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summing up cognitive nature of language(1)

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مُساهمة من طرف jamal obeidat الخميس نوفمبر 04, 2010 6:49 pm

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مُساهمة من طرف إبن البلد الخميس نوفمبر 04, 2010 10:20 pm


INSTRUCTOR: Jamal Obeidat المدرس: جمال عبيدات COURSE: Psycholinguistics المادة: علم اللغة النفسي

Lecture 2
1.1 The Cognitive Nature of Language
Cognitive:the act or processes of knowing … it includes : attention, perception , memory,reasoning, judgment, imaging, thinking , remembering, understanding,problem solving, judging, inferring, learning, producing and comprehending areinvolved in learning(acquiring) and using language .

v Relatedquestions to cognitive nature of language :
1- How people handle information in their minds ? “thefunction of human brain".
2- How children acquire their language?
3- Why do children acquire their language faster thanothers?
4- Why don't animal apes learn language?
1.2 Psychological Mechanisms and Language Processing

The ability to learn and understand language is an extremelycomplex process. Language is acquired within the first few years of life, andall humans under normal circumstances are able to acquire languageproficiently. Some of the driving research questions in studying how the brainprocesses language include: (1) To what extent is linguistic knowledgeinnate or learned?, (2) Why is it more difficult for adults to acquire asecond-language than it is for infants to acquire their first-language?, and (3)How are humans able to understand novel sentences they have never heard before?
The study of language processing ranges from theinvestigation of the sound patterns of speech to the meaning of words and wholesentences. [ندعوك للتسجيل في المنتدى أو التعريف بنفسك لمعاينة هذا الرابط] often divides language processinginto [ندعوك للتسجيل في المنتدى أو التعريف بنفسك لمعاينة هذا الرابط],[ندعوك للتسجيل في المنتدى أو التعريف بنفسك لمعاينة هذا الرابط]and [ندعوك للتسجيل في المنتدى أو التعريف بنفسك لمعاينة هذا الرابط],[ندعوك للتسجيل في المنتدى أو التعريف بنفسك لمعاينة هذا الرابط],[ندعوك للتسجيل في المنتدى أو التعريف بنفسك لمعاينة هذا الرابط],and [ندعوك للتسجيل في المنتدى أو التعريف بنفسك لمعاينة هذا الرابط].Many aspects of language can be studied from each of these components and fromtheir interaction.
The study of language processing in cognitive science isclosely tied to the field of linguistics. Linguistics was traditionally studiedas a part of the humanities, including studies of history, art and literature. Inthe last fifty years or so, more and more researchers have studied knowledgeand use of language as a cognitive phenomenon, the main problems being howknowledge of language can be acquired and used, and what precisely it consistsof. [ندعوك للتسجيل في المنتدى أو التعريف بنفسك لمعاينة هذا الرابط]have found that, while humans form sentences in ways apparently governed byvery complex systems, they are remarkably unaware of the rules that governtheir own speech. Thus linguists must resort to indirect methods to determinewhat those rules might be. If speech is indeed governed by rules, they appearto be opaque to any conscious consideration.
Psycholinguistics focuses on how peopleprocess language –how we
comprehend and produce spoken and writtenlanguage- and how these skills are acquired. In order to understand theselanguage processes, we need to understand the major properties of language aswell as the processing characteristics of the individuals who use it.

For this lecture, basic notions about thestructure of language as well as basic grammatical concepts will be assumedalready known. The following concepts will be taken for granted.

· Linguistic productivity: this notion refers to thefact that there is no limit to the number of sentences in a language.

· Duality of patterning: words are composed ofphonemes which, in turn, are composed of distinctive features. In eachinstance, the smaller units are combined in a rule-governed manner to producethe larger units.

· Morphology: words consist of one or more units ofmeaning (morphemes).The system of grammatical morphemes in a language providesspeakers with a way of signaling subtle differences in meaning.

· Phrase structure: phrase structure rulescodify our intuitions about the groupings of words in a sentence. Somesentences are ambiguous Linguistic investigations place a strong emphasis onlinguistic structures of various sorts, such as phrase structure, distinctive feature,morphological structure, etc.

These investigations reflect the belief thata fuller understanding of human language will reveal deep insights into thehuman mind. However, linguistic investigations typically focused on what wehave called the knowledge question:

What kinds of knowledge underlie languageuse? As we have seen in Lecture 1, this is different from the processquestion of how this knowledge is utilized. Given an indirect request for example(see example 1), there are still any number of ways we might comprehend or producea sentence with that structure. More specifically, some of these ways might bepreferred over others for cognitive reasons: they might be easier, or pose lessburden on memory, and so on. It is therefore indispensable to examine thepsychological mechanisms that are involved in language use.

In this lecture, we shall first present thegeneral cognitive architecture of the human information processing system. Afterwards,we will examine several ways in which linguistic information can be handled bythis system.

In short:

Why to study both the structural and thefunctional aspects of
the cognitive system?

[1] Comprehending and producing language areperformed within
the constraints of our information processingsystem. This system
consists of three structural components –sensory memory, working
memory, and permanent memory- along with aset of control
processes that govern the flow of informationwithin the system.

[2] As concerns language processing, number ofissues have been
raised and should be examined in details:

2.a. Whether we primarily use serial or parallelprocesses
2.b Whether we use Top-Down or Bottom-Upprocesses
2.c. Whether language processes are automatic orcontrolled
2.d. Whether language processing is modular orinteractive

[3] Children appear to process information verydifferently than
adults, but studies of the development of theprocessing system
suggest that most of the system isdevelopmentally invariant.
Next pages will be devoted to a survey ofthese fundamental
issues. The following three major points willbe examined:

A. The information processing system
B. Central issues in language processing
C. Development of the processing system


Thanks Abo 3abdullah

You are doing a great useful effort
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مُساهمة من طرف Admin الجمعة نوفمبر 05, 2010 11:07 am

m3alem ya abu 3bdallah

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مُساهمة من طرف سعد الدهيمي الخميس فبراير 24, 2011 8:18 pm

thank you
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الموقع : منتديات الأدب واللغة الانجليزية

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مُساهمة من طرف Master الأحد مارس 27, 2011 4:28 am

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