Resume

Samenvatting Multilingualism and cognition

2 fois vendu

Établissement
Vrije Universiteit Brussel (VUB)

Samenvatting van de colleges, slides en nota's van het vak Multilingualism and cognition, gegeven door Esli Struys (hiermee behaalde ik 16/20).

[Montrer plus]

Aperçu 3 sur 21 pages

Voir l'exemple

Publié le 27 janvier 2020
Nombre de pages 21
Écrit en 2019/2020
Type Resume

multilingualism
cognition
linguistics
taalkunde
meertaligheid
multilingualism and cognition

sabienb Membre depuis 8 année 149 documents vendus

Multilingualism and cognition
1. Introduction
• Psycholinguistics is traditionally oriented towards monolingualism
• Individual multilingualism has become more common and is still on the rise
• Multilinguals master different language systems with different rules: how does this
work in the brain? Central question of this course
• Terms:
o Bilingual: knowing more than one language (= multilingual)
o Polyglot: same as multilingual but from Greek, refers to a person speaking
more than one language (in a clinical context or someone who speaks a large
amount of languages)
o Cognition: information/knowledge processing (related to language)
o Linguistic knowledge: words and rules used for speaking, listening, reading
and writing
• Three mechanisms in the brain:
o Information acquisition: processing/acquiring words and rules, linked to
listening and reading skills, related to attention in cognitive studies
o Knowledge representation: storing/representing the knowledge in the brain,
linked to grammar and vocabulary, related to memory in cognitive studies
o Knowledge production: using the acquired knowledge, linked to speaking and
writing

1.1 Approaches - introduction
• Cognition itself is not perceptible (as opposed to language skills). In order to research
cognition, it has to be visualised
• Psycholinguistic approach
• Neurolinguistic approach
• Clinical linguistic approach (brain impairments that affect language, ex. aphasia,
dyslexia…)
• Computational linguistic approach (linked to artificial intelligence)

,1.2 Psycholinguistic approach
• Observing and measuring language behaviour by testing the speed and accuracy of
processing
• First psycholinguist: Noam Chomsky
o First person to ask how language works in the brain
o Generative grammar
o Language acquisition device: young children get poor stimuli but their
outcome is rich
▪ Allows people to make sentences that have never been made before
o Universal grammar with parameters per language
o Behaviourism
o Skinner: human language is related to animal behaviour; children learning a
language react to stimuli (Chomsky disagrees: these stimuli are too poor)
• Bottom up processes vs. top down processes
o Bottom up: based on expectations
o Top down: driven by stimuli
o Happen at the same time in the brain
o The brain automatically corrects mistakes because it does not expect them to
be there
• Usually experimental research in a laboratory: tasks composed of stimuli and
responses, measured in terms of speed and accuracy of processing
o Give an indirect view of how language works in the brain
o The lower the speed and accuracy, the less automatic the process is and the
more processes are happening simultaneously
o Example: Stroop task: colours written in their own colour, in different colours,
or in all black. Exercise: name the colour in which the word is written. Reading
the word is more automatic than categorising the colour, making it more
difficult to identify the colour of the text
• Problem of task impurity: it is impossible to isolate a single process in tests; there are
always multiple processes active in the brain
• Limitations:
o Ecological validity: a laboratory is not the real world (artificial setting)
o Indirect measures (speed and accuracy of processing to determine processes
in the brain)
o Vague theories, no or few predictions
o Task specificity: can the results be generalised? Are the results only valid for
the test itself or for the tested process as a whole?
o Cognition split up in various domains: little collaboration between researchers
of different fields (attention, memory…)

, 1.3 Neurolinguistic approach
• Observing cognition inside the brain itself, using:
o Neuroimaging; fMRI scans (functional resonance magnetic imaging) – has no
health risks and works for patients as well as healthy people and children
o Physiological techniques: mapping signals between cells and parts of the
brain, shows where activity takes place
o Direct stimulation in cases of brain damage (surgery with an ‘open brain’),
very rare
o Scanners are a recent development
• Psycholinguistic approach = indirect; neurolinguistic approach = direct
• Name comes from ‘neurons’

1.3.1 Neuroanatomy
• Brain = central part of the nervous system (most nerve cells are found in the brain);
weighs 1-2 kg but the energy consumption is extremely high
• Cerebrum (big brain) + cerebellum (little brain) + brain stem
o Most of the functions related to cognition are found in the cerebrum
o Recent findings: the cerebellum is also involved in cognition
o Brain stem is not relevant for cognition: regulates basic functions like
temperature and breathing
• Outer part of cerebrum: cerebral cortex; folded in order to fit in the skull
o Mountains/upper parts: gyri (singular gyrus)
o Valleys/lower parts: sulci (singular sulcus)
• The cortex is divided into lobes with specific functions
o Frontal lobe: output (speaking, writing)
o Others: input
▪ Occipital lobe: related to vision (reading)
▪ Temporal lobe: related to hearing (listening)
▪ Parietal lobe: related to touching
o All the exact areas are numbered
• The left and right side of the cerebrum and cerebellum are perfectly symmetrical
o Input from the left side is processed on the right side
o Right-handed people process and produce language on the left side
o Left-handed people process and produce language on either the left or right
side (fixed with birth); left-handed people are usually excluded from
neurolinguistic tests for this reason

Les avantages d'acheter des résumés chez Stuvia:

Qualité garantie par les avis des clients

Les clients de Stuvia ont évalués plus de 700 000 résumés. C'est comme ça que vous savez que vous achetez les meilleurs documents.

L’achat facile et rapide

Vous pouvez payer rapidement avec iDeal, carte de crédit ou Stuvia-crédit pour les résumés. Il n'y a pas d'adhésion nécessaire.

Focus sur l’essentiel

Vos camarades écrivent eux-mêmes les notes d’étude, c’est pourquoi les documents sont toujours fiables et à jour. Cela garantit que vous arrivez rapidement au coeur du matériel.

Foire aux questions

Qu'est-ce que j'obtiens en achetant ce document ?

Vous obtenez un PDF, disponible immédiatement après votre achat. Le document acheté est accessible à tout moment, n'importe où et indéfiniment via votre profil.

Garantie de remboursement : comment ça marche ?

Notre garantie de satisfaction garantit que vous trouverez toujours un document d'étude qui vous convient. Vous remplissez un formulaire et notre équipe du service client s'occupe du reste.

Auprès de qui est-ce que j'achète ce résumé ?

Stuvia est une place de marché. Alors, vous n'achetez donc pas ce document chez nous, mais auprès du vendeur sabienb. Stuvia facilite les paiements au vendeur.

Est-ce que j'aurai un abonnement?

Non, vous n'achetez ce résumé que pour €4,49. Vous n'êtes lié à rien après votre achat.

Peut-on faire confiance à Stuvia ?

4.6 étoiles sur Google & Trustpilot (+1000 avis)

66184 résumés ont été vendus ces 30 derniers jours

Fondée en 2010, la référence pour acheter des résumés depuis déjà 15 ans

Commencez à vendre!

Resume

Samenvatting Multilingualism and cognition

Infos sur le Document

Sujets

École, étude et sujet

Vendeur

Avis reçus

Aperçu du contenu