Rethinking Linguistic Relativity
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Two-Word Utterances Chomsky's Influence
Two-Word Utterances When does language begin? In the middle 1960s, under the influence of Chomsky’s vision of linguistics, the first child language researchers assumed that language begins when words (or morphemes) are combined. (The reading by Halliday has some illustrative citations concerning this narrow focus on “structure.”) So our story begins with what is colloquially known as the “two-word stage.” The transition to 2-word utterances has been called “perhaps, the single most disputed issue in the study of language development” (Bloom, 1998). A few descriptive points: Typically children start to combine words when they are between 18 and 24 months of age. Around 30 months their utterances become more complex, as they add additional words and also affixes and other grammatical morphemes. These first word-combinations show a number of characteristics. First, they are systematically simpler than adult speech. For instance, function words are generally not used. Notice that the omission of inflections, such as -s, -ing, -ed, shows that the child is being systematic rather than copying. If they were simply imitating what they heard, there is no particular reason why these grammatical elements would be omitted. Conjunctions (and), articles (the, a), and prepositions (with) are omitted too. But is this because they require extra processing, which the child is not yet capable of? Or do they as yet convey nothing to the child—can she find no use for them? Second, as utterances become more complex and inflections are added, we find the famous “over-regularization”—which again shows, of course, that children are systematic, not simply copying what they here. -
Language in Mind : Advances in the Study of Language and Thought
Language in Mind This page intentionally left blank Language in Mind Advances in the Study of Language and Thought edited by Dedre Gentner and Susan Goldin-Meadow A Bradford Book The MIT Press Cambridge, Massachusetts London, England ( 2003 Massachusetts Institute of Technology All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or informa- tion storage and retrieval) without permission in writing from the publisher. This book was set in Sabon on 3B2 by Asco Typesetters, Hong Kong. Printed and bound in the United States of America. Library of Congress Cataloging-in-Publication Data Language in mind ; advances in the study of language and thought / edited by Dedre Gentner and S. Goldin-Meadow. p. cm. ‘‘A Bradford book.’’ Includes bibliographical references and index. ISBN 0-262-07243-2 (hc. : alk. paper)—ISBN 0-262-57163-3 (pbk. : alk. paper) 1. Psycholinguistics. 2. Cognition. I. Gentner, Dedre. II. Goldin, Susan. P37 .L357 2003 4010.9—dc21 2002029578 Contents Contributors vii Acknowledgments ix I Introduction 1 Whither Whorf 3 Dedre Gentner and Susan Goldin-Meadow II Position Statements 15 1 Languages and Representations 17 Eve V. Clark 2 Language and Mind: Let’s Get the Issues Straight! 25 Stephen C. Levinson 3 The Key Is Social Cognition 47 Michael Tomasello III Language as Lens: Does the Language We Acquire Influence How We See the World? 59 4 Sex, Syntax, and Semantics 61 Lera Boroditsky, Lauren A. Schmidt, and Webb Phillips 5 Speaking versus Thinking about Objects and Actions 81 Barbara C. -
Curriculum Vitae (Pdf)
GUNTER SENFT: CURRICULUM VITAE Date of birth: 19.07.1952 Place of birth: Kaiserslautern Nationality: German Marital status: married to Barbara Senft Two children Address: Max-Planck-Institute for Psycholinguistics PB 310 6500 AH Nijmegen The Netherlands Tel.: (+31)-((0)24)-3521 911 (+31)-((0)24)-3521 274 Fax: (+31)-((0)24)-3521 300 e-mail: Gunter.Senftatmpi.nl Private address: Holthuisenbosch 1 D-47574 Goch Germany Tel.: (+49)-((0)2823) – 86612 Education: Abitur, Gymnasium am Rittersberg, Kaiserslautern, May 1971. 1971-1979 Ruprecht-Karl-Universität Heidelberg (German and English Language and Literature); 1976 Wissenschaftliche Prüfung für das Lehramt an Gymnasien (große Facultas). 1979-1982 Johann-Wolfgang-Goethe-Universität Frankfurt am Main (Ph.-D. student). 1.03.1978 - 28.02.1981 Max-Planck-Society Ph.-D. fellowship, MPI for Psycholinguistics, Nijmegen, (The Netherlands). February 1982 Doctor of Philosophy (Dr. phil., "summa cum laude"), Johann-Wolfgang- Goethe-Universität Frankfurt am Main. May 1992 Technische Universität Berlin, Habilitation (German qualification for lecturing): "General Linguistics". July 1994 Universität zu Köln, Umhabilitation “General Linguistics”. July 1998 Universität zu Köln, Extraordinary Professor for General Linguistics. Professional history: 1976-1978 research assistant, German Research Society (DFG)-Project "Heidelberg Research Project ‘Pidgin-German of Spanish and Italian Workers in the Federal Republic of Germany’" Prof. Dr. Wolfgang Klein; 1.03.1978 - 28.02. 1981 Max-Planck-Society Ph.-D. fellowship, -
Culture in Language and Cognition
