| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "HUMAN LANGUAGE": |
|
|
Human Language and Mathematics, 2007.
This paper discuses that mathematics and human language are very similar in structure and form because they can both be broken down into ever smaller functional units.
1,520 words (approx. 6.1 pages), 2 sources, MLA, $ 50.95
»
Click here to show/hide summary
Abstract
This paper explains that regressions are preformed all the time in mathematics, which involve the division of numbers into innate and precise formal units; however, this is not a common practice in human language other than by theorists of deconstruction techniques. The author points out that the deconstruction of language, both verbal and non-verbal, has been a practice of linguists, philosophers and critical theorists for many years. The paper relates that verbal and non-verbal human communication is comprised of both signs and symbols,which together form a recognized code, or what laymen commonly refer to as a language. The author underscores that there is a significant problem in reaching some consensus on what constitutes a verbal sign or symbol because of significant confusion regarding both meaning and intent.
From the Paper
"The solution to developing a better understanding of the relationship between sign and symbol in order to make the case for a deep similarity between human language and mathematics is to develop a more pragmatic framework within which to develop a more complete paradigm of the communicative process of verbal and non-verbal communication. Devlin does this when he speaks of the grammar generated, deep structure strings in the text of the "Language in the Mind". Some theorists say this need is a distinction that must be better developed between components of a sign to define as the signified and the signifier."
| |
|
Human Language, 2007.
This paper discusses human language and speech.
1,169 words (approx. 4.7 pages), 1 source, MLA, $ 40.95
»
Click here to show/hide summary
Abstract
In this article the writer notes that speech as a phenomenon is only characteristic of humans. The introduction of speech and language is an event that cannot be compared to anything in human history. The writer points out that speech and language opened the door for easy and clear communication, thus enabling the distribution of knowledge, feelings and experiences among individual humans. The writer discusses that language plays an important role not only on the broad level of human race as a whole, but also on the level of every individual in the human race. It is not a static phenomenon. The writer notes that language changes within societies we live in but also the individuals within the societies change the language as they move from one environment to another and as they gather new experiences and knowledge. The writer concludes that language is not only a medium of communication. It also has deep significance for the cultural and social identity of an individual.
From the Paper
"The foundation of language and speech is of course in our physiological ability to express ourselves vocally. However, even though every one of us has this ability, we cannot start expressing ourselves verbally using spoken language from the moment we are born. We rather learn to speak, we learn to use the language in everyday life much like the humans did at some point in history. However, today we learn to speak with the help of our closest environment which is most often family. The first words or "vocal signs" we learn to use are often tied to the need for sharing our desires in the way most part of environment can understand and interpret. Simply by replacing mute, gesticulate "signs" of pointing, making faces or dancing, or "signs" of crying and grunting; with the "verbal sign" "angry" humans manage to establish contact with their broader environment."
| |
|
Animal and Human Language, 2004.
This paper discusses that human and animal languages are not fundamentally different in type, but differ in degree.
1,745 words (approx. 7.0 pages), 8 sources, APA, $ 56.95
»
Click here to show/hide summary
Abstract
This paper explains that the three elements of language - abstractness, grammar, and cultural ramifications - are not unique to human language, but merely more advanced or merely more evident from our perspective than the language of animals. The author points out that chimps and parrots in laboratory settings seem capable of grasping abstract terms (such as 'mad' or 'bad' or 'blue'), generating new combinations of words to express new ideas, and referring to distant events or objects. The paper relates that animals may be more driven by instinct than by learned behavior, yet they show a propensity, in many cases, to learn language.
From the Paper
"Grammar is one of the strictest supposed differences between human and animal languages. Grammar involves the organization of discrete words into complex sentences that have specific required orders and syntaxes. Even human sign language tends to require certain specific syntaxes. While animals appear capable of understanding syntax, there is little evidence that they use it in communication (though it is difficult to prove a negative). According to one influential chimp research, Terrace, "No chimpanzee has learned sign language. They've certainly learned some gestures, but sign language is not just a system of gestures. It's a full, grammatical language with its own systematic grammar, like Latin." The lack of grammar is evident in cases such as that of Koko, one of the stars of the talking-chimp movement."
| |
|
Human Language, 2007.
