28 class meetings, Jan 24- May 03
These are my own notes and record of what we covered (discussed/viewed) in class. They also may include other relevant material I didn't mention but should have if time (or memory) allowed. I may also include info on questions someone asked. They are not necessarily complete but should be reviewed before exams as I might add or revise at any time. (I left some items in from last semester.) I usually try to log my notes each day and will modify any contents that need it. New assignments will be found here as well.
See course description and other features of the webpage and course itself.
Consult this Timeline of primate evolution and more. (we briefly discussed the evolution of language in this overall time frame, resulting in this almost unreadable sketch. Here's a translation!)
One of my goals this semester is to work on how language is synergistically integrated into other aspects of psychology-- especially modern cognitive psychology. For example how does language work with memory, thinking, and consciousness. And of course Pinker must believe genetics will be important in the "Language Instinct."
Many relationships among these concepts are possible. But what are those concepts? What is thinking? How might language play a role--if it does? What is language? (Let Pinker work on this!)
We also discussed the idea of representation-- part of the notion of thinking. What kinds of representations are there? Is English a medium of thought? What could it mean to say I think in English? Is thinking about chemistry different if you speak Russian? That seems very implausible to me.. Watson & Crick thought about the chemical structure of DNA using a sketch and cardboard model just as Wright Bros. "thought" about flight using model planes and a wind tunnel.
THese will be considered in ch. 3 of Pinker where he raises the idea of "mentalese" as a basic language of thought. We also discussed how sensori-motor representations might capture --represent-- knowledge, e.g. changing spark plugs on a 66 Mustang V8 or tying one's shoe laces. I have since my first daughter, Kristin, was about three wondered about the mental representations of such "motor" knowledge-- even if learned as a verbal recipe, is knot tying knowledge as "habit" no longer "tied" to that recipe. See James (1890) on what is psychology.
One issue that came up several times was the mismatch in timing relationships between language actions, consciousness, and other body actions. Some things go too fast to be guided by or reflected in, human language.
What would it mean to say consciousness was involved in all actions?? It would mean a mistake, I think!!! Language may seem to be necessary but in some cases, if not all, it (L) is reflective. It may just appear to us that consciousness plays a direct causal role in our everyday actions.
Start Language video; read video notes.
Finish Language video.
Discuss Pinker ch.1
week 3 reading assignment. Read the short Colapinto (2007) reading--"The Interpreter"--on the Piraha language and linguistic gossip!
Colapinto, J. (2007). The interpreter: Has a remote Amazonian tribe upended our understanding of language? The New Yorker 83(8): 119-137.
Watch a short YouTube video on Piraha ("Peedahan") and another.
Wikipedia has some useful info about the language itself. And look at this site on the rapidly diminishing number of language-dialects. Be prepared to discuss any of the issues raised in this Colapinto article a week from Thursday, 2/09.
You should also begin reading ch.3 in Pinker.
video on Nicaraguan sign language (NSL) -- discussed in Pinker (pp.24-25, PS11). Compare the development of NSL with the creoles in the Surinam (Languge video and Pinker.)
Could the sign L teacher in the video really not have thoughts before NSL?
See writing #4 to consider this...
second writing assignment due Tuesday, Feb 07.
Search deep into yourself and listen to others in the next few days. Then write me a short (one page) paper that lists and very briefly discusses the functions of language that you observe. Be very specific and be warned that you must go beyond the obvious that language serves as a means of interpersonal communication. Say that but what else might we use it for? If it went away, what would it take with? We have already raised the question of language in relation to thinking and consciousness and memory. Elaborate on these if necessary. This is not intended to be a research paper but simply a collection of uses that human language might serve. Due Tuesday, Feb 7.
third writing assignment due thursday, Feb 09 (earlier than mentioned in class)
Watch “Human Spark” part 3 online
topics: methods assessing brain functions (brain Regions Of Interest (ROI), MRI, EEG), language as “spark?”, language connection with tool use?, implications of “tulip” vs “ticket”, FOXP2 gene, human brain size and social factors (Dunbar, intentionality, ToM), mind-wandering, imagination and insight (“prospecting” & “Time travel”)
third written assignment- FOXP2 seems to be responsible for the family discussed in Pinker--though it had not been identified when he wrote. What's new with FOXP2? Research this topic quickly; google/library database FOXP2, use recent references (>2008). Say what FOXP2 is, what it might do, and what's a current finding on the topic.
See online Sparks video. 1 page due Thursday, 2/09/12.
Summary of reading assignments to date: Pinker ch1, ch2, ch3, Colapinta (2007) online above, and..
Read this review of "Evolution of the human head" by Daniel Lieberman, 2011. See accompanying video
. Be prepared Thursday, 2/09, to discuss your impressions of the Piraha reports.
