1. the fields of Linguistics AUG. 30, 2017 – DAY 2
Brain & Language
LING
NSCI
Harry Howard
Tulane University

2. Brain & Language - Harry Howard - Tulane University
8/30/17
Brain & Language - Harry Howard - Tulane University
Course organization
Fun with

3. The fields of linguistics
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Brain & Language - Harry Howard - Tulane University
The fields of linguistics

4. What are the parts of the sentence below?
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Brain & Language - Harry Howard - Tulane University
What are the parts of the sentence below?
Flying planes can be dangerous.

5. How do you pronounce the sentence?
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Brain & Language - Harry Howard - Tulane University
How do you pronounce the sentence?
'Flying planes can be dangerous.'
[flaɪiŋ pleɪnz kæn bi deɪnʤəɹəs]

6. Brain & Language - Harry Howard - Tulane University
8/30/17
Brain & Language - Harry Howard - Tulane University
Practice
‘flies’
‘ban’
‘bank’
‘judge’
[næt]
[ʤiɹ]
[keɪn]
[bəs]
[ɹiŋ]
[flaɪz]
[bæ̃n]
[baɪ̃nk]
[ʤəʤ]
'gnat'
'jeer'
'cane
'bus'
'ring'

7. The cognition of speech: phonology
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Brain & Language - Harry Howard - Tulane University
The cognition of speech: phonology

8. Practice: Decide which of the following words have nasalized vowels
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Brain & Language - Harry Howard - Tulane University
Practice: Decide which of the following words have nasalized vowels
‘bass’
‘ban’
‘Saab’
‘nab’
'man'
[bæs]
[bæ̃n]
[sab]
[næb]
[mæ̃n]
Can you think of a rule or generalization that predicts whether a vowel is nasalized or not?

9. Brain & Language - Harry Howard - Tulane University
8/30/17
Brain & Language - Harry Howard - Tulane University
A table of contexts
N V C
C V C
C V N (C)
‘mop’ [map]
‘dodge’ [daʤ]
‘Don’ [dãn]
‘nod’ [nad]
‘bass’ [bæs]
‘bone’ [bõn]
‘nab’ [næb]
‘bad’ [bæd]
‘bond’ [bãnd]

10. Brain & Language - Harry Howard - Tulane University
8/30/17
Brain & Language - Harry Howard - Tulane University
French
Graphemic
Phonetic
Meaning
‘sa’
[sa]
his/her
‘sans’
[sã]
without
‘beau’
[bo]
handome
‘bon’
[bõ]
good
How does nasalization of a vowel affect a word in French?
Can you think of a rule or generalization that predicts whether a vowel is nasalized or not?

11. Brain & Language - Harry Howard - Tulane University
8/30/17
Brain & Language - Harry Howard - Tulane University
English vs. French
Graphemic
Phonetic
Phonemic
‘dodge’
[daʤ]
/daʤ/
‘Don’
[dãn]
/dan/
‘sa’
[sa]
/sa/
‘sans’
[sã]
/sã/

12. Phonetic vs. phonemic organization
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Brain & Language - Harry Howard - Tulane University
Phonetic vs. phonemic organization
Property
Phonetic
Phonemic
unit
allophone
phoneme
notation [] //
representation
physical
mental
distribution
complementary
contrastive

13. Brain & Language - Harry Howard - Tulane University
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Brain & Language - Harry Howard - Tulane University
The parts of words
Morphology

14. Brain & Language - Harry Howard - Tulane University
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Brain & Language - Harry Howard - Tulane University
Practice: Divide the following words into morphemes. Can you tell what each morpheme does?
‘blackberry’
‘cranberry’
‘morphology’
‘transport'
‘blacken’
‘disassemble’
‘run’
black-berry
cran?berry
morph-ology
trans-port
black-en
dis-assemble
(as verb) run-Ø

15. Brain & Language - Harry Howard - Tulane University
8/30/17
Brain & Language - Harry Howard - Tulane University
Practice, cont.
What is the longest word in English? Post your longest word to our Facebook page. Divide it into morphemes, on your own, not necessarily on Facebook.
antidisestalishmentarianism
anti-dis-establish-ment-ar-ian-ism

16. Putting words together
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Brain & Language - Harry Howard - Tulane University
Putting words together
syntax

17. Brain & Language - Harry Howard - Tulane University
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Brain & Language - Harry Howard - Tulane University
Ambiguity
Our sample sentence is ambiguous:
Flying planes can be dangerous. That’s why I would never fly one.
Flying planes can be dangerous. One crashed just the other day.
To fly a plane can be dangerous. That’s why I would never fly one.
Planes up in the air can be dangerous. One crashed just the other day.
Notation
[NP [ADJ flying][N planes]] can be dangerous. That’s why I would never fly one.
[NP [V flying][N planes]] can be dangerous. One crashed just the other day.

18. Brain & Language - Harry Howard - Tulane University
8/30/17
Brain & Language - Harry Howard - Tulane University
How to know a phrase when you see one (How do I know that [flying planes] is a phrase?)
1a. What can be dangerous? Flying planes. b. *What planes can be dangerous? *Flying. c. but: What planes can be dangerous? Flying ones. 2a. What can be dangerous is flying planes. b. *What planes can be dangerous is flying. 3a. It is flying planes that can be dangerous. b. *It is flying that planes can be dangerous. 4a. Flying planes which are overloaded can be dangerous. b. *Flying which planes are overloaded can be dangerous. 5a. Flying planes can be dangerous. They are everywhere. b. Flying can be dangerous. *They planes are everywhere.

19. Practice: Crash blossoms
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Brain & Language - Harry Howard - Tulane University
Practice: Crash blossoms
Squad helps dog bite victim.
French push bottles up German rear.
British left waffles on Falklands.
Landmine claims dog arms company.
I'm glad I'm a man, and so is Lola.

20. Brain & Language - Harry Howard - Tulane University
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Brain & Language - Harry Howard - Tulane University
Meaning
Semantics

21. Brain & Language - Harry Howard - Tulane University
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Brain & Language - Harry Howard - Tulane University
Try to identify the semantic relationships that hold between the words of each line
violin, fiddle
hot, cold
finger, hand
wood, chair
virus, epidemic
car, plane, train
I stowed my gear in the trunk. vs. I stowed my gear in the asparagus.

22. Brain & Language - Harry Howard - Tulane University
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Brain & Language - Harry Howard - Tulane University
Field
Observations
graphemics
the study of writing systems; a little with visual language
auditory phonetics
yes
articulatory phonetics
phonology
prosody
the study of stress and intonation; yes
morphology
syntax
semantics
pragmatics
a little
lexicography
the study of words; implicit in some of the others
language development
the study of how children learn language; maybe
bi- or multilingualism
the study of people who speak more than one language; a little
sociolinguistics
the study of how language varies by social group; no
dialectology
the study of the language of specific (usually geographically defined) social groups; no
historical linguistics
the study of how languages change; no, neuroscience can’t study dead people, but …
evolution of language
the study of how humans acquired language; maybe – what fun! almost pure speculation
anthropological linguistics
the study of how language varies by social group, usually pre-industrial or non-Western; no

23. Brain & Language - Harry Howard - Tulane University
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Brain & Language - Harry Howard - Tulane University
NEXT TIME
The macrostructure of the brain