This paper discusses theories relating to human language.
2,580 words (approx. 10.3 pages), 7 sources, APA, $ 77.95
»
Click here to show/hide summary
Abstract
This paper explains that, despite the ubiquity of human linguistic ability, pinning down exactly how language helps people and how people use it is not at all a straightforward task. The author points out that Swiss psychologist Jean Piaget and Russian psychologist Lev Vygotsky examined how children acquire language and the relationship of thinking and language learning. The paper relates that the comparisons of bilingual and monolingual children, as well as comparisons of bilingual children of varying levels of development, indicate that bilingualism can lead to superior performance on a variety of intellectual skills.
From the Paper
"It is clear that normal children acquire a language that reflects their particular linguistic environment. A child brought up in Japan acquires a version of Japanese. The same child brought up in Brazil acquires a version of Portuguese. So, these languages must in some sense reflect some of the same underlying innate principles. Languages are basically the same in structure, up to certain parameters, for example, whether the head of a phrase goes at the beginning of a phrase or at the end. Children do not have to learn the basic principles; they only need to set the parameters."
| |
|
Natural Human Languages and Mathematics, 2005.
This paper discusses the similarities of human languages and mathematics.
675 words (approx. 2.7 pages), 1 source, $ 26.95
»
Click here to show/hide summary
Abstract
This paper relates that one often hears people say, "I am good with languages but useless at math" and vice versa as if the two were entirely opposite ways of thinking. The author points out that closer examination of human language and mathematics reveals a surprising number of similarities. The paper states that the most obvious similarity between the two is that both natural human languages and mathematics have a formal syntax i.e. a set of rules that governs them.
From the Paper
"Human languages and mathematics seem on the face of it to be very different things. One often hears people say "I am good with languages, but useless at math", and vice versa, as if the two were entirely opposite ways of thinking. However, closer examination reveals a surprising number of similarities. The most obvious similarity between the two is that both natural human languages and mathematics have a formal syntax, i.e. a set of rules that governs them. In the case of language, this is a set of rules that governs how the words may be put together. "
| |
|
Language and Mathematics, 2006.
Discusses the similarities between natural human languages and mathematics.
1,350 words (approx. 5.4 pages), 3 sources, $ 53.95
»
Click here to show/hide summary
Abstract
Normally, natural human languages and mathematics are regarded as being diametrically opposed to one another. Mathematics is formal and is marked by precision; the objects of theory must be carefully defined so that the informal can be formalized. Natural human language on the other hand is flexible, and one term can denote not just multiple meanings but opposing ones as well. This paper explains that, in spite of these differences, human language and mathematics actually share common ground such as the fact that both human language and the language of mathematics actually have a precise formal structure.
| |
|
Language Preceding Thought, 2007.
An in-depth look at human language.
2,573 words (approx. 10.3 pages), 16 sources, MLA, $ 77.95
»
Click here to show/hide summary
Abstract
This paper reviews and discusses human language. According to the paper, human language as an ability is a very intricate competence that cannot be defined within a confined dynamic because it can modify into numerous structures and can be both recorded,signed and articulated. The paper reports that one of the most efficient and simplest ways to cover the dynamics of a language is by recognizing and defining its indispensable elements.
