guest lecture: rozanne wilson (ba hons), phd candidate department of speech-language pathology...
TRANSCRIPT
Guest Lecture: Rozanne Wilson (BA Hons), PhD CandidateDepartment of Speech-Language PathologyUniversity of TorontoEmail: [email protected]
Speech and language pathology is concerned with issues surrounding human speech, language and communication disorders , and swallowing disorders. cognitive aspects of communication (e.g., attention, memory,
problem solving, executive functions). speech (i.e., phonation, articulation, fluency, resonance, and voice
including aeromechanical components of respiration) language (i.e., phonology, morphology, syntax, semantics, and
pragmatic/social aspects of communication) including comprehension and expression in oral, written, graphic, and manual modalities; language processing; preliteracy and language-based literacy skills, phonological awareness
swallowing (evaluation of esophageal function is for the purpose of referral to medical professionals);
Training also includes a mixture of other disciplines that study language & language disorders: linguistics, psychology, medical sciences
Clinical: Address language needs through speech therapyNovember 19, 2010 PSY100 Language and Thought 2
Part 1 Introduction to language Language developmentLanguage and the brain!!!
Part2Problem Solving
November 19, 2010 PSY100 Language and Thought 3
Language A shared symbolic system used for
communication Collection of symbols (represent referent) and
rules for combining symbols to express an infinite variety of messages
Involves complex cognitive process to encode, decode symbols/ signs & the mental processes to integrate and understand the input
Communication reciprocal exchange of information between a
speaker and a listener (verbal & non-verbal)November 19, 2010 PSY100 Language and Thought 4
Natural Language Individual language (e.g., English, French, Spanish, ASL)
Language Faculty Our ability to learn and use language All natural languages (~6, 500) have important features in
common (variation on a theme) This is common theme is what linguists refer to as LANGUAGE All languages are equal and all provide insight into human
language
November 19, 2010 PSY100 Language and Thought 5
All humans have the ability to learn their native language, provided they have the slightest opportunity to do so Example:▪ Pidgin Language
▪ Creole Language
November 19, 2010 PSY100 Language and Thought 6
Linguistics Academic discipline that studies the structure of language
Cognitive Linguistics Understand the structure and function of language in terms
of human perception and cognition
Psycholinguistics (neuro & socio linguistics) Examines behavior studies language as it is used and learned by people ▪ Example: normal production & comprehension
Speech-Language Pathology
November 19, 2010 PSY100 Language and Thought 7
Critical distinction in the investigation of language: Competence: Internalized knowledge of language & its rules
▪ Chomsky’s Universal Grammar---- ▪ innate rules --“we just know”--- linguistic intuition ▪ Everyone has linguistic competence ▪ Basis for understanding linguistic knowledge
▪ Investigate using linguistic judgments (tap in to linguistic intuition)
Performance Actual language that is produced (variable & imperfect) To reveal our knowledge of language, knowledge must past through
information processing system that is fallible▪ example: Dysfluencies (pauses) ; speech errors
November 19, 2010 PSY100 Language and Thought 8
Semanticity Conveys meaning
Arbitrariness No inherent connection between sound/word & referent▪ Whale/ microorganism ▪ Exception: onomatopoeia --- “buzz”▪ must learn word/referent association
Implies flexibility of symbols (change/ add more) versus Iconic system –physical symbol resembles referent ▪ Sign language has evolved from iconic system to a flexible
system
All languages have words----- We like to name everything in our environment/ experience (concrete or abstract)
November 19, 2010 PSY100 Language and Thought 9
Displacement Discuss different points in time (walked, walk, will walk)
Productivity/ Generative majority of our utterances are novel (not repeated) Creative system that allows us to generate infinite number of
sentences ( using set of rules)
Note: characteristics implied by universals of language Naming Flexibility of symbols
November 19, 2010 PSY100 Language and Thought 10
Sounds combined into units with meaning
Units of meaning combined into words
Words combined into phrases
Phrases combined into sentences that form discourse
November 19, 2010 PSY100 Language and Thought 11
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Phonology:Sounds of a language and the rules system for combining
them Phoneme--- basic sound unit (ex: /p/, /b/, /m/)
English = ~40 / Hawaiian = 15 Phonemes across all languages = ~200 No language is superior because it has fewer or greater
phonemes Phonological rules: constrain the permitted sequences of
phonemes phonemic competence—(implicit) ▪ *slkci , slick
November 19, 2010 PSY100 Language and Thought 13
Semantics: Knowledge of meaning of language and rules for
combining morphemes Morphology- rules for combining phonemes in to
morphemes (basic/smallest unit of meaning) ~ 50 000 ▪ Words (free morphemes/ root words) ▪ Prefixes, suffixes (bound morphemes) ▪ Unfriendly▪ Dogs
November 19, 2010 PSY100 Language and Thought 14
Syntax: System of rules that specify arrangement of words in a
sentence to show their relationship to one another (describe language in terms of rules)
Descriptive Rules of well-formed sentences in a language ▪ Word order (English) specifies meaning▪ “fire engine red” ; “red fire engine”
▪ Phrase order conveys meaning ▪ “Bill told the men to deliver the piano on Monday.”; “Bill told the
men on Monday to deliver the piano.”
