(only 2, 3, 4, 5, 6 will be classroom possibilities)
Pinker says, p. 427, "So the language instinct suggests a mind of adapted
computational modules rather than the blank slate, lump of wax, or
general-purpose computer of the Standard Social Science Model." Briefly sketch
out these two models of mind and then discuss how your experiences in social
science courses fits either of these models. As always, be very specific about
ideas and courses. Finally, outline your own synthesis of these issues. (It
might be useful to review the Weirzbicka reading here!)
a-Sketch out, using examples, at all levels, the basic plan or structure of
human languages.
b-Comment briefly on the acquisition of each of these levels in
evaluating to what extent "Language instinct" seems to play a role. Give
evidence from readings or other sources with references
(informally).
Read carefully the child and chimp comparisons in Vygotsky (1934), Goodall
(1985), and especially, Limber (1977). Now, (1) taking into account
Savage-Rumbaugh (1990; 1994 video), and Pinker (e.g. ch. 11), how would you
recommend to Limber that he revise his 1977 paper? Be specific as to what and
why! (2) Rewrite the abstract of that 1977 paper to comply with your ideas!
1. Summarize what Pinker and Limber (1982, notes, and class) have to say about
the evolution of language.
2. What do you think? Be specific in both criticisms and support. Cite
evidence when available.
Discuss some of the ways that meanings of an utterance is generated or
"developed" by the specific "content" morphemes and their linguistic
environments. Use examples to illustrate the role of sense, reference,
inference, linguistic environment (distribution) , presupposition, assertion,
and association.
Outline the evidence (e.g. Pinker, Bellugi, Stromswold, Caplan, class) that
human language is a biological process. Is there reason to think that it is
also a learned, cultural phenomenon? Can these alternatives be reconciled?
(Limber, 1982) How so?
We have read several papers and seen demonstrations of acquisition research.
Describe two of these studies, outlining purposes, results, and implications.
What, if any, limitations do you see on these conclusion? How does it, if at
all, impact on Pinker's arguments for the language instinct?
Outline the major factors that influenced the development of English over the
past 2000 years. Use examples to illustrate the major changes from early
English to today.
Several interesting animals have been taught a human-like language. What might
this tell us about the evolution of human language. Give at least one good
example of your point.
What are the major implications of the Williams syndrome for both theories of
language acquisition and language evolution?
What does Tannen (1990, video) mean by this? How does it come about, according
to her? What do you think?
What is this problem? (class discussion). Discuss examples from both topics.
One common assumption about the relationship between reading and writing is
that they are both expression of a common knowledge base and a common set of
skills. How might this be different for young children as described in the
Read paper?
Why is it important not to confuse the concept of communication with that of
human language? (Limber, 1977, videos)
How necessary is "motherese" -- simplified, slowed, child-directed speech -- in
the normal acquisition of language? (Oshima-Takane et al, 1996)
Discuss several of the ideas discussed in class, readings, and videos as to how
children acquire word meanings.
(e.g. Akhtar et al, 1996; Quine's "gavagai" problem, class)
Briefly indicate how visual and auditory perceptual processes are interwoven
with grammatical, lexical, and general knowledge in the activity of reading.
Sketch out the approximate ages and ordering of acquisition of the basic types
of complex clauses.
Explain how the time course of the comprehension process might be examined
experimentally using semantic priming. (class discussion).
sense (of a referring expression)
reference (or referent of a referring expression, e.g a NP)
co-reference among NPs
redundancy and/or information (at all linguistic "levels")
"meaning from use" (linguistic distribution and environment of a morpheme)
linguistic distribution of an element (e.g. a morpheme)
linguistic contrast ( implications of a change in element)
CLOZE procedure (related to information and redundancy)
semantic differential and affective meaning
associative meaning
methods of studying meaning
semantic priming: associative and inferential (class handout)
kinds (natural kinds) of things (vs artifacts)
the "false belief" paradigm (Lewis & Osborne, 1990)
ostensive definition
"fast-mapping"
syntactic bootstrapping
the "gavagai" problem
anaphora, anaphoric reference
combinatorial semantics
"maxims of relevant conversation"
semantic fields (e.g. color terms, cognitive verbs)
methods of studying meaning
presupposition of meaning, assertion of meaning
semantic primes (Weirzbicka, 1992, p.10)
associative meaning
semantic differential technique and affective meaning (Osgood)
universals of meaning (semantic primitives, Weirzbicka, 1992, p.10)
Katz' breaking semantics into a set of smaller problems: contradiction,
antonyms, redundancy, ambiguity, presupposition, uperordination, truth by
virtue of meaning, entailment by virtue of meaning, incompatibility
what is communication?
cross-cultural communication
speech acts
"maxims of relevant conversation"
human-nonhuman communication ("mammalese")
mammalian communication [p.82 Limber notes]
sex differences
implications of types of NPs for acquisition (pronouns, names, "empty nouns"
etc.)
language universals (SP, Limber notes, videos)
the Baldwin effect
language family
overproduction of neurons & synapses; neural pruning
the "one origin theory" of human language; alternatives?
Williams syndrome, SLI, aphasia, cerebral asymmetry;
overgeneralization, rules
the false belief paradigm and meaning (Lewis & Osborne)
syntactic bootstrapping, principle of contrast, mutual exclusivity, discourse
novelty (all deal with word learning)
pidgins and Creole languages
mentalese (relevance to acquisition; review Weirzbica, p.10 [p.358 in packet]
on semantic primitives or primes)
motherese
different writing systems: alphabetic, logographic, hieroglyphs
reading processes
dyslexia
James Mark Baldwin
Morris Swadesh
Charles Darwin
Alex the Parrot