support for one theory can act as evidence against the other .................................................. 54

Slide 51 – Checkpoint 5 ............................................................................................................................. 55 Slide 52 – Unit 6: Animal Communication ................................................................................................. 57 Slide 53 – Can animals use language to communicate? ............................................................................. 58 Slide 54 – The Waggle Dance in bees communicates the location of food sources ................................... 59 Slide 55 – How the Waggle Dance communicates the direction and distance of a food source ................ 60 Slide 56 – Communication between animals can also be complex ............................................................ 61 Slide 57 – What is the difference between human and animal communication? ...................................... 62 Slide 58 – Washoe could communicate with sign language, but without systematic grammar ................. 63 Slide 59 – Sarah could communicate using symbols, but not as productively as in human language ........ 64 Slide 60 – Learned lexigrams through immersion and not the typical instrumental conditioning ............. 65 Slide 61 – Kanzi could communicate novel requests and demands, but with very limited grammar ......... 66 Slide 62 – Language is a defining characteristic of human cognition ......................................................... 67 Slide 63 – Poll 3 .......................................................................................................................................... 68 Slide 64 – Comprehensive Review ............................................................................................................. 69 Slide 65 – Poll 4 .......................................................................................................................................... 72 Slide 66 – Feedback ................................................................................................................................... 73

Slide 1 – Language Slide Visual: MacIntroPsych logo appears, followed by fun fact about Michelle Cadieux “I can speak 2 languages, but can’t spell in either.” Image of Michelle pointing to her mouth.

Slide 2 – Unit 1: Introduction to Language