(See the new findings of tarsier "speech"------)
Next (#4) written assignment due Tuesday, 2/14 (2 pages max.)
Read quickly James, W. (1892). "Thought before language: A deaf-mute's recollections." The Philosphical Review 1(6): 613-624. (on BBoard) Write a brief commentary on sign language and critique of such retrospective accounts of thought. (Recall the NSL teachers remarks on NSL and thought)
(It is interesting to compare W. James and Pinker's words on the matter of thought. Here is James (1892) using the "clothes" analogy:
"his (Estrella) narrative tends to discountenance the notion that no abstract thought is possible without words. Abstract thought of a decidedly subtle kind, both scientific and moral, went on here in advance of the means of expressing it to others. To a great extent it does so in all of us to-day, for nothing is commoner than to have a thought, and then to seek for the proper words in which to clothe its most important features. The only way to defend the doctrine of the absolute dependence of thought on language is so to enlarge the sphere of this latter word as to make it cover every possible sort of mental imagery, whether conmunicable to others or not. Of course no man can think without some kind of mind-stuff to think in. "
What do you think about these cases? Recall that Pinker (pp.67-8) discusses the case of Ildephonso (Schaller, 1991). James' paper is in Blackboard 712 documents, item 3 or so. Due 2/14. One page typed, double space. Schaller, S. (1991). A man without words. New York: Summit Books. (discussed in Pinker.)
Goldin-Meadow, S., So, W. C., Ozyurek, A., & Mylander, C. (2008). The natural order of events: How speakers of different languages represent events nonverbally. PNAS 105(27), 9163-9168. Summary here. No need to read original article. More on this.
Tuesday: discuss FOXP2, short videos, Pinker ch.1 &2, get papers due.
Here find my summary notes on the current state of "genes and language." Is it worth talking a bit abou autism- it is certainly a genetic condition impacting language? Maybe an interview with Temple Grandin on her introspections about languge and thought?
Williams syndrome (WS) (discussed in Pinker) video with Dr. Ursula Bellugi. A good example of the many effects from a few--even one-- genetic change. (What is WS?) Autism- NIMH/Grandin?
Bird song, human language acquisition, and FOXP2
poor vocal control in chimps? See video circa Keith Hayes Vicki project.
Mokan myth (functions of language and supposedly another "timeless" language.)
Read this new report on the role of language in counting; relevant to the Piraha discussion. More details on the research here.
"Number without a language model.” Elizabet Spaepen, Marie Coppola, Elizabeth S. Spelke, Susan E. Carey, Susan Goldin-Meadow. PNAS, Feb. 7, 2011. DOI: 10.1073/pnas.1015975108.
discuss Pinker ch.. 3 on the "language of thought." Drag in the Simcock & Hayne (2002) findings and other related ideas including Piaget's modes of thought, Kohler's insight.
Try to put together a picture of the kinds of MR available, including L itself--maybe in the case of Watson the IBM jeopardy computer.
Why is the idea of English as the language of thought "absurd?"
Sum up Simcock & Hayne (2003) along with new research. Maybe some notes on these-- at least references.
Ch.4 in Pinker. See older notes and new outline.
Get Ganea et al update papers.
catch up on video bits, types of mental representations (MRs)
talk announcement on object representations
brief discussion of priming,
Ganea et al, (knowledge by acquaintance vs knowledge by description-- can we tell the difference?) Can we probe our MRs about events and sort out what elements have what sources? Some languages seem to require something this-- so-called "evidentiality".
finish topics from ch.4 (see new outline above as well as old notes for more details)
ch 5 in Pinker and related topics
exam questions? Send them to Blackboard discussion board with specific subject headings.
Exams were excellent for most students, average was 82. Many have scores>90. Here are my notes on scoring the exams. If you have questions on your exam grade, write them out and give exam back to me.
read Pinker- review/read ch.5, ch.6, ch.7
Next written assignment due Mar 29. Ruffman et al (2002) present some interesting correlations between mothers' language and their chidren's performance on theory of mind (ToM) measures. (A) In a few sentences, summarize what you believe to be the most interesing result. Then, using databases, e.g. web of science, look for two recent articles that update Ruffman et al (2002)'s findings-- positively or negatively. (B) Summarize both of these, saying how they relate to Ruffman. (1-2 pages type. (C) What do you think about the role of language in ToM from your reading of these articles? GIVE COMPLETE APA STYLE REFERENCES FOR BOTH ARTICLES.
Ruffman, T., Slade, L., & Crowe, E. (2002). The relation between children's and mother's mental state language and theory-of-mind understanding. Child Development, 73, 734-751. (BB near top).
readings on Blackboard
Semenza, C., & Zettin, M. (1989). Evidence from aphasia for the role of proper names as pure referring expressions. Nature, 342, 678-679. (BB download ) See my notes for this reading in topic notes.
