Class Notes (837,484)
Canada (510,274)
Psychology (4,075)
PSY3136 (81)
Lecture 17

PSY3136 Lecture 17: Language and Cognition
Premium

3 Pages
25 Views
Unlock Document

Department
Psychology
Course
PSY3136
Professor
Christopher Fennell
Semester
Winter

Description
L17 Language and Cognition Saphir-Whorf Hypothesis: different languages yield different patterns of thought. - language effects your word view, language is your world view, and you perceive the world through the language you cognitively process in - certain ways of thinking wouldn’t exist if you hadn’t had exposure to them through language - for example: some languages have 50 words for snow depending on it’s consistency Linguistic Determinism: that if a word doesn’t exist in your language it doesn’t exist in your worldview Linguistic Relativity: softer version, you might lack concepts or not have your attention drawn to certain concepts if the term doesn’t exist in your language. 1984 (Book): Orwellian Newspeak - if you change the meaning of words then you change an entire society - if you eliminate the word “freedom” then people will not have a concept of it Research in Linguistic Determinism/Relativity i. Colours: perception of colours differs dramatically between languages. All languages have black, white, and red. The next most common colours are green and blue, then purple, pink, orange, grey. The blue distinction occurs in Russian, Greek, and Turkish where they have dramatically different words (basically they are not even the same colour) for what English speakers would perceive to be simply different shades of blue. They are therefor more likely to perceive these differences and make the distinction faster than if you are an anglophone. You are quicker to notice colour differences if they exist in your language. ii. The Piraha tribe in the Amazon lacks number words. They can therefor not conceptualize groups larger than three. Individuals know that one rock is different from a pile of three rocks but will not be able to say if there is a difference between a pile of four rocks and a pile of six rocks. Children cannot get this either until they get number words. iii. Children in verb dominant languages will understand means-end relations earlier because verbs make connections between the beginning and the end. iv. Gendered languages influence how people interpret objects. If word is feminine in french then when asked to act out the object, the child will act it out as a woman. If the object is masculine they will act out the object as tougher and with a deeper voice. v. Space and Object Contingencies: english doesn’t make the distinction of loose or tight containment of objects, we would just say on/in/whatever. In Korean they make this distinction. We would say than an object went into another object, where they would make the distinction between if it was a tight or loose fit. However, they do not make the on/in distinction like we would, they stick to identifying it as loose or tight support. If our language doesn’t identify it, we wouldn’t identify it. English speakers stick to on/in and don’t pay attention to fit vi. Cardinal Directions: North American english speakers have a preferences for saying LFRB (left, front, right, back) when giving directions and usually think of this in our everyday lives. The location of objects is relative to ourselves. In native Australian they consistently use NESW (north, east, south, west) to describe location. Possibly because they are outside more and view things relative to the sun rather than to themselves. Differences in this when looking at rural (use NESW) vs. urban (NESW) Tamil speakers. vii.Shape vs. Substance: English children encode and describe objects by their shape, Japanese children do this through substance. In english, if something is not easily quantifiable we drop the the (I played in sand rather than I played in the sand), this doesn’t exist in Japanese. viii.Path Languages: Spanish and Turkish, Manner Languages: English and Chinese - verbs with path included are learned and conceptualized earlier - in English we are more likely to talk about someone running, jogging, sauntering — rather than their direction - the only non-descript word for direction in english is exit which we got from latin - path languages are much more likely to describe where the person is going - children learn both, but are more likely to describe (figure 1) what is going on in a picture through path or manner based on which one has emphasis placed on it In
More Less

Related notes for PSY3136

Log In


OR

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


OR

By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.


Submit