Outline:
Introduction
The Cognitive Approach
LRH: Summary
Thought Determines Language
Studies of Development
The Interdependence of Language and Thought
Summary
From the Paper
"Numerous subsequent studies, over the years, have backed this notion. The group of studies now being mentioned mainly studies the relation of the recognitions of concepts with the application of language. Tomasello and Farrar (1986) in their study focused on the understanding of the relational terms such as 'gone', 'down' and 'up' while analyzing the growth of the idea of an entity's solidity. They concluded that the changes that occurred while the object was visible were more quickly observed as opposed to when the object was not visible. Sinclair-de-Zwart (1969) in her study mainly concentrated on the child's ability to save or store info that if and when an object modifies its shape, it does not, in affect, modify its volume or mass. She observed that if the children understood the terminologies related to the change then they were able to store the info and not otherwise. She also observed that the children if did not understand the meaning of the words, teaching them the use of the words was inconsequent. Hence, all these studies support the understanding of thoughts and concepts for the effective use of language."
| |
|
Piaget's Pre-Operational Stage of Human Development, 1991.
This paper examines Piaget's pre-operative stage from 2 to 7 years of human development: Language, socialization and egocentrism.
2,250 words (approx. 9.0 pages), 6 sources, $ 79.95
»
Click here to show/hide summary
From the Paper
"Piaget's cognitive theory of development encompasses four main stages: the sensorimotor from 0-2 years, the preoperational from 2-7 years, the concrete operational from 7-11 years, and the formal operational from 11 on. Piaget believed that older children not only know quantitatively more than younger ones, but actually think in qualitatively different ways. His theory focusses on how children think and represent the world, and how these capabilities change as the child matures. This paper will examine in detail the preoperational stage of development, including its characteristic abilities (such as language and socialization of behavior) and its limitations (such as egocentrism and failure to conserve, among other things).
In the preoperational period, sensorimotor functioning ... "
| |
|
Language, 2005.
An analysis of language and how it sets human beings apart from other species.
2,250 words (approx. 9.0 pages), 6 sources, $ 89.95
»
Click here to show/hide summary
Abstract
This paper discusses the acquisition of language, opportunities and limitations of language and the consequences of language for individuals and society. The paper discusses the way in which language sets human being apart from other species. However, it also presents the argument that the language skills shown by chimpanzees (Pan troglodytes) and bonobos (Pan paniscus) show that humans are not unique in this regard.
From the Paper
"Acquisition of Language, Opportunities and Limitations of Language, and the Consequences of Language for Individuals and Society One of the extraordinary things about human beings is our ability to communicate via language, whether spoken or written. In fact, it is argued that this is the one thing that sets us apart from all other species. Some have argued that the "language skills" shown by chimpanzees (Pan troglodytes) and bonobos (Pan paniscus) show that humans are not unique in this regard. (Rumbaugh and Velichkovsky) However, it is here argued that - notwithstanding the fact that chimps can learn to sign for bananas - the only species that has real language in a meaningful sense is the human species."
| |
|
Language, Media and Power, 2008.
An analysis of the origins of language and its evolution across time and media from linear text to visual political hegemony.
3,151 words (approx. 12.6 pages), 6 sources, MLA, $ 91.95
»
Click here to show/hide summary
Abstract
This paper analyzes the origins of language and its relationship to human societies and media. The paper argues the thesis that language is not simply a vehicle for communication but also a means for the control of the world around us and its social orders. The paper then looks at contemporary mass media, popular culture and their employment for political purposes. The paper explains that the complex structures of signification of language texts in mass media is essential to understand and resist their deployment as vehicles of power and control. In conclusion, the paper shows that as political culture draws upon popular culture to achieve its mythologizing effects, it becomes imperative that media literacy be achieved in order that the mass media audience at least has the possibility of interrogating media messages and asserting their identities as citizens rather than consumers.
Outline:
Introduction
Language and the Earliest Human Societies
Language, Media and the Construction of Human Societies
Visual Mass Media and Multi-textual Communication
Conclusion
From the Paper
"This insight is critical to understand the structural convergence of media and language in human civilization. Language is more than simply a system whereby particular vocal utterances contain socially-agreed meanings. From this perspective, the origins of language and media of communication have been recognized as being key determining factors in the construction of human societies from earliest times. Whether in oral, literate or digital societies the manner by which language is used to communicate thoughts and ideas has played a major role in the design and workings of those societies. While most people use the term language in reference to the various spoken languages developed in societies around the world, in reality language is much more complex. It is a system of signs - communicated usually through vocal speech - which are commonly agreed to have an "objective" reference (Berger and Luckmann 36)."
| |
|
Oralism vs. American Sign Language, 2007.
