English II: Reading: Module 5: Lesson 4: Section 5 Analyze How Author's
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Lecture No. 5. the Evidence of Language Origins
Semiotix Course 2006, Cognition and symbolism in human evolution Robert Bednarik Lecture No. 5. The evidence of language origins Human language Culture refers to the individually acquired system of ‘understanding’ which reflects the distinctive life trajectory of the organism in question. It refers to socially rather than genetically transmitted behaviour patterns and their products. ‘Cultural dynamics’, therefore, are the processes by which the intelligent organism alters its perceptible reality through its dialectic participation in the processes shaping it (Bednarik 1990). Since the inevitable outcome of such interaction between percepts, concepts and behaviour patterns is selection in favour of increased level of ‘intelligence’, it is to be expected to result in forms of ‘consciousness’, such as those of humans. The process is reified through the perceptible (perceptible, for instance, to humans) externalizations of a species’ concepts onto physical reality (art, in the case of humans), which renders possible the reality constructs of the species, because the neural structures supporting such concepts become available for processing natural sensory stimuli in a taxonomizing format (Bednarik 1995: 628). Since this is the basis of human consciousness, it would be pointless trying to understand human constructs of reality without considering this evolutionary context, or their nexus with cognitive evolution. The purpose of this lecture is to examine the origins of human language ability itself, but this involves visiting several other issues, as well as considering a variety of potential explanations. There is no consensus on this subject at all, and the hypotheses we have range from one extreme to the other. According to the spectrum of current hypotheses, the advent of language occurred at some point between 3.5 million and 32,000 years ago. -
Human Uniqueness in the Age of Ape Language Research1
Society and Animals 18 (2010) 397-412 brill.nl/soan Human Uniqueness in the Age of Ape Language Research1 Mary Trachsel University of Iowa [email protected] Abstract This paper summarizes the debate on human uniqueness launched by Charles Darwin’s publi- cation of The Origin of Species in 1859. In the progress of this debate, Noam Chomsky’s intro- duction of the Language-Acquisition Device (LAD) in the mid-1960s marked a turn to the machine model of mind that seeks human uniqueness in uniquely human components of neu- ral circuitry. A subsequent divergence from the machine model can be traced in the short his- tory of ape language research (ALR). In the past fifty years, the focus of ALR has shifted from the search for behavioral evidence of syntax in the minds of individual apes to participant- observation of coregulated interactions between humans and nonhuman apes. Rejecting the computational machine model of mind, the laboratory methodologies of ALR scientists Tetsuro Matsuzawa and Sue Savage-Rumbaugh represent a worldview coherent with Darwin’s continu- ity hypothesis. Keywords ape language research, artificial intelligence, Chomsky, comparative psychology, Darwin, human uniqueness, social cognition Introduction Nothing at first can appear more difficult to believe than that the more complex organs and instincts should have been perfected, not by means superior to, though analogous with, human reason, but by the accumulation of innumerable slight variations, each good for the individual possessor. (Darwin, 1989b, p. 421) With the publication of The Origin of Species (1859/1989a), Charles Darwin steered science directly into a conversation about human uniqueness previ- ously dominated by religion and philosophy. -
Great Questions in Science
GREAT QUESTIONS IN SCIENCE 1 x 53 GREAT QUESTIONS IN SCIENCE Would you care to match wits with a dog, an octopus, a dolphin, or a parrot? You may want to think twice after watching this intriguing new NOVA scien- ceNOW. While we may not be ready for barnyard Barnards or sending pets 1 x 53 to Harvard, the remarkable footage and findings presented here by cutting edge researchers demonstrate how many animals are much smarter than we CONTACT think and in ways we had never imagined. Tom Koch, Vice President PBS International How Smart Are Dogs? 10 Guest Street New discoveries are revealing that “man’s best friend” is smarter than we Boston, MA 02135 USA ever thought, with a brain that resembles our own in ways we never imag- TEL: +1-617-208-0735 FAX: +1-617-208-0783 ined. Travel to Wolf Park, where scientists are tracing the evolutionary path [email protected] that turned wild animals into our cuddly companions…and meet a superdog pbsinternational.org with a vocabulary of over 1000 words! How Smart Are Dolphins? Off the coast of Honduras, on Roatan Island, a legendary experiment in dol- phin communication is being attempted for the first time in twenty years— one that could prove that dolphins can coordinate with each other and be creative on cue. How Smart Is an Octopus? Octopuses and cuttlefish are some of the weirdest creatures on earth: They perform fantastic feats of camouflage, boast surprisingly large brains, and can even solve problems—like how to get tasty shrimp out of a twist-top jar. -
