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DISCOURSE 2 DEC 2, 2015 – DAY 39 Brain & Language LING 4110-4890-5110-7960 NSCI 4110-4891-6110 Fall 2015.

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Presentation on theme: "DISCOURSE 2 DEC 2, 2015 – DAY 39 Brain & Language LING 4110-4890-5110-7960 NSCI 4110-4891-6110 Fall 2015."— Presentation transcript:

1 DISCOURSE 2 DEC 2, 2015 – DAY 39 Brain & Language LING 4110-4890-5110-7960 NSCI 4110-4891-6110 Fall 2015

2 Course organization Schedule: http://www.tulane.edu/~howard/BrLg/t1-Intro.html#schedule-of- topics http://www.tulane.edu/~howard/BrLg/t1-Intro.html#schedule-of- topics Today's chapter: http://www.tulane.edu/~howard/BrLg/t21-Discourse.html Fun with https://www.facebook.com/BrLg15/https://www.facebook.com/BrLg15/ Quiz on Monday will be in class & on Blackboard. 12/02/15Brain & Language - Harry Howard - Tulane University 2

3 Grades Q1Q2Q3Q4Q5Q6Q7Q8Q9 MIN 655473457 AVG 9.08.8 8.49.27.58.79.38.9 MAX 10 12/02/15Brain & Language - Harry Howard - Tulane University 3

4 COMBINATORIAL NET 2 12/02/15Brain & Language - Harry Howard - Tulane University 4

5 What do you understand as discourse? To me, a text (perhaps spoken) that is longer than 1 sentence. 12/02/15Brain & Language - Harry Howard - Tulane University 5

6 Major problems underlying discourse deficits associated with RHD Reduced ability to generate inferences. Reduced ability to comprehend and produce main concepts and central themes. Reduced level of informative content. Reduced ability to manage alternative meanings. Reduced sensitivity to communicative context (Theory of Mind). Odd fact: RHD often looks like prefrontal disorders. 12/02/15Brain & Language - Harry Howard - Tulane University 6

7 12/02/15Brain & Language - Harry Howard - Tulane University 7 ThanksgivingWaiting roomBreaking ties

8 12/02/15Brain & Language - Harry Howard - Tulane University 8 Verbose & excessive discourse Digressions, tangentiality, intrusions, ‘looseness’ of expression > twice as many words as NBD, even after excluding tangential comments. May wander off the topic or bury it an avalanche of unnecessary detail. May confabulate.

9 12/02/15Brain & Language - Harry Howard - Tulane University 9 Abrupt & perfunctory discourse Thanksgiving painting: “Looks like the mother’s got turkey. That’s it.” Waiting room painting: “They’re sitting on a bench is all.”

10 12/02/15Brain & Language - Harry Howard - Tulane University 10 Verbose & excessive discourse (1): RHD describing ‘waiting room’ scene There are three people waiting, sitting on a bench. An older man. It looks like he has a bandage on his head. And the boy in the middle has his hands clenched in his lap. He’s wearing blue shorts, white shoes with striped socks. And the man on the end of the bench is wearing leather shoes. And the boy on this end of the bench, I guess he’s between the two of them in age. And he has a cigarette tray right by him. And he looks a little anxious. He’s got his elbows on his knees. He’s got his chin in his hand. He’s wearing a khaki suit. The boy’s wearing a short sleeved shirt, blue shorts. The man’s wearing a dark suit with a tie, and the man has a bandage on his head.

11 12/02/15Brain & Language - Harry Howard - Tulane University 11 Verbose & excessive discourse (2): RHD describing ‘leaving home’ scene Well, collie or Lassie – looks like they’re going to take him back to college. That's State U, or U State. State U. And they’ve had car trouble somewhere. Old Dad's still puffin’ on cigarettes. This is before cigarettes went out of fashion. They better watch out about that porch they're sitting on there. Isn’t that a mess? It’s all rotted away. Termites must be at it. Look at those bumper shoes that kid – he’s a collegiate. Look at the socks. Striped socks and he’s got those snub-nosed kickers on. Must be gonna be the kicker for the team. He’s got a yellow handkerchief in his shirt – coat jacket – and he thinks he’s very dapper. You'll find this hard to believe, but that is an Atlas tire and I sold those stinkers for 20 years. Now how do I know? I know because of the figuration on the side of the tire. That’s an Atlas junior, sold by Atlas TBA Company to Exxon, and American Oil, and Chevron on a wire wheel and that tire is probably a 475 by 17. I mounted many of those. That's a Model A Ford truck.

12 Visuospatial organization 12/02/15Brain & Language - Harry Howard - Tulane University 12 LHD - stimulus - RHD

13 DISCOURSE 2 12/02/15Brain & Language - Harry Howard - Tulane University 13

14 12/02/15Brain & Language - Harry Howard - Tulane University 14 Generating alternate meanings & Deficits in non-literal meanings Figurative language See next slide Indirect requests RHD have reduced sensitivity to non-literal meaning, e.g. Can you open the window? Humor RHD can pick a potentially surprising and funny punch line, but they have trouble picking one that is coherent with body of joke.

