Group items tagged

Linguistics Research Center

A USC professor of Communications unexpectedly found himself at the center of controversy when he used the Chinese phrase "那个" (neige= literally "that"= the Chinese equivalent of the English "um") to illustrate the concept of "filler words." A letter to the USC administration, signed "Black MBA candidates class of 2022" decried the use of the word, because it sounded too close to the n-word for comfort.

Luke Center has archived the lectures of their speaker series addressing all 17 of the UN Sustainability and Development Goals. Might be worth a listen as you work on your Changemaker projects.

Good for some basic definitions but doesn't give links to the actual data they are collecting in their projects.

When it comes to understanding speech, the world's top tech companies are still playing catch-up with children.

The problem of looking at our devices nonstop is physiological and social. The average human head weighs between 10 and 12 pounds, and when we bend our neck to use digital devices, the gravitational pull on our head and the stress on our neck increases to as much as 60 pounds of pressure. That common position leads to incremental loss of the curve of the cervical spine. Posture has been proven to affect mood, behavior and memory, and frequent slouching can make us depressed, according to the National Center for Biotechnology Information. The way we stand affects everything from the amount of energy we have to bone and muscle development, and even the amount of oxygen our lungs can take in. A study in 2010 found that adolescents ages 8 to 18 spent more than 7.5 hours a day consuming media. In 2015, the Pew Research Center reported that 24 percent of teenagers are "almost constantly" online. Adults aren't any better: Most adults spend 10 hours a day or more consuming electronic media, according to a Nielsen's Total Audience Report from last year. "Mobile devices are the mother of inattentional blindness," said Henry Alford, the author of "Would It Kill You to Stop Doing That: A Modern Guide to Manners." "That's the state of monomaniacal obliviousness that overcomes you when you're absorbed in an activity to the exclusion of everything else." Children now compete with their parents' devices for attention, resulting in a generation afraid of the spontaneity of a phone call or face-to-face interaction. Eye contact now seems to be optional, Dr. Turkle suggests, and sensory overload can often mean our feelings are constantly anesthetized. Researchers at the University of Michigan claim empathy levels have plummeted while narcissism is skyrocketing, with emotional development, confidence and health all affected

CNN has looked at the Penn Center to learn more about the Gullah language and what people are doing to preserve it and its culture. (https://glc.yale.edu/sites/default/files/files/Gullah%20Language.pdf) Gullah is a creole English based language that has been influenced by African languages. Gullah is also known to be from the "target language" of English. This means that the words they use are what the dominant and economically well group of people often used.

The Charlene Sato Center for Pidgin, Creole and Dialect Studies, established in January 2002 and based at the University of Hawai`i-Mānoa,, conducts research on pidgin and creole languages as well as stigmatized dialects, with a focus on research that can benefit speakers of such varieties. The website offers links to helpful resources on Hawai`i Creole English (HCE) and other creoles, and gives tips for conducting research in this area.

Keeping in touch is no longer about face to face, but instead screen to screen, highlighted by the fact that more than 1 billion people are using Facebook every day. Social media has become second nature -- but what impact is this having on our brain? "In a recent study, researchers at the UCLA brain mapping center used an fMRI scanner to image the brains of 32 teenagers as they used a bespoke social media app resembling Instagram. By watching the activity inside different regions of the brain as the teens used the app, the team found certain regions became activated by "likes", with the brain's reward center becoming especially active." This article goes into depth on how social media like instagram is changing our brain. It shows us what parts of our brain are getting stimulated when we use social media! It also talks about peer influence, social learning, and reward circuitry.

A Johns Hopkins study found that damage to a key structure in the brain may explain why some stroke patients can't perceive sarcasm. Researchers looked at 24 people who had experienced a stroke in the right hemispheres of their brains. Those with damage to the right sagittal stratum tended to have trouble recognizing sarcasm, the researchers found. This bundle of neural fibers connects a number of brain regions, including those that process auditory and visual information. Sarcasm can be hard to interpret; it's a complex way to communicate. First, the person has to 1. understand the literal meaning of what someone says 2. detect the components of sarcasm: a wider range of pitch, greater emphatic stress, briefer pauses, lengthened syllables and intensified loudness relative to sincere speech "There're a number of cues people use, and it's both facial cues and tone of voice," noted Dr. Argye Hillis, a professor of neurology at Johns Hopkins University School of Medicine.

An important area of the field of second/foreign language teaching and learning is pragmatics -- the appropriate use of language in conducting speech acts such as apologizing, requesting, complimenting, refusing, thanking. Meaning is not just encoded in word semantics alone, but is affected by the situation, the speaker and the listener.A speech act is, according to linguist Kent Bach, "the performance of several acts at once, distinguished by different aspects of the speaker's intention: there is the act of saying something, what one does in saying it, such as requesting or promising, and how one is trying to affect one's audience". Speech acts can be broken down into 3 levels: 1. locutionary: saying something 2. illocutionary: the speaker's intent in performing the act. For example, if the locutionary act in an interaction is the question "Is there any salt?" the implied illocutionary request is "Can someone pass the salt to me?"; 3. In some instances, there's a third perlocutionary level: the act's effect on the feelings, thoughts or actions of either the speaker or the listener, e.g., inspiring, persuading or deterring. The Center for Advanced Research on Language Acquisition (CARLA) at University of Minnesota provides a collection of descriptions of speech acts, as revealed through empirical research. The material is designed to help language teachers and advanced learners to be more aware of the sociocultural use of the language they are teaching or learning. These speech acts include: Apologies Complaints Compliments/Responses Greetings Invitations Refusals Requests Thanks

Based at the University of California, Berkeley, the Greater Good Science Center sponsors groundbreaking scientific research into social and emotional well-being and helps people apply this research to their personal and professional lives. Their website has useful resources for Safe Conversations, Word Acts, and fostering better social relationships.

