《语言学教程》第 6 章 语言与认知
胡壮麟语言学教程Chapter6
• Father: ‘You’d better take them off and put them on frontwards.’
• Daughter (Taking them off and turning them around):
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‘Is this the rightwards?
• Daughter: Somebody’s at the door.
• Father / linguist (Supervising daughter getting dressed):
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‘I think you’ve got your underpants on backwards.’
• Daughter (age 3 years 9 months): ‘Yes, I think so.’
• Child: Daddy, you’re interring up.
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inter up interrupt
• Later development • Negation: • Stage 1 (approximately 18 to 25 months) • No the sun shining. • No sit there. • No dog bite you. • No mom sharpen it.
• 6.2.1 Language acquisition
• 1) Holophrastic stage
• So runs my dream, but what am I?
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An infant cryingying for the light,
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Chapter 6 Language and Cognition
胡壮麟语言学教程Chapter6
• Stage 2 • Where she will go? • Why Doggy can’t see? • Why you don’t know?
• The role of imitation and correction • A: What have you seen? (model) • B: What you have seen? (child’s imitation)
• Child: Oh! Nobody don’t LIKES me.
Chapter 6 Language and Cognition
• 4) Fluent grammatical conversation stage p120
• 6.2.2 Language Comprehension p121
• 6.1.3 Three approaches to the study of language and cognition p115
• 1) The formal approach • 2) The psychological approach • 3) The conceptual approach
• 6.2.1 Language acquisition
• 1) Holophrastic stage
• So runs my dream, but what am I?
•
An infant crying in the night;
• An infant crying for the light,
•
Chapter 6 Language and Cognition
• Child: Daddy, you’re interring up.
•
胡壮麟《语言学教程》笔记和考研真题详解(语言与认知)【圣才出品】
第6章语言与认知6.1 复习笔记本章要点:1. Psycholinguistics心理语言学2. Language acquisition, language comprehension, language production 语言习得，语言的理解，语言的生成3. First language acquisition第一语言习得4. Cognitive linguistics认知语言学常考考点：语言习得；第一语言习得；语言的理解和生成；范畴；隐喻；整合理论等。
本章内容索引：I. Definition of cognitionII. Definition of PsycholinguisticsIII. Language acquisition1. The Behaviorist Approach2. The Innateness HypothesisIV. Language comprehension1. Sound Comprehension2. Word recognition3. Comprehension of sentences4. Comprehension of textV. Language Production1. Access to words2. Generation of sentences3. Written language productionVI. Cognitive Linguistics1. Definition2. Construal and Construal Operations(1) Attention/ Salience(2) Judgment/ Comparison(3) Perspective/ Situatedness3. Categorization(1) Basic level(2) Superordinate level(3) Subordinate level4. Image Schemas5. Metaphor(1) Ontological metaphors(2) Structural metaphors(3) Orientional metaphors6. Metonymy7. Blending TheoryI. Definition of cognition (认知的定义)Cognition is used in several different loosely related disciplines. In psychology it is used to refer to the mental processes of an individual, with particular relation to a concept which argues that the mind has internal mental states (such as beliefs, desires and intentions) and can be understood as information processing, especially when much abstraction or concretization is involved, or processes such as involving knowledge, expertise or learning for example are at work. Another definition of “cognition” is the mental process or faculty of knowing, including aspects such as awareness, perception, reasoning, and judgment.“认知”一词既可用于不同学科也可用于相关学科。
《语言学教程》中文笔记(完整)
语言学教程笔记第一章语言学导论语言的定义特征：从本质上将人类语言与动物语言区分开的人类语言的区别性特点。
1.任意性：任意性是指语言符号的形式与所表示的意义没有天然的联系，任意性是语言的核心特征。
例如，我们无法解释为什么一本书读作a /buk/，一支钢笔读作a /pen/。
任意性具有不同层次：（1）语素音义关系的任意性。
（2）句法层面上的任意性。
（3）任意性和规约性。
2.二层性：二层性是指拥有两层结构的这种特性，上层结构的单位由底层结构的元素构成，每层都有自身的组合规则。
话语的组成元素是本身不传达意义的语音，语音的唯一作用就是相互组合构成有意义的单位，比如词。
因为底层单位是无意的，而上层单位有明确的意义，所以我们把语音叫做底层单位，与词等上层单位相对。
二层性使语言拥有了一种强大的能产性。
3.创造性：创造性指语言的能产性，指语言有制造无穷长句的潜力，这来源于语言的二层性和递归性。
利用二重性说话者可以通过组合基本语言单位，无止境地生成句子，大多数都是以前没有过的或没有听过的。
4.移位性：是指人类语言可以让使用者在交际时用语言符号代表时间上和空间上并不可及的物体、时间或观点。
因此我们可以提及孔子或北极，虽然前者已经去世两千五百五十多年而后者位置距我们非常之远。
语言使我们能够谈及已不存在或还未出现的事物。
移位性赋予人们的概括与抽象能力使人类受益无穷。
词在指称具体物体时，并不总是出现在即时、形象化的语境中。
他们通常为了体现指称含义而被使用。
5.文化传递性：语言不是靠遗传，而是通过文化传递的。
6.互换性：指人可以是信息的发出者，也可以是信息的接受者，即人作为说话者和听话者的角色是可以随意更换的。
元语言功能：我们的语言可以用来讨论语言本身。
比如说，我可以用“书”指代一本书，也可以用“书这个词”来指代“书”这个词本身。
这使语言具有无限的自我反身性：人类可以谈论“说话”，也可以思考“思考”。
所以只有人类才能提问：元语言功能对交际、思考及人类的意义是什么？语言学的一些重要区别1.“描写式”和“规范式”描写式：客观系统地记录一种语言的模式和用法或变化。
语言学教程chapter6 language and cognition
Examples: Physical: Paths; Trajectories Metaphorical: The purpose-as-physicalgoal metaphor, as expressed in the following sentences:
Tom has gone a long way toward changing his personality. You have reached the midpoint of your flight training. She's just starting out to make her fortune. Jane was sidetracked in her search for selfunderstanding.
