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• The process of attaining a specific variant of human language. • The process of learning a native or a second language.
What is Cognitive Science?
• The multi-disciplinary approach to the study of the mind, including
– – – – – – – Adult and developmental psychology Philosophy Linguistics Anthropology Neuropsychology Artificial intelligence Psycholinguisics
What is Language?
• a system of symbols and rules that enable us to communicate
• a symbolic code used in communication • the systematic, meaningful arrangement of symbols
& Processing • Language acquisition – How is language acquired or learned? • Language representation – How are the symbols of language represented in memory? • Language processing – What factors influence the processing of language? .Language Acquisition. Representation.
How are Language Acquisition. & Processing Related? . Representation.
Representation.How are Language Acquisition. & Processing Related? Language is acquired .
& Processing Related? Language is acquired Acquisition leads to a set of representations .How are Language Acquisition. Representation.
Representation.How are Language Acquisition. & Processing Related? Language is acquired Acquisition leads to a set of representations Language use is the processing of these representations .
Language Acquisition Major Issues First language acquisition • How does our general intelligence interact with our biological predispositions? • How do we learn our native language? What are the stages this process follows? • How do failures in this process occur? .
Language Acquisition Language Development • Phonological development • Semantic development • Syntactic development and syntactic categories .
Language Acquisition Second language acquisition • Factors that affect our chances of learning L2: – – – – Individual differences Age of acquisition effects Environment of learning Style of instruction--conejo is ―rabbit‖ or • Stages of second language acquisition .
Language Processing Language Comprehension • Lexical ambiguity resolution – ―spade‖ • Syntactic ambiguity resolution – ―fly‖ • Imageability and other word-specific factors – ―table‖ versus ―freedom‖ • Context effects--autonomous or interactive? .
semantics . word recognition/lexical access. 1973.Spoken Word Recognition Models • Initial contact. 1975) Access stage--> cohort of items Selection stage--> one item chosen Integration stage--> syntax. selection of a lexical entry. integration • Cohort model (Marslen-Wilson.
dumb. dirt. drive. driver • /drivi-/ DRIVING!!! . drive. desk • /dr/ dry. dry. dries. drip • /dry/ dry. drip.Spoken word recognition: An example • /d/ dog. drive. driver • /drive/ drive. driving. driving. dries. dries.
Visual Word Recognition Methods/Findings • Semantic priming Nurse Doctor --respond “yes” Butter Doctor --respond “yes”. but more slowly .
Visual Word Recognition Methods/Findings • Word frequency effects – “year” versus “permutation” – “rain” versus “puddle” related effects: familiarity .
Visual Word Recognition Models • Logogen Model – Logogens for each word – Accumulate evidence passively until threshold – Perceptual & contextual evidence raise activation – Lower thresholds for more frequent words .
Visual Word Recognition Models • Interactive-Activation Model – Accounts for the ―word superiority effect‖ – Visual features. letters. words – Facilitatory and inhibitory connections • ―T‖ excites ―take‖ but inhibits ―cake‖ – Lateral inhibition – Parallel activation of all links .
Language Processing Language Production • Lexicalization--stages of processing – Lemma selection – Word form (lexeme) retrieval • Phonological specification • Speech errors – Syntactic planning--how far ahead? • Aphasias .
Models of Language Production • Dual-route model (revised) – Non-lexical route (G-P) – Non-semantic route (O-P) – Lexical-semantic route (G-L-S-P) • Connectionist model – Similar to IA model of word recognition – Learns by associating phonology and orthography – Patterns of activation .
Individual Differences • Do individual differences determine the activation of multiple meanings of ambiguous words (especially the irrelevant ones)? • What is the influence of verbal ability and working memory on syntactic processing? .
Language Representation • What is a concept? • Is there any such thing? .
. neighborhood) effects .g.Things I Haven’t Covered • • • • • • • Language and thought Structure of the language system Speech perception Language disorders Discourse processing Reading Orthographic (e.
Bilingualism Defined • Bilingualism is the ability to master the use of two languages. Bilingualism and multilingualism often involve different degrees of competence in the languages involved. . Although bilingualism is relatively rare among native speakers of English. and multilingualism is the ability to master the use of more than two languages. for example. in many parts of the world it is the standard rather than the exception. People in many parts of the country have mastered two or more indigenous languages. more than half the population of Papua New Guinea is functionally competent in both an indigenous language and Tok Pisin. and another for writing. For example. or a person might have mastered the different languages better for different purposes. using one language for speaking. A person may control one language better than another.
Consequences of Bilingualism • Interrelation among the two languages—RHM – Language dominance issue • Selectivity of activation in the two languages—BIA model • Relative activation of the two languages—BIMOLA and IC models .
My Own Work • Bilingualism – Concept representation • Concept types. learning environments – Ambiguity resolution • Number of translations. number of meanings – Structure of the memory representations • To what extent are the two languages connected? .
My Own Work • Second Language Acquisition – Stages at which distinctions are learned – Is the L1 grammar always active? – How are the semantics differentiated? .
Interrelation among the two languages. especially at the conceptual level • Are concepts shared by the bilingual’s two languages? • Is there an easy answer??? Fully versus partially shared semantics .
. 1984) IMAGES L1 L2 CONCEPTS L1=First Language L2=Second Language .Word Association Model (Potter et al.
1984) IMAGES L1 L2 CONCEPTS L1=First Language L2=Second Language ..Concept Mediation Model (Potter et al.
Revised Hierarchical Model (Kroll & Stewart. 1994) lexical links L1 conceptual links L2 conceptual links concepts L1=First Language L2=Second Language .
1992) L1 Concrete Words L2 lexical level conceptual level lexical level L1 Abstract Words L2 conceptual level L1 = First Language L2 = Second Language .Distributed Feature Model (De Groot.
... ... lexical appel apple peer pear ... . .. .Distributed Representation Model (Van Hell..... ........... ..... conceptual .. . ... .... .... ..... ... . . .. ..... .......... ......... .. .... ..... . conceptual . . lexical rok skirt jurk dress ......... . . ..... . 1998) lexical wraak revenge boosheid anger .......... .. . . . conceptual .... .. ......... .... ...... .. ... ... .. ..................... ... .... .
Number of Translations Dutch word One Translation voordeel Synonym translation 1 herfst Synonym translation 2 English word advantage autumn fall Meaning translation 1 boodschap Meaning translation 2 message errand .
Relative activation of the two languages and selectivity of activation • Can one language ever be fully turned off? • Is L1 grammar always active? • Can L2 become the more dominant language? • What factors influence the relative activation of the two languages (individual and contextual)? .
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