15 12/02/15Brain & Language - Harry Howard - Tulane University 15 Jack & Mary found some leftover cake in the kitchen, but when Jack divided it up, Mary complained that he had taken the lion’s share. Which picture best describes the text?

16 12/02/15Brain & Language - Harry Howard - Tulane University 16 Why? Difficulty maintaining literal and figurative meanings simultaneously. Picking literal reading given salience of lion in picture is less effortful. May lose track of expression as a whole. Depiction of literal meaning has narrower range (must include a lion) than depiction of figurative meanings.

17 What do you see here? 12/02/15Brain & Language - Harry Howard - Tulane University 17

18 12/02/15Brain & Language - Harry Howard - Tulane University 18 Inference revision We have no (or little) difficulty revising our first impression as we get new information. RHD disrupts this ability.

19 Describe this picture to yourself 12/02/15Brain & Language - Harry Howard - Tulane University 19

20 12/02/15Brain & Language - Harry Howard - Tulane University 20 RHD description of cookie theft I see a woman holding a plate. I see a boy standing on a small stool. I see shoes. The boy is opening a jar – feeling cookies, I guess. He might fall. The woman is mother. I see a girl. Her left arm is upraised. The boy – presumably his sister.

21 12/02/15Brain & Language - Harry Howard - Tulane University 21 Describe this painting to yourself.

22 Responses: (list from Myers 1999:190, Fig. 8-4; see discussion of Main Concepts Guidelines p. 167) NBDRHD Father/man reading the paper86%73% Family/mother & children66%68% Family going to (getting ready for) church 83%59% Father/husband69%50% Father not dressed/in pajamas41%9% Father guilty38%9% Family ignoring him21%0% 12/02/15Brain & Language - Harry Howard - Tulane University 22

23 12/02/15Brain & Language - Harry Howard - Tulane University 23 Describe this painting to yourself.

24 Responses (list from Myers 1999:190, Fig. 8-5; see discussion of Main Concepts Guidelines p. 167) NBDRHD Little/Young girl59%45% Looking at/Admiring herself in the mirror66%36% Using make-up/Fixing herself up/Fixing her hair62%23% Trying to emulate picture/Wondering whether she’ll look like picture/Wondering what she’ll look like when she grows up 59%23% Picture of a woman/movie star on her lap55%18% Trying to /Wants to be/Playing at look(ing) grown up31%9% Has a doll /Has cast a doll aside70%5% 12/02/15Brain & Language - Harry Howard - Tulane University 24

25 12/02/15Brain & Language - Harry Howard - Tulane University 25 Theory of mind deficits A theory of mind (TOM) is a theory about the internal mental state of others that helps one interpret their external behavior. It is a set of inferences because the internal mental states of others are not directly observable or explicit. TOM is a meta-representational skill, i.e. beliefs about beliefs (about something). Autistic children appear to have TOM deficits, i.e. poor social skills. RHD show similar impairments, as seen in previous slides.

26 12/02/15Brain & Language - Harry Howard - Tulane University 26 Pragmatic deficits Conversations have ‘rules’ about … when it is appropriate to talk (turn-taking), what it is appropriate to talk about (topic maintenance), and how detailed one needs to be (shared knowledge). RHD creates deficits in all of these, i.e. in … talking in turn, keeping to the topic, recognizing the limits of shared knowledge. (example on next slide)

27 RHD discourse interaction Clinician: So, are you hoping to get out of the hospital on Tuesday? Patient: It’s just like with Marta. I said that to her, and she said that was all well and good to say, but did I know? So different from Dr. James. C: Marta? Who is Marta? P: Marta always looks on the bleak side of things. Dr. James is much more um cheerful. Like he was with my other sister when we were all up north, but you wouldn’t know about that. C: No, I wouldn’t. But Dr. James? Who is he – your physician? P: What? No, he isn’t my physician. Of course not. He’s my brother. C: Oh. 12/02/15Brain & Language - Harry Howard - Tulane University 27

28 12/02/15Brain & Language - Harry Howard - Tulane University 28 Analysis Does the patient take turns speaking with the clinician appropriately? Does the patient stay on topic? Does the patient recognize what knowledge he/she shares with the clinician?

29 12/02/15Brain & Language - Harry Howard - Tulane University 29 Summary LH (disrupted by LHD) a) ? b) Part c) ? d) Literal meanings (?) e) ? f) ? g) ? RH (disrupted by RHD) a) Macrostructure inferences b) Whole c) Information content d) Non-literal meanings e) Inference revision f) Theory of mind g) Conversational rules

30 Final project Improve a Wikipedia article about any of the topics mentioned in class or any other topic broadly related to neurolinguistics. Write a short essay explaining what you did and why you did it. Print the article before you improve it, highlighting any subtractions. Print the article after you improve it, highlighting your additions. 12/02/15Brain & Language - Harry Howard - Tulane University 30

31 NEXT TIME Q11 12/02/15Brain & Language - Harry Howard - Tulane University 31

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