Read Marshall, R. C., Gandour, J., & Windsor, J. (1988). Selective impairment of phonation: A case study. Brain and Language, 35, 313-339. (Download from BB; here is a glossary of terms you might find helpful. See my notes in the topic notes for this reading.)
Naccache, L. (2006). Is she conscious? Science, 313, 1395-1396. (download from BB)
brief discussion of theory of mind (ToM), short ToM video, and the language of ToM, the lexicon (cognitive verbs) and syntax (complement clauses).
Comments on "how language works" especially role of lexical information (verbs in particular) and complex sentences, especially complement clauses. See ch.4.
Discuss briefly a few topics related to CH.5 "Words..." See topic notes, beginning at "phonological rules" and subsequent topics including level information and meaning of morphemes, distinction between sense and reference of an expression, and the idea of the lexicon (MD) as a repository for possible words of a language as defined by the particular phonology of a language. (This would include basic morpheme structure (phonotactics), phoneme inventories....) .
Very short written assignment- read carefully 163-169 where Pinker says "One easy way to understand speech sounds is to track a glob of air through the vocal tract into the world, starting in the lungs." Follow the word "blink." Write out a recipe for moving your vocal tract including breathing and phonation; just introspect as you do it slowing and write down the movements. You can just list the steps, following Pinker and your own introspections. Feel your larynx to know when it is vibrating and when it is not.
Due Tuesday, 4/03 Tuesday. This should be in enough detail so that if I follow your directions, I will say blink. Use vocabulary of vocal tract, including phonation. (Compare chimp tract.) Here's a hint of the complexity of the area.
More on blink, ch.6, methods and speech analysis.
(Discuss research projects. They must contain some creative element, 6-10 pages. several types including research proposal with review and materials, descriptive observation, use of language databases, experimental project with a few subjects...)
Read & review, Pinker ch. 7 & 8 See below for next written assignment
Next written assignment: Difference in meaning between tall and big? One page due Tuesday, 4/10. See notes.
Watch "twin boys" youtube (several parts and ABC followup)
Discuss Semenza paper briefly-- especially distinction drawn between the sense of an expression and its reference. (Semenza, C., & Zettin, M. (1989). Evidence from aphasia for the role of proper names as pure referring expressions. Nature, 342, 678-679. (BB download ) )
(See my notes for this reading in topic notes. )
video bit on "joint attention" and word learning strategies (Gavagai!)
read/review Pinker ch.8, 9, 10, 11 (12, 13 optional)
(video bit on Christopher--language savant!)
Finish Human Languge video 3;
See a larynx in action. Discuss Marshal et al.
Brief survey of brain function methods--from Broca to TMS, fMRI & MEG
Review the case described in Naccache, L. (2006). Is she conscious? Science, 313, 1395-1396. (download from BB) Is she conscious? Does language play a role in C? A necessary role in C? What does this case indicate about language processes and methods used to assess language in the brain?
video bit on Ojemann using the old but functional brain probe technique. Another aphasia case, too--Dr Talley?
begin Human Language video 2-- language acquisition.
Limber, J. (1977). Language in child and chimp? American Psychologist, 32, 280-295 (Reprinted in Sebeok, T. & Sebeok, J. (Eds.) (1980). Speaking of Apes (pp.1197-1218). New York: Plenum Press.).
Next written assignment due next Tuesday, Apr 19. So are topics for papers.
databases for child language
Watch this! Can infants read? No better than dogs!
discuss Pinker ch.7 and 8.
next written assignment-- history of language. Read this news comment on big vs tall
item supporting the out of Africa story of human language evolution.
finish Language acquisition video?
Research project questions?
ToM and language (update Thursday include Ruffman et al assignment and complement vs relative clauses using "the fact "that Otto knew was surprising." to show similarity in structure but difference in meaning.)
Discuss Pinker (his model for acquiring the toy grammar--last year's notes in topics)
Start thoughts on the evolution of language
How Language Shapes Thought. By: Boroditsky, Leva, Scientific American, 00368733, Feb2011, Vol. 304, Issue 2
summary on "Baby born talking"- (See notes)
what do we know about the evolution of human language?
What does "chudle" mean? --syntactic bootstrapping and measurement of meaning
Comments and summary on big-tall meaning paper.
(no class May 01; send exam questions to discussion board. turn in exam 2, May 03. )
REFERENCES to CHECK
Pennington, B. F., & Bishop, D. V. (2009). Relations among speech, language, and reading disorders. Annu Rev Psychol, 60, 283-306.
Pat Kuhl's TED talk