{"id":4231,"date":"2018-09-18T17:53:27","date_gmt":"2018-09-18T21:53:27","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=4231"},"modified":"2018-09-18T18:12:04","modified_gmt":"2018-09-18T22:12:04","slug":"language-learning-objectives","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/learning-objectives\/language-learning-objectives\/","title":{"rendered":"Language Learning Objectives"},"content":{"rendered":"<p>Describe how language may constrain the way we think, and how this might differ across languages<\/p>\n<h2>Sapir-Whorf Hypothesis<\/h2>\n<ul>\n<li>Can we think without language?<\/li>\n<li>Does our language determine the way we think? \u2013 linguistic determinism<\/li>\n<li>Does language influence or predispose the way we think? \u2013 linguistic relativism<\/li>\n<li>g. grammar Nazis \u2013 don\u2019t use double negatives \u2013 they are however used in many languages<\/li>\n<li>Relative clauses \u2013 sentence structure different for different languages like French<\/li>\n<li>Some languages have words that other languages don\u2019t \u2013 also some don\u2019t have direct translations<\/li>\n<\/ul>\n<p>Describe the notion of a mental lexicon and how it might be organized<\/p>\n<h2>Mental Lexicon<\/h2>\n<p>\uf0b7 A mental store of information about words<\/p>\n<ul>\n<li>Semantic \u2013 word meaning<\/li>\n<li>Syntactic \u2013 word combination (i.e. sentence structure)<\/li>\n<li>Word form \u2013 how the word is said and written<\/li>\n<\/ul>\n<h2>Organisation of Lexicon<\/h2>\n<p>\uf0b7 Must somehow organize the information for efficient retrieval<\/p>\n<ul>\n<li>Must be some constraints as some words are easier to recall than others<\/li>\n<li>The way things sound influences retrieval of other words<\/li>\n<li>Sematically similar things also influence each other (semantic priming)<\/li>\n<\/ul>\n<h2>Types of Writing Systems<\/h2>\n<ul>\n<li>Pictographic \u2013 each writing symbol is simply a representative picture<\/li>\n<li>Ideographic \u2013 each picture represents some idea<\/li>\n<li>Logographic \u2013 each symbol is connected to a whole word or morpheme<\/li>\n<li>Syllabic \u2013 different languages have different syllables<\/li>\n<li>Alphabetic \u2013 each letter represents a consonant or vowel<\/li>\n<\/ul>\n<p>Describe how certain patterns of aphasia may arise from damage to different areas of the brain. Discuss how these patterns of aphasia may tell us something about the organisation of language<\/p>\n<ul>\n<li>Aphasia \u2013 the inability to speak<\/li>\n<li>If the language system has different parts, perhaps they can be damaged separately<\/li>\n<li>Broca\u2019s Aphasia \u2013 disorder of language production, however can often understand what people are saying to them quite well o Something wrong with ability to create motor patterns for speech production<\/li>\n<li>Wernicke\u2019s Aphasia \u2013 fluent, but non sensical speech, also cannot understand what is said to them o Something wrong with ability to retrieve the correct meaning for words o Although still have other modes of communication (e.g. gestures) o Lnguage specific \u2013 can recognize environmental sounds<\/li>\n<li>Conduction Aphasia \u2013 problems producing and repeating speech (damage between different sites)\n<ul>\n<li>Use words incorrectly<\/li>\n<li>Can understand words but can\u2019t fix their own errors (that they know they made)<\/li>\n<\/ul>\n<\/li>\n<li>Transcortical Sensory Aphasia \u2013 cannot comprehend spoken inputs \u2013 damage to conceptual representations o Can repeat what is heard and correct grammatical errors \u2013 grammar must be located somewhere different<\/li>\n<li>Agrammatism \u2013 can\u2019t find correct words for things (often with problems)\n<ul>\n<li>Cannot put them into sentences \u2013 often miss function words (gets worse the more complex the syntax is)<\/li>\n<\/ul>\n<\/li>\n<li>Jargon Aphasia \u2013 cannot find appropriate single words for things o Can produce function words and hence speak relatively grammatically<\/li>\n<li>Double dissociation \u2013 one group can retrieve content words but not syntax and the other group can retrieve syntax but trouble with content words \u2013 suggests separate stages of processing grammar and word finding<\/li>\n<\/ul>\n<p>\uf0b7 Word Selection Anomia \u2013 difficulty naming objects<\/p>\n<ul>\n<li>Some can do other tasks with the objects like matching similar objects based on function \u2013 semantic anomia can\u2019t even do this<\/li>\n<li>Can be limited to nouns<\/li>\n<li>Dyslexia \u2013 inability to read<\/li>\n<li>Agnosia (modality specific e.g. vision, smell) \u2013 the inability to process and recognize objects<\/li>\n<\/ul>\n<p>Describe the dual route cascaded model of reading. Explain how the model accounts for surface dyslexia, phonological dyslexia, and deep dyslexia. List some of the limitations of the model<\/p>\n<h2>Dual Route Cascade Model of Reading<\/h2>\n<ul>\n<li>Orthographic analysis \u2013 processing the letters<\/li>\n<li>Grapheme-phoneme rule system \u2013 a set of correspondences we know to translate letters into sounds<\/li>\n<li>Orthographic input lexicon \u2013 our mental dictionary of written words<\/li>\n<li>Phonological output lexicon \u2013 our mental dictionary of spoken words<\/li>\n<li>Response buffer \u2013 where competing alternatives are worked out<\/li>\n<\/ul>\n<p><strong>&#8211;\u00a0\u00a0\u00a0\u00a0 <\/strong>Top-down feedback \u2013 affects people\u2019s perception of errors when they have dyslexia<\/p>\n<h2>Limitations<\/h2>\n<ul>\n<li>There is indication that there might be competition between the 2 routes<\/li>\n<li>Response competition \u2013 if generate 2 alternatives, you need to choose the correct one which is slower than if you don\u2019t have to choose \u2013 occurs at the response buffer<\/li>\n<\/ul>\n<h2>Acquired Dyslexia (double dissociation)<\/h2>\n<ul>\n<li>Surface dyslexia \u2013 cannot recognize a word as a whole \u2013 get all nonsense words correct<\/li>\n<li>Phonological dyslexia \u2013 affects previously acquired reading abilities \u2013 get all the nonsense words wrong, but can do words<\/li>\n<li>Deep dyslexia \u2013 form of reading impairment \u2013 sematic error in reading alout<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Describe how language may constrain the way we think, and how this might differ across languages Sapir-Whorf Hypothesis Can we think without language? Does our language determine the way&hellip; <a class=\"continue\" href=\"https:\/\/www.amyork.ca\/academic\/zz\/learning-objectives\/language-learning-objectives\/\">Continue Reading<span> Language Learning Objectives<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[106],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4231"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=4231"}],"version-history":[{"count":0,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4231\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=4231"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=4231"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=4231"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}