Chapter 37 in Xu Wen and John R. Taylor (Eds.) (2021) The Routledge Handbook of Cognitive Linguistics, pp. 387-407. Downloadable from https://psyarxiv.com/prm7u/ Preprint DOI 10.31234/osf.io/prm7u Culture in language and cognition Chris Sinha Abstract This Handbook chapter provides an overview of the interdisciplinary field of language, cognition and culture. The chapter explores the historical background of research from anthropological, psychological and linguistic perspectives. The key concepts of linguistic relativity, semiotic mediation and extended embodiment are explored and the field of cultural linguistics is outlined. Research methods are critically described. The state of the art in the key research topics of colour, space and time, and self and identities is outlined. Introduction Independence versus interdependence of language, mind and culture Cognitive Linguistics (CL) was forged in the matrix of cognitive sciences as a distinctive and highly interdisciplinary approach in linguistics. Foundational texts such as Lakoff (1987), Langacker (1987) and Talmy (2000) drew upon long but often neglected traditions in cognitive psychology, especially Gestalt psychology (Sinha 2007). A fundamental tenet of CL is that the cognitive capacities and processes that speakers and hearers employ in using language are domain-general: they underpin not only language, but also other areas of cognition and perception. This is in contrast with Generative (or Formal) Linguistics, to which CL historically was a critical reaction, which takes a modular view of both the human language faculty and of its subsystems. For Generative Linguists, not only is the subsystem of syntax autonomous from semantics and phonology, but language as a system is autonomous both from other cognitive processes, and from any influence by the culture and social organization of the language community. -
Chapter 2: First Language Acquisition
King Abdul Aziz University Applied Linguistics /LANE 423 Department of European Languages and Literature Sections: AC 16-18 March 2008 First Language Acquisition References: Brown, D. H. (2000). Principles of language learning & teaching. (4th ed.). New York: Longman. (pp. 20-27) Lightbown, P.M. & Spada, N. (1993). How Languages are Learned. Oxford University Press. (pp. 1-8) Children have a remarkable ability to communicate: . Small babies: children babble and coo and cry and vocally and nonvocally send messages and receive messages. End of first year: children start to imitate words and speech sounds and about this time use their first words. 18 months: their vocabulary in terms of words has increased and are beginning to use 2-word 3-word utterances (known as “telegraphic utterances”). 3 years: Children can comprehend an incredible quantity of linguistic input, they chatter nonstop . School age: Children start to internalize increasingly complex structures, expand their vocabulary and sharpen their communication skills and they also learn the social functions of their language. Three Positions in First Language Acquisition . Behavioristic Position . Nativist Position . Functional Position Behavioristic Approach Characteristics: . Children come into this world with a tabula rasa (a clean slate bearing no preconceived notions about the world or about language) and that these children are then shaped by the environment and slowly conditioned through various schedules of reinforcement. Language is a fundamental part of total human behavior. This approach focused on the immediately perceptible aspects of linguistic behavior-the publicly observable responses-and the relationships or associations between those responses and events in the world surrounding them. -
And Post-Doctoral Students with Backgrounds in Linguistics And, Thesocial Sciences
DOCUMENT RESUME ED 029 294 AL 001 940 By-Ervin-Tripp. Susan Summer Workshops in Sociolinguistics:Research on Children's Acquisition of CommunicativeCompetence. California Univ.. Berkeley.: Social Science ResearchCouncil. New York. N.Y. Committee on Sociolinguistics. Pub Date Jun 69 Note- 5p. Available from-Limited number of copiesavailable from the Social Science ResearchCouncil. 230 Park Avenue, New York. N.Y. 10017. Journal Cit-Items: v23 n2 Jun 69 EDRS Price MF-$0.25 HC-$0.35 Descriptors- Child Language. °CrossCultural Studies. Cultural Differences. DoctoralPrograms. Intercultural Programs. Interdisciplinary Approach.Language Usage. Nonverbal Communication. ResearchDesign. Research Methodology.Sociocultural Patterns.Sociolinguistics. Student Research. Summer Workshops. Verbal Commuira*7-tion During the summer of1968 a special summer program insociolinguistics (Language. Society, and theChild') was held at the University ofCalifornia. Berkeley. This program grew out of theresearch on 'children's language acquisition in avariety of cultures* which has beenunderway at that institutionfor four years. Originally it was planned torestrict the program to32 pre- and post-doctoral students with backgrounds in linguistics and, thesocial sciences. Among these were sevenwho had recently returned from makingfieldstudies. guided by the 'Field Manualfor Cross-Cultural Study of theAcquisition of Communicative Competence*(ED 015 434). The participants attended fourworkshops. each restricted to eight participants: one on child grammar.two on sociolinguistics.and -
