what is language? sound production phones phonemes morphemes words: –learned one at a time...
TRANSCRIPT
What Is Language?
• Sound production
• Phones
• Phonemes
• Morphemes
• Words:
– learned one at a time
• Sentences:
– not learned one at a time
• Muscle movements
Basic requisite of a grammar:
How to explain the ability to create an infinite number of sentences from a finite number of words?
Chained Behavior (Bar Pressing):
D D/r
D/r
D/r R
Objections To Chaining Theory
• Finite-state grammar
•Transitional probabilities say nothing about meaning
•Embedding
•Ambiguous sentences
How would Chaining Theory explain the following
sentence?
“That man has eaten the bread.”
Start
or
this
that
the
some
a ...
man
person
boy ...
has
brought
cut
eaten
this
that
the
some
a ...
bread
book
Stop
these
those
some
men
boys
people
have
these
those
some
banks
bread
Example: "That man has eaten the bread."
Example: “The man has eaten the bread.”
Possible sequences that can be generated from “words”, A, B & C:
Without replacement:
A B C
A C B
B A C
B C A
C A B
C B A
With replacement:A A A B A A C A A
A A B B A B C B B
A A C B A C C A C
A B A B B A C B A
A B B B B B C B B
A B C B B C C B C
A C A B C A C C A
A C B B B B C C B
A C C B C C C C C
Number of 3-word sentences = 33 = 27
Suppose we considered 10 word sentences.
3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 = 310 =
59, 049 different sentences.
1 2 3 4 5 6 7 8 9 10
A A A A A A A A A A
B B B B B B B B B B
C C C C C C C C C C
Suppose we arbitrarily restrict language to sentences of 10 words…
•There are 450,000 English words•Number of 2-word sentences: (450,000)2 = 202,000,000,000
= 211
•Number of 3-word sentences: (450,000)3 =
91,125,000,000,000,000 = 9115.
•Consider only grammatical sentences.
•Assume only one in a million was grammatical. i.e., 106.•There would then be only 91,125, 000, 000 = 919 grammatical sentences.•Suppose we read one word/sec., reading at a rate of 24 hrs/day, 365 days/year, it would take 2,887 years to read all possible three-word sentences. Four-word sentences: 1,299,150,000 years.
Objections To Chaining Theory
• Finite-state grammar
• Transitional probabilities say nothing about meaning
Meaningless Sequences Of Words:
“Colorless green ideas sleep furiously.”
“Goes down here is not large feet are the happy days.”
Objections To Chaining Theory
• Finite-state grammar
• Transitional probabilities say nothing about meaning
• Embedding
Embedded Sentences• The girl sat down.
• The girl who wore a hat sat down.
• The girl who wore a hat who smiled sat down.
• The girl who wore a hat who smiled who had a cold sat down.
• The girl who wore a hat who smiled who had a cold who missed the train sat down.
• The girl who wore a hat who smiled who had a cold who missed the train who got a new job sat down.
• The girl who wore a hat who smiled who had a cold who missed the train who got a new job who loves jazz sat down.
Embedded Sentences
•The girl who wore a hat who smiled who had a cold who missed the train who got a new job who loves jazz who makes the best apple pie sat down.
•The girl who wore a hat who smiled who had a cold who missed the train who got a new job who loves jazz who makes the best apple pie whose cousin went to Japan sat down.
Objections To Chaining Theory
• Finite-state grammar
• Transitional probabilities say nothing about meaning
• Embedding
• Ambiguous sentences
Ambiguous SentenceMeaning 1 Meaning 2The hunters shot
Someone shot something.the hunters.
Form The shooting of
the hunters
ParaphraseMeaning 1 The detective saw the
accident
Form 1 Form 2The detective saw the accident.
The accident was seen by the detective
Phrase-structure Grammar
How is a sentence like,
“The boy hit the ball.”generated?
Constituents of "The Boy Hit The Ball.""the" = article = T
"boy" = noun = N
"hit" = verb = V
"the boy" = noun phrase = NP
"hit the ball" = verb phrase = VP
"the ball" = noun phrase = NP
T N T N
V NP
NP VP
The boy hit the ball
Sentence: They Are Shooting Hunters
Noun Verb Noun
Phrase Phrase Phrase
Noun Verb Adj Noun
They are shooting hunters
Noun Verb Noun
Phrase Phrase Phrase
Noun Verb Auxiliary Noun
They are shooting hunters
Sentence: They Are Shooting Hunters
1
2
Equivalent Sentences
• Did the boy read the book?
• Which book did the boy read?
• The boy hadn't read the book.
• Hadn't the boy read the book?
• Will the boy read the book?, etc.
active passive interrogative
The boy hit the ball What did the boy hit?
The boy hit the ball The boy hit what?
What did the boy hit?
Example Of A Transformation
Transformational Grammar
Example 1:
• The Boy Hit The Ball.
• What Did The Boy Hit?
(1) The boy hit the ball.
(2) The boy hit what?
(3) What did the boy hit?
• Where did "did" come from? "What the boy hit" needs dummy auxiliary
Example 2:
• THE BOY HAD HIT THE BALL.
• WHAT HAD THE BOY HIT?
(1) The boy had hit what?
(2) What the boy had hit?
(3) What had the boy hit?
"the boy had" "had the boy" (transposition)
Transformational Grammar
Kernel Sentences
1.The old woman was warned by Joe. __The small boy wasn’t warned by John.
2.The small boy wasn’t liked by Joe. __The old woman wasn’t warned by Jane.
3.The young man was liked by John. __The young man was warned by Jane.
4.The old woman wasn’t liked by Joe. __The old woman wasn’t warned by Joe
5.The young man wasn’t warned by Jane. __The old woman was liked by John.
6.The small boy was liked by Jane. __The small boy wasn’t liked by John.