Examples
Days Weeks Years Sleeping and waking Breathing Circulation Emotional buildup and release
Force schema 力图示
Involves physical or metaphorical causal interaction. It includes the following elements:
Scale schema范围图示
Involves an increase or decrease of physical or metaphorical amount, and consists of any of the following:
Figure-ground reversal
胡壮麟《语言学教程》(第5版)笔记和考研真题详解
胡壮麟《语言学教程》（第5版）笔记和考研真题详解目录第1章语言学导论1.1复习笔记1.2考研真题与典型题详解第2章语音2.1复习笔记2.2考研真题与典型题详解第3章词和形态学3.1复习笔记3.2考研真题与典型题详解第4章句法：从语词到篇章4.1复习笔记4.2考研真题与典型题详解第5章意义5.1复习笔记5.2考研真题与典型题详解第6章语言与认知6.1复习笔记6.2考研真题与典型题详解第7章语言文化社会7.1复习笔记7.2考研真题与典型题详解第8章语言的使用8.1复习笔记8.2考研真题与典型题详解第9章语言与文学9.1复习笔记9.2考研真题与典型题详解第10章语言和计算机10.1复习笔记10.2考研真题与典型题详解第11章第二语言和外语教学11.1复习笔记11.2考研真题与典型题详解第12章现代语言学理论与流派12.1复习笔记12.2考研真题与典型题详解内容简介作为《语言学教程》（第5版）（胡壮麟主编，北京大学出版社）的学习辅导书，全书完全遵循该教材的章目编排，共分12章，每章由两部分组成：第一部分为复习笔记（中英文对照），总结本章的重点难点；第二部分是考研真题与典型题详解，精选名校经典考研真题及相关习题，并提供了详细的参考答案。
本书具有以下几个方面的特点：1．梳理章节脉络，浓缩内容精华。
每章的复习笔记以该教材为主并结合其他教材对本章的重难点知识进行了整理，并参考了国内名校名师讲授该教材的课堂笔记，因此，本书的内容几乎浓缩了经典教材的知识精华。
2．中英双语对照，凸显难点要点。
本书章节笔记采用了中英文对照的形式，强化对重要难点知识的理解和运用。
3．精选考研真题，补充难点习题。
本书精选名校考研真题及相关习题，并提供答案和详解。
所选真题和习题基本体现了各个章节的考点和难点，但又不完全局限于教材内容，是对教材内容极好的补充。
另外，在笔记部分，对于在《语言学教程》第三版或第四版提到而第五版删减的知识点我们也予以保留，并用“＊”标明，部分院校考研真题依旧会涉及这些知识点的考查。
语言学教程Chapter 6. Language and Cognition课件
语言学教程Chapter 6. Language and Cognition
(1) Access to words
• Steps involved in the planning of words: • 1. processing step, called conceptualization,…… • 2.to select a word that corresponds to the chosen concept. • 3.morpho-phonological encoding • Generally, morphemes are accessed in sequence, according to
• 1). Serial models…… • 2). Parallel models…… • Structural factors in comprehension of sentences • 1). minimal attachment which defines “structural simpler” • 2).“Garden path” • Lexical factors in comprehension • Information about specific words is stored in the lexicon.