This paper argues in favor of the deaf or hard of hearing using American Sign Language or their native language over oralism or other methods of communication.
1,302 words (approx. 5.2 pages), 6 sources, APA, $ 43.95
»
Click here to show/hide summary
Abstract
This paper explores the tradition of oralism vs. American Sign Language (ASL) in the West. Specifically the researcher proposes that deaf and hard of hearing students should be afforded opportunities to learn using their native language or American Sign Language. Forcing students to adopt other methods of learning including oralism or Signing Exact English (SEE) may promote frustration and inhibits learning in the classroom. This paper reviews the potential merits and demerits of each tradition, highlighting the significance of providing students with resources to use ASL in the classroom.
Table of Contents:
Introduction
Personal Philosophy
The Essential Nature of Human Beings
Basic Meaning or Purpose of Life
Determination of Morality
Constancy of Life: Unchanging or Always Changing?
Philosophy of Education
My Perception of an Educational Philosophy
Why do you need a Philosophy?
What has been the Basis or Source of your Educational Philosophy?
How has your Philosophy Changed or Evolved over Time?
My formal Ideological and Philosophical Orientation
The Purpose of Education, Teaching and Schooling
Are Students Intrinsically Motivated to Learn?
Should Schools Address Human Differences such as Multiple Intelligence, Learning Styles etc. ?
Topics
Knowledge and Content
Knowledge with Knowing
My Conceptual Framework for Improving my Practice
Theoretical Framework for Improving Practice
Skills Competencies Necessary
Educational Skills Required
Communication Skills and Content
Nonverbal Communication Skills
Verbal Communication
Influence of Interpersonal Relationships
Importance of Self-Identity
Peer Relations
Influence of Support Networks
Knowledge and Learning
Direct vs. Indirect Learning
Direct vs. Indirect Communication
Conclusion
Reference
From the Paper
"Many consider American Sign Language (ASL) the standard language beneficial for hard of hearing and deaf citizens. However, oralism shares a rich history much the same as ASL, and many often argue the potential merits and demerits of using one vs. another in an educational and communicational context. Wilcox & Peyton (1999) recognize that ASL is a fully developed language with unique grammar requirements distinguished from the English language (Coltrane, 2006). Oralism contrarily, involves lip reading to understand speech instead of using ASL to communicate with one another (Coltrane, 2006). This study will help review the merits and demerits of each, questioning whether one vs. the other is more beneficial for promoting communication and sharing among the deaf or hard of hearing community, or whether a combination of both may result in less frustrating choices among the hard of hearing and deaf community. "
| |
|
Three Studies Addressing Psychology and Language, 2008.
This paper assesses three different articles on language, cognition and psychology and discusses just what the human mind really is.
3,656 words (approx. 14.6 pages), 6 sources, MLA, $ 101.95
»
Click here to show/hide summary
Abstract
This paper introduces three contrasting papers belonging to related fields of psychology. The writer looks at 'Representing Word Meaning and Order Information in a Composite Holographic Lexicon' by Michael N. Jones and Douglas J.K. Mewhort, 'Modeling the Successes and Failures of Interventions for Disabled Readers' by Harm, M.W., McCandliss, B.D. and Seidenberg, M.S. and 'An Integrated Theory of Mind' by Anderson, J.R., Bothell, D., Byrne, M.D., Douglass, S., Labiere, C and Qin Y. The writer notes that all the articles are interesting indications of how research in psychology varies strongly, according to the preparation and particular foci of researchers, how the human mind and its faculties are conceptualized, or what is considered salient. Examined, in turn, the three papers provide a glimpse of research or theoretical psychology that may not always sit well with a reader of different orientation. One sees a social scientific discipline that should continue examining and comparing its differences, avoiding too narrow approaches or realms of related study.