7.The young man wasn’t liked by Jane. __The young man wasn’t warned by John.
8.The old woman was warned by Jane. __The old woman was warned by Joe.
Kernel Sentences (con’t.)
9.The small boy wasn’t warned by Joe. __ The young man wasn’t warned by Joe.
10.The small boy was warned by John. __ The small boy was warned by Joe.
11.The young man was warned by John. __ The small boy was warned by Joe.
12.The small boy wasn’t warned by Jane. __ The small boy wasn’t like by Jane.
13.The small boy was liked by John. __ The young man wasn’t liked by John.
14.The young man wasn’t liked by Joe. __ The young man was liked by Jane.
15.The young man was warned by Joe. __ The old woman was liked by Joe.
16.The old woman was liked by Jane. __ The old woman wasn’t liked by Jane.
17.The old woman wasn’t liked by John. __ The small boy was liked by Joe.
18.The old woman wasn’t warned by John. __ The young man was liked by Joe.
1. The old woman was warned by Joe. 10 The small boy wasn’t warned by John.2. The small boy wasn’t liked by Joe. 8 The old woman wasn’t warned by Jane.3. The young man was liked by John. 5 The young man was warned by Jane.4. The old woman wasn’t liked by Joe. 1 The old woman wasn’t warned by Joe5. The young man wasn’t warned by Jane. 17 The old woman was liked by John.6. The small boy was liked by Jane. 13 The small boy wasn’t liked by John.7. The young man wasn’t liked by Jane. 11 The young man wasn’t warned by John.8. The old woman was warned by Jane. 18 The old woman was warned by Joe.9. The small boy wasn’t warned by Joe. 19 The small boy was warned by Joe.11. The young man was warned by John. 12 The small boy was warned by Joe.12. The small boy wasn’t warned by Jane. 6 The small boy wasn’t like by Jane.13. The small boy was liked by John. 3 The young man wasn’t liked by John.14. The young man wasn’t liked by Joe. 7 The young man was liked by Jane.15. The young man was warned by Joe. 4 The old woman was liked by Joe.16. The old woman was liked by Jane. 16 The old woman wasn’t liked by Jane.17. The old woman wasn’t liked by John. ]2 The small boy was liked by Joe.18. The old woman wasn’t warned by John. 14 The young man was liked by Joe.
N PN
PK
N PN
K P
Test condition
Time for averagesubject (secs.)
Estimatedtransformationtimes (secs.)
Experimental
K : NP : PNK : PPN : NK : PNN: P
8.010.57.48.98.710.7
Control
6.99.35.97.16.07.2
1.11.21.51.82.73.5
Is Transformational Grammar Psychologically Real?
Sentence types that can be formed with kernel sentences (K), negatives (N), passives (P), and passive-negatives (PN).
STAGES OF LEARNING SIMPLE PAST TENSE
1 WALK PLAY NEED COME GO2 CAME WENT3 WALKED PLAYED NEED COMED GOED4 WALKEDeD PLAYEDeD NEEDeD CAMEDeD
COMEDeDGOED
WENTeD5 WALKED PLAYED NEEDED COMED GOED6 WALKED PLAYED NEEDED CAME WENT
Acquisition Order
The order in which children acquire some English inflectional suffixes and function words
Item ExamplePresent progressive: ing He is sitting down.Preposition: in The mouse is in the box.Preposition: on The book is on the table.Plural: -s The dogs ran away.Past irregular: e.g., went The boys went home.Possessive: -’s The girl’s dog is big.Uncontractible copula be: Are they boys or girls?
e.g., are, was Was that a dog?
Acquisition Order, cont’d
Articles: the, a, an He has a book.Past regular: -ed He jumped the stream.Third person regular: -s She runs fast.Third person irregular: Does the dog bark?
e.g., has, doesUncontractible copula be: Is he running?
e.g., is, were Were they at home?Contractible copula be: That’s a spaniel.
e.g., ‘s, -’re They’re pretty.Contractible auxiliary be: He’s doing it.
e.g., -’s, -’re They’re running slowly.
How Does A Child Learn Language?
CHOMSKY:
- LANGUAGE ACQUISITION DEVICE (LAD)
BRUNER:
- LANGUAGE ACQUISITION SUPPORT SYSTEM (LASS)
Peek-A-Boo
Acquisition of Language
*Grammar (Syntax)
*Meaning (Semantics)
*Function (Pragmatics)
Antecedents Of LanguageCognitive:
Cognitive mapsSerial ExpertiseTool use
Social:Learning through imitationSocial knowledgeJoint attentionDeception
Language Areas Of The Brain
Motor Cortex: Representation Of Body
Parts (Monkey)
Motor Cortex: Representation Of Body
Parts (Human)
Language Areas Of The Brain
DESCRIPTION OF TEST PICTURE: In this picture, a man has just run out of his house to remonstrate with a girl passerby, thinking that she must be responsible for his broken window. We also see a boy in baseball garb hiding behind a fence and can reasonably assume that he, not the girl, is the culprit.
Broca’s patient:
- Like the door...crash...like, pants...shirt...shoes...the boy...the dress...I dunno.
Wernicke’s patient:
• This guy did something, right here...He ran...and she’s there like she didn’t even know. (Tester: “Who broke it?”) She would never do it-she looks like a really nice kid. He’s really getting mad (pointing to the man)...He did it (pointing to the boy); he broke it. (Tester: “How?”) I can’t tell you but I know what it is....
Human Vocal Tract
Split Brain
Split Brain Test
Behavioral And Cognitive Psychology
• Behavioral unit of analysis:
– SD: RSR
• Problems with behaviorist approach:
– Performance underestimates knowledge
– Children do not have to be taught to refer.
• Problems with cognitive approach:
– How is knowledge measured?