Professional Documents
Culture Documents
especializacin humana
Existe slo en el humano
Existen numerosas invarianzas en la especie
Desarrollo espontneo, an frente input
empobrecido
Independiente de inteligencia
Daos cerebrales selectivos
EJEMPLO
Oracin El nio habl con sus amigos pragmtica
sintaxis
frase El nio Habl con sus amigos semntica
http://www.linguisticsociety.org/resource/meaning-semantics-
and-pragmatics
3
Semntica
Aborda el estudio de los recursos de significado estable
del lenguaje (lenguaje como sistema)
Pragmtica
Aborda el uso de ese sistema para comunicarnos, en
situaciones y contextos particulares. Estudia los aspectos del
significado que dependen de un contexto. Cmo accedemos
al significado en un contexto en particular
Pragmtica vs Semntica
Es tambin Similar a Saussure. Visin del lenguaje desde la tradicin del anlisis
lgico, del lenguaje como un sistema de reglas fonolgicas, sintcticas y
semnticas, de las que los hablantes competentes y los intrpretes tienen maestra
implcita.
Un orador sincero" planea producir un enunciado con las condiciones de verdad de
una creencia que desea expresar; escoge palabras para cumplir esas condiciones de
verdad; el crdulo intrprete necesita percibir y reconocer qu fonos, morfemas,
palabras y frases estn involucrados, y luego usar el conocimiento de los
significados, deducir las condiciones de verdad de la expresin y de la creencia que
expresa.
5
https://plato.stanford.edu/entries/pragmatics/
Pragmtica
Por el contrario, la pragmtica implica una percepcin aumentada por
una especie de inferencia (induccin) que ampla el significado
6
Pragmtica
Por ejemplo:
Si Juan y Mara tienen su primera cita
y al final de esta Juan le dice a Mara
me gustas mucho Mara estar feliz
Si despus de muuuchas citas Mara
pregunta a Juan Me quieres? y Juan
dice me gustas mucho Mara lo
interpretar como un no
7
Pragmtica
Otro ejemplo, de la novela gua del autoestopista galctico
- Ford: You should prepare yourself for the jump into hyperspace;
it's unpleasantly like being drunk. (adjetivo)
- Arthur: What's so unpleasant about being drunk? (pasivo de verbo
drink)
- Ford: Just ask a glass of water.
http://www.linguisticsociety.org/resource/meaning-semantics-and-pragmatics
Cuando un diplomtico dice s, quiere decir
quizs;
Cuando dice quizs, quiere decir no;
Cuando dice no, no es un diplomtico.
Voltaire
Interaccin sintaxis y
semntica
Vi el Amazonas volando a Brasil
Descifrar significado
14
Desarrollo del lenguaje
Qu se necesita para aprender lenguaje?
Acerca del aprendizaje:
15
Innatismo
Reglas abstractas e inconscientes,
gramtica universal
Habilidades para el desarrollo del lenguaje
son especficas. Modularidad
Evidencia:
Sobregeneralizacin
Los padres no corrigen gramaticalidad, los nios tampoco parecen tomar
este feedback
Pobreza del input
Creolizacin
16
Kuhl, 2004
Hitos en la produccin, percepcin?
0-3meses:
Sonidos no lingsticos
3-6 meses:
Sonidos parecidos a vocales
6-9 meses:
Balbuceo ma ma da da (tambin existe en lengua de seas)
9-12 meses:
Primeras palabras
12-18 meses:
De 2 palabras por semana a 50 por semana
18-24 meses:
Explosin de vocabulario
Hitos en la produccin (cont)
2-3 aos: 500 palabras, saben el modo pregunta, el pasado verbal, usan conectivos
4-5 aos: 2.000 palabras. Hablan claramente, producen historias, usan frases
complejas, aun algunas pronunciaciones no logradas
5-7 aos: pueden contar historias con ms profundidad, discuten logran entender
oposiciones como pequeo-grande, feliz-triste
19
Baldwin & Meyer, 2007
20
The Invention of Language by Children:
Environmental and Biological Influences on
the Acquisition of Language
Lila R. Gleitman and Elissa L. Newport (1995)
Human children grow up in cultural settings of enormous diversity. This
differentiation sometimes leads us to overlook those aspects of development
that are highly similar, even universal to our species. For example, under widely
varying environmental circumstances, while learning different languages within
different cultures and under different conditions of child rearing, with different
motivations and talents, all normal children acquire their native tongue to a
high level of proficiency within a narrow developmental time frame. Evidence
from the study of the language learning process suggests that this constancy of
outcome, despite variation in environment, has its explanation in biology.