Human–Animal Communication*
AN46CH21-Kulick ARI 26 September 2017 7:48 Annual Review of Anthropology Human–Animal Communication∗ Don Kulick Department of Cultural Anthropology and Ethnology, Uppsala University, 751 26, Uppsala, Sweden; email: [email protected] ANNUAL REVIEWS Further Click here to view this article's online features: t%PXOMPBEmHVSFTBT115TMJEFT t/BWJHBUFMJOLFESFGFSFODFT t%PXOMPBEDJUBUJPOT t&YQMPSFSFMBUFEBSUJDMFT t4FBSDILFZXPSET Annu. Rev. Anthropol. 2017. 46:357–78 Keywords First published as a Review in Advance on August animal studies, animal communicators, animal training, ape language, 7, 2017 companion species, ethics, pets The Annual Review of Anthropology is online at by [email protected] on 11/02/17. For personal use only. anthro.annualreviews.org Abstract https://doi.org/10.1146/annurev-anthro-102116- Since the demise in the 1980s of research by psychologists who attempted 041723 Annu. Rev. Anthropol. 2017.46:357-378. Downloaded from www.annualreviews.org to teach human language to apes, a range of other perspectives has arisen Copyright c 2017 by Annual Reviews. ⃝ that explore how humans can communicate with animals and what the pos- All rights reserved sibility of such communication means. Sociologists interested in symbolic ∗This article is part of a special theme on interactionism, anthropologists writing about ontology, equestrian and ca- Human–Animal Interaction. For a list of other articles in this theme, see http://www. nine trainers, people with autism who say they understand animals because annualreviews.org/doi/full/10.1146/annurev- they think like animals, and a ragbag of sundry New Age women who claim an-46-themes to be able to converse with animals through telepathy have started discussing human–animal communication in ways that recast the whole point of think- ing about it. -
Determining the Significance of Honors
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Honors in Practice -- Online Archive National Collegiate Honors Council 2008 Determining the Significance of Honors Katherine Bruce University of North Carolina - Wilmington, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/nchchip Part of the Higher Education Administration Commons Bruce, Katherine, "Determining the Significance of Honors" (2008). Honors in Practice -- Online Archive. 82. https://digitalcommons.unl.edu/nchchip/82 This Article is brought to you for free and open access by the National Collegiate Honors Council at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Honors in Practice -- Online Archive by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. KATHERINE E. BRUCE Determining the Significance of Honors KATHERINE E. BRUCE UNIVERSITY OF NORTH CAROLINA WILMINGTON (What follows is a somewhat revised version of the presidential address that Kate Bruce delivered on November 3, 2007, at the annu- al NCHC conference in Denver, Colorado.) he title of my address is “Determining the Significance of Honors.” That’s a Thefty title. This summer I was reading the “numbers” issue of the JNCHC and thinking about how we measure impact and effects related to honors edu- cation when Hallie Savage asked me what the title of my presidential address would be. Given my academic discipline and my current thoughts about assessment centered on that JNCHC issue, I thought that the title Determining the Significance of Honors would be illustrative of my interests and focus. I don’t presume for a minute to have a complete answer to this question, but I do have some thoughts I want to share with you about what appear to be some of the critical elements of significance and how they may apply to honors. -
The Origins and the Evolution of Language Salikoko S. Mufwene
