1. V Language and cognition

2. Psycholinguistics is the study of psychological aspects of language; it usually studies the psychological states and mental activities associated with the use of language. It studies language acquisition esp. in children and linguistic performance such as producing and comprehending utterances or sentences among adults. It focuses on the application of grammatical rules that enable people to produce and comprehend intelligible sentences. Relationship between language and thought: the boundary of our language is the boundary of our thought. (Wittgenstein) Concerned with how language are learned and the role they play in our thinking.

3. Acquisition: how does child acquire language skills (1 st lg, acquisition) and how are they extended to other languages? Comprehension: how is the acoustic or visual signal linguistically interpreted by the hearer or reader? Production: how is the information that sb. wants to convey transformed into acoustic waves or written characters? Disorder: what causes the occurrence of transient or more permanent disturbances of the speech and lg. processing systems? Lg. and thought: what role does human lg. play in thinking? What difference do different lgs. make to how we think? Neurolinguistics: how is the cognitive architecture of lg. And lg. Processing implemented in the human brain? Six subjects

4. Language acquisition—holophrastic stage Lg. acquisition begins very early in the human lifespan, with the acquisition of a l;g.’s sound pattern. Shortly before 1 year old (understand words)--- around one year (start to produce them) Words produced are in isolation, therefore, one- word stage. The first words of children all all similar despite their different races or nationalities. Object, actions or motions, routines, routine in social interaction

5. Two-word stage Around 18 months, vocabulary growth increase, at a rate of one word every two waking hours. And children keep this rate or faster through adolescence. Children’s two-word combinations are highly similar across cultures. These combinations already demonstrate that children have already acquired the lg. Because in 95% of those combinations, the words are properly ordered. Three-word stage Both two-word and three-word stages look like the samples from longer potential sentences expressing a complete and more complicated idea.

6. Fluent grammatical conversation stage Between the late two-word and mid-three-word stage, children’s lg. blooms into fluent grammatical conversation rapidly, sentence length increases steadily. The number of syntactic types increase exponentially, doubling every month, reaching the thousands before the 3 rd birthday. Children’s sentences are getting both longer and more complex, and they can embed one constituent inside another.

7. Fluent grammatical conversation stage The earlier sentences lack function words, such as “of, the, does”, and inflections “-ed, -s” But by three, children can use these function words more often than they omit them in more than 90% of the sentences that require them. Sentence types flower: question, relative clause, comparative, negation, complements, conjunction, and passive. Children do not favor any particular kind of language. It is safe to say that except for constructions that are rare, predominantly used in written lg., or mentally taxing to an adult, all parts of lgs. are acquired before children turns four.

8. Word recognition How listeners hear a sequence of discrete units even though the acoustic signal itself is continuous is the core question. (how can we tell the boundaries between words?) Cohort model(Marslen-Wilson & Welsh 1990): the first few phonemes of a spoken word activate a set or cohort of word candidates that are consistent with the input. As more acoustic input is analyzed, candidates that are no longer consistent with the input drop out of the set. This process continues until only one word candidate matches the input. The best fitting word would be chosen if no single candidate is a clear winner. [in]—[inte]—[intere]—[interes]—[interest]—interestig]

9. What is cognitive linguistics? Cognitive linguistics refers to the new established approach to the study of language that emerged in the 1970s as a reaction against the dominant generative paradigm which pursues an autonomous view of language (Ruiz de Mendoza 1997). It is based on human experiences of the world and the way they perceive and conceptualize the world. (Ungerer & Schmid 1996/2001)

10. Perspective /situatedness How we view a scene in terms of our situatedness. It depends on (1) where we are situated in relation to the scene we’re viewing. (2) it depends on how the scene is arranged in relation to our situatedness. --John killed Tom. --John killed his brother. --Tom’s brother killed him. --John’s brother was killed by him. I am in front of you. I am behind you. Dexis: This is a book. That is a pen. social dexis: Papa, mama, Your Majesty

11. metaphor It involves the comparison of two concepts in that one is construed in terms of the other. 春风 (target domain) 是妈妈的手 (source domain) 。 Lakoff and Johnson (1980): ontological metaphor, structural metaphor, and orientational metaphor.

12. ontological metaphor Human experiences with physical objects provide the basis for ways of viewing events, activities, emotions, ideas, etc., as entities and substances. This idea cheers us up. This suggestion helped increase our income. 她反复掂量这这句话。

13. Structural metaphor How one concept is metaphorically structured in terms of another. ARGUMENT IS WAR Your claims are indefensible. 他在这场辩论中战胜了对手。 他在这次辩论中凯旋而归。

14. Orientional metaphor HAPPY IS UP; SAD IS DOWN. I’m feeling up. Very high. He is in a low spirit. 士气高涨、士气低落 群情激昂