Russians Abroad-Gotovo.Indd
Russians abRoad Literary and Cultural Politics of diaspora (1919-1939) The Real Twentieth Century Series Editor – Thomas Seifrid (University of Southern California) Russians abRoad Literary and Cultural Politics of diaspora (1919-1939) GReta n. sLobin edited by Katerina Clark, nancy Condee, dan slobin, and Mark slobin Boston 2013 Library of Congress Cataloging-in-Publication Data: The bibliographic data for this title is available from the Library of Congress. Copyright © 2013 Academic Studies Press All rights reserved ISBN 978-1-61811-214-9 (cloth) ISBN 978-1-61811-215-6 (electronic) Cover illustration by A. Remizov from "Teatr," Center for Russian Culture, Amherst College. Cover design by Ivan Grave. Published by Academic Studies Press in 2013. 28 Montfern Avenue Brighton, MA 02135, USA [email protected] www.academicstudiespress.com Effective December 12th, 2017, this book will be subject to a CC-BY-NC license. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/. Other than as provided by these licenses, no part of this book may be reproduced, transmitted, or displayed by any electronic or mechanical means without permission from the publisher or as permitted by law. The open access publication of this volume is made possible by: This open access publication is part of a project supported by The Andrew W. Mellon Foundation Humanities Open Book initiative, which includes the open access release of several Academic Studies Press volumes. To view more titles available as free ebooks and to learn more about this project, please visit borderlinesfoundation.org/open. Published by Academic Studies Press 28 Montfern Avenue Brighton, MA 02135, USA [email protected] www.academicstudiespress.com Table of Contents Foreword by Galin Tihanov ....................................... -
John Joseph Gumperz (1922–2013)
AMERICAN ANTHROPOLOGIST OBITUARY dissertation work was on third-generation bilingual speakers of Swabian dialects in Washtenaw County, Michigan, where he discovered three distinct dialects that had evolved focused on distinct Lutheran synods. His doctorate was awarded in 1954. By this time, Gumperz had moved to a post in modern languages at Cornell, where he soon joined a Ford Foun- dation project fostering interdisciplinary development stud- ies in India, combining anthropology, linguistics, sociology, political science, and economics. The project had a base at Deccan College, Pune, where in 1954–56 Gumperz came into contact with Charles Ferguson and William Bright. He focused on the dialects of Hindi in the village of Khalapur in the far north of Uttar Pradesh. As in his PhD work, he found that dialects cannot be explained mechanically in terms of barriers to communication; instead, they require a consideration of social motivations. His two years in India convinced him of the importance of combining linguistics with a study of social structure and process. He went on to coedit a volume on linguistic diversity in South Asia (Ferguson and Gumperz 1960), which in retrospect can A studio portrait of John Gumperz. (Photo courtesy of public be viewed as the first major collection in the new field of domain) sociolinguistics.1 By 1956, Gumperz had moved to the University of John Joseph Gumperz (1922–2013) California at Berkeley, initially as a Hindi instructor. There John Joseph Gumperz, one of the founding fathers of so- he was soon surrounded by many scholars interested in the ciolinguistics and modern linguistic anthropology, died on social foundations of language, including Susan Ervin-Tripp, March 29, 2013, in Santa Barbara, California. -
Linguistic Society of America
Linguistic Society of America Semantic Typology and Spatial Conceptualization Author(s): Eric Pederson, Eve Danziger, David Wilkins, Stephen Levinson, Sotaro Kita, Gunter Senft Source: Language, Vol. 74, No. 3 (Sep., 1998), pp. 557-589 Published by: Linguistic Society of America Stable URL: http://www.jstor.org/stable/417793 Accessed: 28/04/2009 05:58 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=lsa. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We work with the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact [email protected]. Linguistic Society of America is collaborating with JSTOR to digitize, preserve and extend access to Language. http://www.jstor.org SEMANTIC TYPOLOGYAND SPATIAL CONCEPTUALIZATION ERICPEDERSON EVEDANZIGER DAVIDWILKINS University of Oregon University of Virginia Max Planck Institute for Psycholinguistics STEPHENLEVINSON SOTAROKITA GUNTERSENFT Max Planck Institute for Max Planck Institute for Max Planck Institute for Psycholinguistics Psycholinguistics Psycholinguistics This projectcollected linguistic data for spatial relationsacross a typologically and genetically varied set of languages. -
The Child Language Data Exchange System: an Update*