Language is universal in the species just because the capacity to learn it is
innately given.
In Descartes's (1662/1911) words: "It is a very remarkable fact that there are
none so depraved and stupid without even excepting idiots, that they cannot
arrange different words together, forming of them a statement by which they
make known their thoughts; while on the other hand, there is no other animal,
however perfect and fortunately circumstanced it may be, which can
do the same."
21
Lenguaje como instinto
Creolizacin a partir de pidgin
Estudios de afasia,
Evidencia para la organizacin
cerebral
Afasia de Broca
Afasia de Wernicke
24
(entre parntesis)
Aitchison (1996) sus orgenes se sitan alrededor de 100
mil aos atrs (estudios recientes datan un origen posible
de hasta ms de 200 mil aos atrs, Perreault & Mathew,
2012),
Aprendiendo sonidos
del lenguaje
Percepcin de fonemas
Los bebs nacen con la
habilidad de discriminar
sonidos de cualquier lenguaje
Alrededor de los 8 meses los
bebs empiezan a
especializarse en su lengua,
perdiendo la sensibilidad a los
contrastes en otras lenguas
Al fin del primer ao los nios
perciben como un adulto
2
7
Percepcin categorial se
refiere a la tendencia a
clasificar sonidos de su
lenguaje como
pertenecientes a una u otra
categora fonmica, sin
sensibilidad a sonidos
intermedios.
Kuhl,2004
Discriminacin
ra vs la
Kazanina et al., 2006
Contrastes indios y
salish en nios
ingleses
Werker & Tess (1984)
3
4
35
41
Fernand & Kuhl (1986)
Kuhl et al (1997)
Madres que estiran las vocales a un mayor grado, tienen hijos con mayor
capacidad de discriminar sutilezas del habla
Prosodia
43
Bootstrapping
(Christophe, Guasti & Nespor, 1997)
Regularidades distribucionales
Fonotctica
Regularidades distribucionales
Fonotctica
Regularidades distribucionales
Fonotctica
Regularidades distribucionales
Fonotctica
Adaptado de http://www.floatinguniversity.com/lectures-pinker
Why do memories of vivid dreams disappear soon after waking up?
Gil Greengross, via e-mail
Ernest Hartmann, professor of psychiatry at Tufts University School of Medicine
and director of the Sleep Disorders Center at Newton-Wellesley Hospital, explains:
WE FORGET almost all dreams soon after waking up. Our forgetfulness is generally
attributed to neurochemical conditions in the brain that occur during REM sleep, a
phase of sleep characterized by rapid eye movements and dreaming. But that may
not be the whole story.
Perhaps the most compelling explanation is the absence of the hormone
norepinephrine in the cerebral cortex, a brain region that plays a key role in
memory, thought, language and consciousness. A study published in 2002 in the
American Journal of Psychiatry supports the theory that the presence of
norepinephrine enhances memory in humans, although its role in learning and
recall remains controversial.
A lack of norepinephrine, however, does not completely explain why we forget
dreams so easily. Recent research suggests that dreaming lies on a continuum with
other forms of mental functioning, which are all characterized by activity in the
cerebral cortex. On the one side of this continuum is concentrated, focused
thought; dreaming and mind wandering lie on the other, with some overlap among
the types.
The dreaming/reverie end involves some of the most creative and far out
material. This type of less consciously directed thinking, however, is not easy
to remember. Can you recall where your mind wandered while you were
brushing your teeth this morning?
[break] In general, we are very good at forgetting nonessentials. In fact,
many of our thoughts, not just those we have while dreaming, are lost. We
tend to recall only things that we think about often or that have emotional
significancea problem, a date, a meeting. Mulling over important thoughts
activates our dorsolateral prefrontal cortex (DLPFC), a brain region that
facilitates memory.
Although most dreams vanish, certain ones tend to remain. These dreams
were so beautiful or bizarre, they captured our attention and increased
activity in our DLPFC. Thus, the more impressive your dream or thought, the
more likely you are to remember it.
https://www.scientificamerican.com/article/why-do-memories-of-vivid-
dreams/