To appear in a shortened version in The Oxford Handbook of the History of Linguistics, ed. by Keith Allan. I’ll appreciate your comments on this one, because this project is going to grow into a bigger one. Please write to [email protected]. 6/10/2011. The Origins and the Evolution of Language Salikoko S. Mufwene University of Chicago Collegium de Lyon (2010-2011) 1. Introduction Although language evolution is perhaps more commonly used in linguistics than evolution of language, I stick in this essay to the latter term, which focuses more specifically on the phylogenetic emergence of language. The former, which has prompted some linguists such as Croft (2008) to speak of evolutionary linguistics,1 applies also to changes undergone by individual languages over the past 6,000 years of documentary history, including structural changes, language speciation, and language birth and death. There are certainly advantages, especially for uniformitarians, in using the broader term. For instance, one can argue that some of the same evolutionary mechanisms are involved in both the phylogenetic and the historical periods of evolution. These would include the assumption that natural selection driven by particular ecological pressures applies in both periods, and social norms emerge by the same 1 Interestingly, Hombert & Lenclud (in press) use the related French term linguistes évolutionnistes ‘evolutionary linguists’ with just the other rather specialized meaning, focusing on phylogenesis. French too makes a distinction between the more specific évolution du langage ‘evolution of language’ and the less specific évolution linguistique ‘linguistic/language evolution’. So, Croft’s term is just as non-specific as language evolution and évolution linguistique (used even by Saussure 1916). -
Acquisition of the Same/Different Concept by an African Grey Parrot (Psittacus Erithacus): Learning with Respect to Categories of Color, Shape, and Material
Animal Learning & Behavior 1987, 15 (4), 423-432 Acquisition of the same/different concept by an African Grey parrot (Psittacus erithacus): Learning with respect to categories of color, shape, and material IRENE M. PEPPERBERG Northwestern University, Evanston, Illinois An African Grey parrot, previously taught to use vocal English labels to discriminate more than 80 different objects and to respond to questions concerning categorical concepts of color and shape, was trained and tested on relational concepts of same and different. The subject, Alex, replied with the correct English categorical label ("color," "shape," or "mah-mah" [matter]) when asked "What's same?" or "What's different?" about pairs of objects that varied with respect to any combination of attributes. His accuracy was 69.7%-76.6% for pairs of familiar objects not used in training and 82.3%-85% for pairs involving objects whose combinations of colors, shapes, and materials were unfamiliar. Additional trials demonstrated that his responses were based upon the question being posed as well as the attributes of the objects. These findings are dis cussed in terms of his comprehension of the categories of color, shape, and material and as evi dence of his competence in an exceptional (non-species-specific) communication code. Recent studies (Pepperberg, 1987a, 1987b) have shown ity of animals to master nonrelational concepts, several that at least one avian subject, an African Grey parrot researchers suggest that existing data on relational con (Psittacus erithacus) , can exhibit capacities once thought cepts reflect qualitative as well as quantitative species to belong exclusively to humans and, possibly, certain differences. -
The Adventures of Beanboy
Alex the parrot: no ordinary bird Stephanie Spinner Random House, 2012 48 pages SUMMARY: The true story of an African Grey Parrot and the thirty-year experiment by animal psychologist, Irene Pepperberg, and her quest to dialogue with the bird. IF YOU LIKED THIS BOOK, TRY… Buddy, the First Seeing Eye Dog, Eva Moore The Chimpanzees I Love, Jane Goodall WEBSITES: http://www.dailymail.co.uk/news/article-2458346/Parrot-learned-say-I-love-mean-word.html IN HEROWN WORDS: Read an article by Irene Pepperberg herself! http://www.google.com/imgres?imgurl=http://www.pbs.org/wgbh/nova/assets/img/posters/profil e-irene-pepperberg-vi.jpg&imgrefurl=http://www.pbs.org/wgbh/nova/nature/profile-irene- pepperberg-alex.html&h=168&w=299&sz=1&tbnid=LQH0TktCP2- sYM:&tbnh=112&tbnw=198&zoom=1&usg=__zNMRmGI3-vlryythZzPpp- R0rPM=&docid=HOUUeBgOq9O6QM&itg=1&sa=X&ei=OxWmUvOIO4TSkQeBtYHwDw&s qi=2&ved=0CIsBEPwdMAo See Irene Pepperberg and Alex on video! BOOKTALK: I enjoyed this book….being a non-fiction reader I was hooked at the title: “a true story.” Do parrots talk? Yes, we have that answer today, but there was a time when this was only an hypothesis until someone very curious discovered truth……that someone is Irene Pepperberg, an animal psychologist. Imagine working with an animal and discovering something amazing about that animal that no one else knows! Take a look at contrast of artsy, colorful, fun illustrations…you wouldn’t immediately think of this book as nonfiction at first sight, right?? Well, that’s what hooked me too….and the cover is such an intriguing contrast to the slow, tedious task of scientific research that lead to Irene Pepperberg’s discovery. -