Star Trek fans are going to court against the creators of the show about the fictional "Klingon" language

Just seeing a list of negative words for a few seconds will make a highly anxious or depressed person feel worse, and the more you ruminate on them, the more you can actually damage key structures that regulate your memory, feelings, and emotions.But negative words, spoken with anger, do even more damage. They send alarm messages through the brain, interfering with the decision making centers in the frontal lobe, and this increases a person's propensity to act irrationally. Fear-provoking words-like poverty, illness, and death-also stimulate the brain in negative ways. And even if these fearful thoughts are not real, other parts of your brain (like the thalamus and amygdala) react to negative fantasies as though they were actual threats occurring in the outside world. Curiously, we seem to be hardwired to worry-perhaps an artifact of old memories carried over from ancestral times when there were countless threats to our survival.

Dyslexia is the most common learning disability in the U.S. Scientists are exploring how human brains learn to read, and are discovering new ways that brains with dyslexia can learn to cope. 2 areas on the left side of the brain are key for reading: 1. the left temporoparietal cortex: traditionally used to process spoken language. When learning to read, we start using it to sound out words. 2. the occipitotemporal cortex: part of the visual processing center, located at the base of our brain, behind our ears. A person who never learned to read uses this part of the brain to recognize objects - like a toaster or a chair. But, as we become fluent readers, we train this brain area to recognize letters and words visually. These words are called sight words: any word that you can see and instantly know without thinking about the letters and sounds. This requires retraining the brain. When recognizing a chair, the brain naturally sees it from many different angles - left, right, up, down - and, regardless of the perspective, the brain knows it is a chair. But that doesn't work for letters. Look at a lowercase 'b' from the backside of the page, and it looks like a lowercase 'd.' They are the same basic shape and, yet, two totally different letters. But, as it does with a chair, the brain wants to recognize them as the same object. Everyone - not just people with dyslexia - has to teach the brain not to conflate 'b' and 'd'. The good news: intervention and training can help. At the end of the six week training sessions with dyslexics, the brain areas typically associated with reading, in the left hemisphere, became more active. Additionally, right hemisphere areas started lighting up and helping out with the reading process. The lead scientist, Dr. Eden, says this is similar to what scientists see in stroke victims, where other parts of the brain start compensating.

Like a human's brain, a dog's brain responds to the meaning of a word and how the word is said. And like with a human's brain, the dog's left hemisphere reacts to meaning and the right hemisphere reacts to intonation. In the study, words were said to dogs in positive and neutral tones, but only positive words spoken in a positive tone prompted strong activity in the brain's reward center. This study suggested that non-primates could process meaning and emotion long before humans could talk.

Some of the "2016 is awful" rhetoric might be about the way we all consumed the headlines this year. Amy Mitchell, director of Journalism Research at the Pew Research Center, says what we've been witnessing in news consumption trends over the last few years has changed us. "A lot of the shift to digital is presenting a news experience that is more mixed in with other kinds of activities," she says. "You don't necessarily go online looking for news each and every time. Somebody shares it, somebody emails it to you, somebody texts a link. And so many Americans are bumping into the news throughout the course of the day." Nikki Usher, a professor of media and public affairs at George Washington University, calls this recent phenomenon "ambient journalism," or "when you're constantly plugged in through social media and you're constantly online and engaged in some way." And that - that constant bumping into news and online discord, that constant engagement - over time, it becomes an assault. And, Usher says, besides that aggression of immediacy, a lot of the headlines we consumed this year, particularly about the election, pushed a certain narrative: a nation, and even a world, completely and disastrously divided, perhaps beyond repair. "Lots of crappy, bad things happen every year," she says, "but you aren't told over and over again that this just shows us how bad everything is."

This month, the journal Pediatrics published a study that used functional magnetic resonance imaging to study brain activity in 3-to 5-year-old children as they listened to age-appropriate stories. The researchers found differences in brain activation according to how much the children had been read to at home. Children whose parents reported more reading at home and more books in the home showed significantly greater activation of brain areas in a region of the left hemisphere called the parietal-temporal-occipital association cortex. This brain area is "a watershed region, all about multisensory integration, integrating sound and then visual stimulation," said the lead author, Dr. John S. Hutton, a clinical research fellow at Cincinnati Children's Hospital Medical Center. This region of the brain is known to be very active when older children read to themselves, but Dr. Hutton notes that it also lights up when younger children are hearing stories. What was especially novel was that children who were exposed to more books and home reading showed significantly more activity in the areas of the brain that process visual association, even though the child was in the scanner just listening to a story and could not see any pictures. "When kids are hearing stories, they're imagining in their mind's eye when they hear the story," said Dr. Hutton. "For example, 'The frog jumped over the log.' I've seen a frog before, I've seen a log before, what does that look like?" The different levels of brain activation, he said, suggest that children who have more practice in developing those visual images, as they look at picture books and listen to stories, may develop skills that will help them make images and stories out of words later on. "It helps them understand what things look like, and may help them transition to books without pictures," he said. "It will help them later be better readers because they've developed that part of the brain