▪ Number Agreement (SV number agreement) e.g., The girls were sleeping.
November 19, 2010 PSY100 Language and Thought 15
Syntactic structure of sentences:Noam Chomsky’s Transformational Grammar
Phrase Structure Rule: sentence must have a noun phrase(NP) and a verb phrase (VP) The sound of cars is loud. *The sound of cars.
Hierarchical phrase structure ▪ S= NP (D + N) +VP (V+ NP)
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the girl hugged her doll
Phrase structure: syntax independent from semantics
November 19, 2010 PSY100 Language and Thought 17
A child comes to speak the language(s) exposed to
Critical periods assume that an organism must develop a function within a limited time frame or it will not develop normally (with difficulty or limited) Children easily learn second languages, adults
have great difficulty Child with damage to language areas of brain
recovery language better than adults with damage
Isolated children have language impairments:▪ E.g., Genie:
Pre-linguistic stage (up to one year): Reflexive communication (1-5 months)- begins
with reflexive cry, then crying becomes more purposeful, cooing
Babbling (6-18)- adding consonants to vowelsLinguistic stage babbling begins to sound more like the
language in the child’s home One word sentences (12-30) :▪ Overextension▪ Underextentions
Two-word sentences (24) :▪ Telegraphic speech
More complex speech (30) :▪ Over-regularizations
November 19, 2010 PSY100 Language and Thought 19
Is language capability innate or learned?
1. Behavourist theory: B.F. Skinner (Nurture) Children acquire language through imitation of adults &
positive/ negative reinforcement (stimulus-response associations)▪ Produce random approximations to adult speech & random
errors and learn correct response through reinforcement
However, fails to explain Why native speakers have the capacity to produce and
understand an indefinitely large number of sentences never heard before
Only speaks to performance of language and not language competence
Spontaneous use of grammatical rules that have not been heard
Universal stages of language development
November 19, 2010 PSY100 Language and Thought 20
Children are programmed to learn language Language acquisition device (LAD) allows children to
acquire language quickly and effortlessly
Support for theory We have a variety of structures that specialized for
spoken language Same ease of acquisition across cultures and home
environments Linguistic universals Built in tendency to develop language (e.g., four deaf
children ) Infinite number of sentences– thus children can not learn
through imitation Argues that children do not make random errors, and
learn language in a orderly fashion – and apply rules ( e.g., produce “thinked” but do not hear this word usage)
E.g., love/ loved----- give/ gived ------ have to learn to use the irregular form (gave)
November 19, 2010 PSY100 Language and Thought 21
Critics of Chomsky: Vague concept- What is LAD? How does LAD
work? Parents do provide corrective feedback
Interactionist theories assert biology and environment both contribute
to the development of language Humans are well equipped for learning language
and social exchanges with parents play critical role ▪ Cognitive▪ Social communication theories▪ Emergentist theories
November 19, 2010 PSY100 Language and Thought 22
Early research: Project Washoe 1967One of the first attempts to teach ASL to chimpanzee Washoe (1965-2007) Continuous modeling and repetition with positive
reinforcement Some evidence that Washoe could combine sings in novel
ways Critics argue sentences produced were product of imitation
and operant conditioning (not generative)
Newer research: Kanzi (bonobo) – taught language through keyboard and
lexigrams Later learnt to use ASL has demonstrated understanding the words and their
relation to one another! Kanzi kanzi2Koko (gorilla) – ASL koko
November 19, 2010 PSY100 Language and Thought 23
Animal communication systems possess semanticity (sounds carry meaning) & limited arbitrariness & creativity Example: Chimpanzee signaling system (distress warning calls) “rruap” sound- eagle warning “chutter” sound- snake “chirp” sound- leopard
But animal communication system is limited & do not exhibit
the characteristics of human language: Lack ▪ Flexibility▪ Displacement▪ Complexity
Moreover, language capabilities in apes no comparison to human linguistic predisposed abilities (e.g., ease and speed in which children learn language)
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Acquired language disorder (lesion to the brain) resulting in an impairment in any language modality: Production of speech Comprehension of speech Writing Reading
Aphasia describes a number of related, but separate problems with language:--Impaired ability to formulate, retrieve, or decode symbols of language
Word finding difficulties most common problem
Anomia- word finding difficulties
Speech Errors Paraphasias--- unintentional substitution of word/non
word for intended word (ex: semantic, phonological)▪ Example:
cat---- dogdogmilt---milk milk
Jargon--- fluent utterances devoid of meaning
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Fluent aphasia Lesions to posterior language areas responsible