2016 Contested Spaces in Cities As Politicised As Jerusalem?
PROFILE HANNA BAUMANN DIVIDED CITY Hanna Baumann Can culture act as a bridge to connect groups who are in conflict? How do divided cities operate on a day to day basis? AndYEARBOOK how do people negotiate2016 contested spaces in cities as politicised as Jerusalem? Hanna Baumann [2012] has been fascinated by the subject of divided cities since she was young. Her PhD in Architecture will build on her undergraduate and Master’s research, which focused on the Israeli/Palestinian conflict as well as on work she has been doing in for the United Nations on minority cultural rights in conflict affected areas. Hanna showed an early interest in the intersection between culture and conflict. Growing up in what was then East Berlin, she was five when the Berlin Wall fell. “In some ways, it was a formative experience,” she says, “and was part of my interest in divided cities. Even after the Wall came down I could see the long-term effects on family and friends.” “I could feel the tension in the After graduating from Barnard, Hanna returned to the Middle streets of the old city, where East to work with Iraqi refugees in Jordan through the UNHCR. She then joined the humanitarian organisation ACTED in Jews and Muslims uneasily shared Jerusalem, working on agriculture, shelter and food security spaces holy to both groups,” projects. She says it was striking to see how in the Israel- Palestine context even seemingly innocuous activities like As an undergraduate at Barnard College, Columbia University, agriculture were deeply intertwined with questions of belonging she completed a dual major in Art History and the History of the and ownership. -
Language & the Mind LING240 Summer Session II 2005 Animal
Language & the Mind Animal Communication LING240 • Are we special among species? Summer Session II 2005 • What are other species capable of? • Are language-learning abilities Lecture 2 related to general cognitive Animal Communication & capacities? Human Instincts • Could language have evolved gradually? Naturally-Occurring Systems Vervet Monkey Alarm Calls • 3 classes of predators • Monkey alarm calls • 3 distinct alarm calls • Packmates respond appropriately even if predator • Bee Dance is not visible • Loud bark (leopard alarm) = run for tree • Birdsong • “cough” (eagle alarm) = rush into the bushes • “chutter” (snake alarm) = stand up & scan ground Dance of the Honeybees What a vervet cannot express ‘deciphered’ by Karl von Frisch, 1919 & onward Under 50 m away Over 50 m away: encodes distance • “I saw a snake near that tree just the & direction - is other day, so watch your feet.” encoding of 2D • Conveys location of space (a bee’s source of “mental map”) • “Where did you say that leopard was?” nectar - every message is unique • “Can you say that again? - I didn’t hear you.” 1 Honeybee What a honeybee cannot express Conversations • “There’s going to be some great • Honeybees can express more than nectar at this really nice spot I know vervets - but the conceptual content soon since the flowers are all in is always “the location of what we bloom.” are all looking for right now” • “I saw a really swank hive a little ways from here - we should totally take over and get ourselves some better digs.” Sparrow Song Variation in Sparrow Song Bird 1 Bird 2 song call • Song is highly structured - notes, syllables, phrases • Regional variation • Sensitive period • Fixed meaning Dialects of the White-Crowned Sparrow (Marler, 1970) 2 Nature & Nurture Features of Human Language • So birdsong seems to have both an • Creativity innate component and a learned • Arbitrariness component • Systematicity (e.g. -
Acoustic Characteristics of Phonological Development in a Juvenile African Grey Parrot (Psittacus Erithacus) Who Is Learning Referential Speech
Acoustic Characteristics of Phonological Development in a Juvenile African Grey Parrot (Psittacus Erithacus) Who Is Learning Referential Speech The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Zilber-Izhar, Katia. 2015. Acoustic Characteristics of Phonological Development in a Juvenile African Grey Parrot (Psittacus Erithacus) Who Is Learning Referential Speech. Master's thesis, Harvard Extension School. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:24078346 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Acoustic Characteristics of Phonological Development in a Juvenile African Grey Parrot (Psittacus erithacus) Who Is Learning Referential Speech Katia Zilber-Izhar A Thesis in the Field of Biology for the Degree of Master of Liberal Arts in Extension Studies Harvard University November 2015 2 Abstract Although young children can sometimes produce words in a near perfect form at a very early stage, several diary studies revealed that these correct first productions are usually followed by less faithful renditions, only to be returned later to relative accuracy. In order to investigate if this nonlinear pattern of children vocal production called “phonological regression” might also be shared with birds, we examined here the trajectory of vocal development of a young African Grey parrot (Athena) who is learning referential English. Parrots are excellent model systems for the study of speech acquisition as they possess advanced cognitive skills and are expert imitators of the human voice. -
A Teacher's Guide to If We Could Talk to the Animals… Grades
A Teacher’s Guide to If We Could Talk to the Animals… Grades 3-6 Description How do animals convey messages without speaking? Explore some of the secrets of animal communication, such as body language, scent, color or sound. Outcomes Students will recognize that animals communicate in various ways – through sound, body language, scent, and coloring. Students will be able to make connections between animal communication and human communication . Suggested Activities Before Your Outreach: Vocabulary communication body language scent marking mimicry display vocalization • Have students brainstorm a list of all the different ways people communicate with each other. Divide this list into categories: How many of those methods involve sound? How many involve smells? How many involve body motion? How many involve colors? • Compare these categories with the ways that dogs or cats communicate. Which categories do these animals rely on the most? • Create hypotheses about the dominant method of communication of different animal groups (mammals, reptiles, insects, amphibians, birds). How do these relate to the animals’ senses? Suggested Activities After Your Outreach: Classroom Activities: • Discuss the lesson with your students. What new ideas or information did they learn? Was anything confusing? What did they like best? • Discuss the results of your hypotheses. Were you right? Does each animal group have a dominant means of communication? (Do you need to do more research?) • Play Animal Communication Charades! Try using sounds (without words), body language and color to communicate different messages that animals often send (examples: “Watch out!” “I’m hungry” “I’m scared” “I’m curious” “I like you”). • Distribute the handout on “Bird Songs” and discuss the “Stop and Think” questions that follow, and see attached “Animal Communication Activity : Hear and Seek” for an activity based on the vocalizations of parrots in the wild.