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Speech 1000, Week 2

by: Gabriella Salinas

Speech 1000, Week 2 Speech 1000

Gabriella Salinas
GPA 3.5

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About this Document

These notes are over everything we covered in class and includes the title of the videos we watched.
Human Communication
Emily Kofoed
Class Notes
speech, human communication, Speech 1000, communication
25 ?




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This 2 page Class Notes was uploaded by Gabriella Salinas on Thursday January 21, 2016. The Class Notes belongs to Speech 1000 at Georgia State University taught by Emily Kofoed in Spring 2016. Since its upload, it has received 38 views. For similar materials see Human Communication in Communication Studies at Georgia State University.

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Date Created: 01/21/16
Human Communication January 20, 2016 Chapter 2 (Review) from Chapter 1 Communication is:  Package of signals: they’re threatened by each other  Process of adjustment: adjusting  Content and relationships:  Ambiguous  Punctuated: Wont test on this  Symmetric and complementary: adjusting their communication to be complementary to each other  Inevitable, Irreversible, Unrepeatable Chapter 2: What is the source of the language development? Your brain  Broca’s area: language production, where its able to be comprehended, it controls the tongue and the production of language  Wernicke’s area: can produce words but you cant think of what the words mean, nonsense words The left side of the brain is where we learn that Aphasia: damage to parts of the brain The System of Language: Phonology: the study of the sounds of language It differs from languages, getting your mouth to form new sounds when learning different languages Morphology: The study of meaning, the smallest unit of meaning is morphine 1. Free morphemes: unit of meaning that has a meaning within it self Example: cat 2. Bound morphemes: bound to other morphine’s in order to make sense of them Example: -plasty 3. Derivational morpheme : a word that has meaning but can be altered to mean other things Example: cat-like, happiness Syntax: Rules for making sense of language, our sentences rely on an understanding of syntax and how we form sentences In learning a new language the syntax needs to be understood in order to understand the structure of the language Semantics’: the meaning of the word but it has to do with the definition specifically, the making of words Example: prolife vs. prochoice is an argument over a word, or Bong for the cat as a child you think it doesn’t mean the same thing as a teenager Language Development: Unborn babies-want to hear sounds Begins to develop as soon as the baby is able to hear They want to hear what they heard in the womb Infants: 6 Months- begin to make distinguishable categories of sounds Paralinguistic: babbling/ playing with words 11 Months-understand words Children who are in a stable household are able to come up with more the words than a child in poverty Toddlers: Paralinguistic babbling becomes words- their production 1. Single words/ put words with meanings 2. Two word combination (telegraphic language) Worldwide children develop in the same exact way 3. Competence- putting thoughts/ideas into words Clip Tedxrainer-Dr Patricia Kuhl Language has a critical period for leaning What happens from the 6-8 months to 10-12 months? The babies take to statistics on the language that they hear English has a lot of r’s and l’s while Japanese have a lot of Bilingual people: can babies take stats of different languages Highlighted words: She mentioned in class we will be tested on this


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