语言学教程Chapter 6. Language and Cognition
6.2.3 language production
• Language production involves…… • 1. generation of single words • 2. generation of simple utterances • Different mappings in language comprehension and in language production • Discussions: • A. production of words orally, • B. production of longer utterances, • C. the different representations and processes involved in spoken production
（完整版）胡壮麟语言学教程笔记、重点全解
（完整版）胡壮麟语言学教程笔记、重点全解《语言学教程》重难点学习提示第一章语言的性质语言的定义：语言的基本特征（任意性、二重性、多产性、移位、文化传递和互换性）；语言的功能（寒暄、指令、提供信息、询问、表达主观感情、唤起对方的感情和言语行为）；语言的起源（神授说，人造说，进化说）等。
第二章语言学语言学定义；研究语言的四大原则（穷尽、一致、简洁、客观）；语言学的基本概念（口语与书面语、共时与历时、语言与言学、语言能力与言行运用、语言潜势与语言行为）；普通语言学的分支（语音、音位、语法、句法、语义）；；语言学的应用（语言学与语言教学、语言与社会、语言与文字、语言与心理学、人类语言学、神经语言学、数理语言学、计算语言学）等。
第三章语音学发音器官的英文名称；英语辅音的发音部位和发音方法；语音学的定义；发音语音学；听觉语音学；声学语音学；元音及辅音的分类；严式与宽式标音等。
第四章音位学音位理论；最小对立体；自由变异；互补分布；语音的相似性；区别性特征；超语段音位学；音节；重音（词重音、句子重音、音高和语调）等。
第五章词法学词法的定义；曲折词与派生词；构词法（合成与派生）；词素的定义；词素变体；自由词素；粘着词素（词根，词缀和词干）等。
第六章词汇学词的定义；语法词与词汇词；变词与不变词；封闭词与开放词；词的辨认；习语与搭配。
第七章句法句法的定义；句法关系；结构；成分；直接成分分析法；并列结构与从属结构；句子成分；范畴（性，数，格）；一致；短语，从句，句子扩展等。
第八章语义学语义的定义；语义的有关理论；意义种类（传统、功能、语用）；里奇的语义分类；词汇意义关系（同义、反义、下义）；句子语义关系。
第九章语言变化语言的发展变化（词汇变化、语音书写文字、语法变化、语义变化）；第十章语言、思维与文化语言与文化的定义；萨丕尔-沃夫假说；语言与思维的关系；语言与文化的关系；中西文化的异同。
第十一章语用学语用学的定义；语义学与语用学的区别；语境与意义；言语行为理论（言内行为、言外行为和言后行为）；合作原则。
(完整版)胡壮麟语言学教程笔记、重点全解
《语言学教程》重难点学习提示第一章语言的性质语言的定义：语言的基本特征（任意性、二重性、多产性、移位、文化传递和互换性）；语言的功能（寒暄、指令、提供信息、询问、表达主观感情、唤起对方的感情和言语行为）；语言的起源（神授说，人造说，进化说）等。
第二章语言学语言学定义；研究语言的四大原则（穷尽、一致、简洁、客观）；语言学的基本概念（口语与书面语、共时与历时、语言与言学、语言能力与言行运用、语言潜势与语言行为）；普通语言学的分支（语音、音位、语法、句法、语义）；；语言学的应用（语言学与语言教学、语言与社会、语言与文字、语言与心理学、人类语言学、神经语言学、数理语言学、计算语言学）等。
第三章语音学发音器官的英文名称；英语辅音的发音部位和发音方法；语音学的定义；发音语音学；听觉语音学；声学语音学；元音及辅音的分类；严式与宽式标音等。
第四章音位学音位理论；最小对立体；自由变异；互补分布；语音的相似性；区别性特征；超语段音位学；音节；重音（词重音、句子重音、音高和语调）等。
第五章词法学词法的定义；曲折词与派生词；构词法（合成与派生）；词素的定义；词素变体；自由词素；粘着词素（词根，词缀和词干）等。
第六章词汇学词的定义；语法词与词汇词；变词与不变词；封闭词与开放词；词的辨认；习语与搭配。
第七章句法句法的定义；句法关系；结构；成分；直接成分分析法；并列结构与从属结构；句子成分；范畴（性，数，格）；一致；短语，从句，句子扩展等。
第八章语义学语义的定义；语义的有关理论；意义种类（传统、功能、语用）；里奇的语义分类；词汇意义关系（同义、反义、下义）；句子语义关系。
第九章语言变化语言的发展变化（词汇变化、语音书写文字、语法变化、语义变化）；第十章语言、思维与文化语言与文化的定义；萨丕尔-沃夫假说；语言与思维的关系；语言与文化的关系；中西文化的异同。
第十一章语用学语用学的定义；语义学与语用学的区别；语境与意义；言语行为理论（言内行为、言外行为和言后行为）；合作原则。
(完整版)胡壮麟语言学教程笔记、重点全解
《语言学教程》重难点学习提示第一章语言的性质语言的定义：语言的基本特征（任意性、二重性、多产性、移位、文化传递和互换性）；语言的功能（寒暄、指令、提供信息、询问、表达主观感情、唤起对方的感情和言语行为）；语言的起源（神授说，人造说，进化说）等。
第二章语言学语言学定义；研究语言的四大原则（穷尽、一致、简洁、客观）；语言学的基本概念（口语与书面语、共时与历时、语言与言学、语言能力与言行运用、语言潜势与语言行为）；普通语言学的分支（语音、音位、语法、句法、语义）；；语言学的应用（语言学与语言教学、语言与社会、语言与文字、语言与心理学、人类语言学、神经语言学、数理语言学、计算语言学）等。
第三章语音学发音器官的英文名称；英语辅音的发音部位和发音方法；语音学的定义；发音语音学；听觉语音学；声学语音学；元音及辅音的分类；严式与宽式标音等。