Outline:
Introduction
Michael N. Jones and Douglas J.K. Mewhort. (2007). Representing word meaning and order information in a composite holographic lexicon. Psychological Review, 114, 1-37.
Harm, M.W., McCandliss, B.D. and Seidenberg, M.S. (2003). Modeling the successes and failures of interventions for disabled readers. Scientific Studies in Reading, 7, 155-182.
Anderson, J.R., Bothell, D., Byrne, M.D., Douglass, S., Labiere, C and Qin Y. (2004). An Integrated Theory of Mind. Psychological Review, 111, 1036-1060.
Discussion
References
From the Paper
"Perhaps most student readers will have to take Jones & Mewhort's work at face value, unable to draw upon their level of expertise, or what the researchers' findings really mean, in terms of earlier research or what may stand to be learned of language, memory, or other brain function, or language development. It does seems that the human mind capable of language is forever at work, whether speaking or not, for example, towards eventual word order that shows the mind's ability to give its own cues or phrases or associated concepts from diverse places."
"The mind's speech patterns can be plotted for analysis, as Jones & Mewhort tell us is true, most often in relation to similar nouns or verbs or words coming to be predictable in phrases or their uses. When this article is reread, again there is the feeling of needing more information, or perhaps being helped by information on the applications of the research. For example, if memory that aids language is stored in a distributive way, then where in the brain, or according to which processes does this take place?"
| |
|
The Study of Language, 2001.
The following paper examines the theories of bilingualism and multilingalism, language acquisition and language learning, making reference to a number of case studies.
2,790 words (approx. 11.2 pages), 8 sources, MLA, $ 83.95
»
Click here to show/hide summary
Abstract
The following paper examines the theories on language acquisition and looks at the useful distinction between acquisition and learning. The writer also comments on approaches and methods to teaching second and foreign languages. Lastly the writer comments on interference as a factor in language learning.
Table of Contents
Bilingualism and Multilingualism
Diglossia
First Language Acquisition
Using a text-mapping device to depict the important stages in first-language acquisition
Theories on how language is acquired
Innateness
Cognition
Input
Approaches and methods to teaching second and foreign languages
Interference as a factor in language learning.
From the Paper
"Diglossia is the coexistence of two forms of the same language in speech community. The one form will often be the literary or prestige dialect, and the other one can be a dialect commonly spoken by most of the population. The term diglossia could also be used to indicate bilingualism, or the speaking of two languages by the people of the same community. An example for the first definition is the use of Dutch in Belgium. Dutch is one of the official languages in Belgium. Dutch-speaking Belgians are called the 'Flemish' where the French-speaking Belgians are called 'Walloons'. Dutch spoken by Belgians is also referred to as 'Flemish', which is not a literary form of the language, but a spoken 'dialect'. They are different varieties of the same language."
| |
|
Animal and Human Communication, 2002.
a comparison between animal and human communication.
650 words (approx. 2.6 pages), 2 sources, $ 26.95
»
Click here to show/hide summary
Abstract
This paper distinguishes between the debate of animal communication and human language.
| |
|
Second Language Acquisition: Noam Chomsky, 1993.
Discusses Chomsky's theory of language acquisition, in which there exists some sort of "language organ" that makes language possible for humans & impossible for animals.
675 words (approx. 2.7 pages), 9 sources, $ 23.95
»
Click here to show/hide summary
From the Paper
"Nativist Theories of Second Language Acquisition: Noam Chomsky
Introduction
According to Larsen-Freeman and Long (1991), nativist theories posit the existence of a specific, innate biological capacity or organ that makes learning possible. Some of those nativist theories are specific to language acquisition, with Noam Chomsky perhaps the earliest and foremost exponent of the theory that language acquisition follows a universal pattern based on an innate language organ, or system of hard-wiring within the brain.
Noam Chomsky and Universal Grammar
Chomsky became most visible in his struggles with the researchers who were working with chimpanzees and gorillas to ..."
|
|
|