J. Child Lang. 17 (1990), 457-472. Printed in Great Britain The Child Language Data Exchange System: an update* BRIAN MACWHINNEY Carnegie Mellon University AND CATHERINE SNOW Harvard University (Received 9 August 1989) ABSTRACT In a previous issue of this Journal, MacWhinney & Snow (1985) laid out the basic sketch for an international system for exchanging and analysing child language transcript data. This system - the Child Language Data Exchange System (CHILDES) - has developed three major tools for child language research: (1) the CHILDES database of transcripts, (2) the CHAT system for transcribing and coding data, and (3) the CLAN programs for analysing CHAT files. Here we sketch out the current shape of these three major tools and the organizational form of the CHILDES system. A forthcoming book (MacWhinney, in press) documents these tools in detail. INTRODUCTION Child language research thrives on naturalistic data - data collected from spontaneous interactions in naturally occurring situations. However, the process of collecting, transcribing, and analysing naturalistic data is ex- tremely time-consuming and often quite unreliable. To improve this process, the Child Language Data Exchange System (CHILDES) has developed tools that facilitate the sharing of transcript data, increase the reliability of transcription, and automate the process of data analysis. These new tools are bringing about such significant changes in the way in which research is conducted in the child language field that researchers who deal with naturalistic data will want to understand the nature of these new tools. An initial outline of the CHILDES system was provided by MacWhinney & [•] Address for correspondence: Brian MacWhinney, Department of Psychology, Carnegie Mellon University, Pittsburgh, Pennsylvania 15213, USA. -
Deixis and Pragmatics’ for Handbook of Pragmatics Handb-Horn4.Doc
‘Deixis and Pragmatics’ for Handbook of Pragmatics handb-horn4.doc Stephen C. Levinson Max Planck Institute for Psycholinguistics For those who want to treat language as a generative system for objectively describing the world, deixis is one hell of a big black fly in the ointment. Deixis introduces subjective, attentional, intentional and of course context-dependent properties into natural languages. Further, it is a much more pervasive feature of languages than normally recognized, and is theoretically puzzling in many regards. All this makes difficult a tidy treatment within formal theories of semantics and pragmatics. Deixis also seems critical for our ability to learn a language, which philosophers for centuries have thought to be closely linked to the possibility of ostensive definition. Despite this theoretical importance, the subject is – as far as empirical investigations go – one of the most understudied core areas of pragmatics, and we are far from understanding the boundaries of the phenomena, and have no adequate cross-linguistic typology of most kinds of deictic expression. This article does not attempt to review either all the relevant theory (see e.g. the collections in Davis 1991, Section III, or Kasher 1998, Vol. III) or all of what is known about deictic systems in the world’s languages (see e.g. Anderson & Keenan, 1985, Diessel 1999). Rather, an attempt is made to pinpoint some of the most tantalizing theoretical and descriptive problems, to sketch the way in which the subject interacts with other aspects of pragmatics, and to illustrate – through concentration on demonstratives – the kind of advances that could be made with further empirical work. -
Feeling Languages: “A Diaspora of Selves” Among Bi- and Multi-Lingual Students at the University of Colorado Boulder
LaChapelle 1 Feeling Languages: “A Diaspora of Selves” Among Bi- and Multi-lingual Students at the University of Colorado Boulder Chloe LaChapelle Department of Anthropology, University of Colorado Boulder 8 April 2019 Advisor Kira Hall – Department of Anthropology, Linguistics Committee Members Esther Brown – Department of Spanish Abby Hickcox – Arts & Sciences Honors Program Kaifa Roland – Department of Anthropology LaChapelle 2 Table of Contents Acknowledgements ........................................................................................................................... 3 1.0 – Introduction ............................................................................................................................. 4 1.1 – Personal statement of intent ................................................................................................. 5 1.2 – Brief Outline .......................................................................................................................... 7 2.0 – Past Scholarship ...................................................................................................................... 8 2.1 – Critiques – Languages Do Not Affect Us ........................................................................... 12 2.2 – Language & Identity ............................................................................................................ 14 2.3 – Language & Cognition .......................................................................................................