for reception and analysis of stimuli: understanding speech)
Impairments mostly related to reception (input) of language – comprehension impairments
▪ Wernicke’s aphasia▪ Anomic aphasia▪ Conduction aphasia
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Non-Fluent Aphasia Damage to anterior language areas responsible
for language output (production)
Difficulty with articulation (initiation of movement), but comprehension relatively good– production impairments▪ Broca’s aphasia▪ Mixed aphasia▪ Global aphasia
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Reception of stimuli and analysis from the outside world
Input of language
Speech movement and initiation
Output
Wernicke’sBroca’s
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Well this is … mother is away here working her work out o' here to get her better, but when she's looking, the two boys looking in the other part. One their small tile into here time here. She's working another time because she's getting to. So two boys work together and one is sneakin' around here, making his work an' his further funnas his time he had.
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Most severe form fluent aphasia Poor comprehension Jargon – Incomprehensible and incoherent
utterances that are fluent, well articulated, and phonologically correct
Press of speech Neologisms (create new words) Content of writing is disturbed Reading out loud—poor Better preserved reading comprehension Repetition difficulties Poor monitoring of errors in speechVideo Clip--13/10/2010 31
Mildest form aphasia Normal language but problems with word-
retrieval (naming) Auditory and reading comprehension are usually
normal or only mildly impaired Repetition better that spontaneous speech
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Comprehension of language is good, speech is fluent but with errors (paraphasia) Inclusion of incorrect sounds “Sutie for Suzie” Inappropriate words “table for chair” Unsuccessful correction attempts
Impaired repetition Reading and writing are usually good Damage to connections between speech
production and speech comprehension areas
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video clip
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Difficulties with word-retrieval (naming) Comprehension is better Labored speech (effortful) Slow rate Agrammatism
Omit small grammatical elements▪ the, is, -ing, -ed (“Walk dog”)
Repetition difficulties Writing impaired – usually right arm-leg paralysis Often aware of their difficulties
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Both anterior and posteriors speech areas
Mixed aphasia Comprehension and production Less than moderately severe
Global Severe production and comprehension
impairments Few utterances
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Problem Solving: active efforts to discover what must be done to achieve a goal that is not readily attainable- overcome obstacles to reach a goal
November 19, 2010 PSY100 Language and Thought 37
Problems inducing structure E.g., Series completion E.g., Analogy
Problems of arrangement E.g., Anagram E.g., Two string problem
Problems of transformation E.g., Water jug problem▪ Clip
November 19, 2010 PSY100 Language and Thought 38
Focus on irrelevant information
The Lee family has five brothers, and each brother has one sister. If you count Mrs. Lee, how many females are in the Lee family?
What is the irrelevant information?
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Functional fixedness E.g., Candle
problem
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Unnecessary constraints E.g., nine dot problem
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Mental set/ negative set
E.g., water jug
Problem
A B C Desired amount
1 14 163 25 99
2 18 43 10 5
3 9 42 6 21
4 23 49 3 20
November 19, 2010 PSY100 Language and Thought 42
Confirmation bias Inclination to only use evidence that “fits” one’s
preconceived notions Availability heuristic
Judging the likelihood or probability of events based on ease relevant examples come to mind
Representative heuristic Tendency to estimate the probability of
something based on how well the circumstances match our previous prototype (e.g., coin toss: HTTHHT or HHHHT)
November 19, 2010 PSY100 Language and Thought 43
Algorithms Specific rule/solution/procedure that is guaranteed to bring the
correct answer (e.g., formula)
Heuristic A strategy, or guiding principle used to solve problems or
making decisions (does not guarantee the correct answer!)
Insight (“Aha moment”) Come suddenly without warning, often after overcoming
problem barrier to problem solving
Analogy (heuristic)- insight arises when use an already-solved problem that is
similar to a current problem and can be adapted to the new solution (understanding the relationship between two similar problems
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Increase domain knowledge Follow a systematic plan Draw inferences Develop subgoals (heuristic) Work backward (heuristic) Search for relationships between
problems
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