第四章音位学音位理论；最小对立体；自由变异；互补分布；语音的相似性；区别性特征；超语段音位学；音节；重音（词重音、句子重音、音高和语调）等。
第五章词法学词法的定义；曲折词与派生词；构词法（合成与派生）；词素的定义；词素变体；自由词素；粘着词素（词根，词缀和词干）等。
第六章词汇学词的定义；语法词与词汇词；变词与不变词；封闭词与开放词；词的辨认；习语与搭配。
第七章句法句法的定义；句法关系；结构；成分；直接成分分析法；并列结构与从属结构；句子成分；范畴（性，数，格）；一致；短语，从句，句子扩展等。
第八章语义学语义的定义；语义的有关理论；意义种类（传统、功能、语用）；里奇的语义分类；词汇意义关系（同义、反义、下义）；句子语义关系。
第九章语言变化语言的发展变化（词汇变化、语音书写文字、语法变化、语义变化）；第十章语言、思维与文化语言与文化的定义；萨丕尔-沃夫假说；语言与思维的关系；语言与文化的关系；中西文化的异同。
第十一章语用学语用学的定义；语义学与语用学的区别；语境与意义；言语行为理论（言内行为、言外行为和言后行为）；合作原则。
胡壮麟《语言学教程》笔记第5-6章
Chapter 5 Meaning1. Semantics(语义学)Semantics is the study of meaning of the linguistic units, words and sentences in particular. (语义学是对语言单位，尤其是词和句子的意义的研究。
)2. Meanings of “meaning”1). Meaning:Meaning refers to what a language expresses about the world we live in or any possible or imaginary world.（意义是指语言所表达的关于现实世界或者想象中的世界的想法。
）2). Connotation: （内涵）Connotation means the properties of the entity a word denotes.(内涵指的是一个词所指称的实体的特征。
)3). Denotation: （外延）Denotation involves the relationship between a linguistic unit and the non-linguistic entity to which it refers. Thus it is equivalent to referential meaning. (外延涉及语言单位与非语言实体之间的关系。
在这个意义上，它跟指称意义是一样的。
)3. The difference between meaning, concept, connotation, and denotationMeaning refers to the association of language symbols with the real world. There are many types of meaning according to different approaches.Concept is the impression of objects in people’s mind.Connotation is the implied meaning, similar to implication.Denotation, like sense, is not directly related with objects, but makes the abstract assumption ofthe real world.4. The referential theory1). DefinitionThe theory of meaning which relates the meaning of a word to the thing it refers to, or stands for, is known as the referential theory.(把词语意义跟它所指称或代表的事物联系起来的理论，叫做指称理论)2). The semantic triangle （语义三角）Ogden and Richards presented the classic “Semantic Triangle”as manifested in the following diagram。
(NEW)胡壮麟《语言学教程》(第5版)配套题库【考研真题精选+章节题库】
7. One of the important distinctions in linguistics is _____ and performance. （人大2006研） 【答案】competence 【解析】语言能力指理想的语言使用者关于语言规则的语言知识，语言 应用指语言交际中关于语言规则知识的实际使用。
因为大多数动物的“语言”需要“即时刺激控制”。
18. The most serious defect concerns the use of semantic markers like (Human) and (Male), which, more usually called semantic components are elements of an artificial _____.（北京邮电大学2014研） 【答案】metalanguage 【解析】本题考查成分分析的弊端。通过语义特征来进行成分分析的一 大弊端是这些意义特征使用的是人工化的元语言，元语言本身的含义也 需进一步解释。
语言学教程[第六章语言与认知]山东大学期末考试知识点复习
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第六章语言与认知复习笔记I.认知的定义“认知”一词既可用于不同学科也可用于相关学科。
在心理学中，“认知”是指个人的心理过程，即心智具有内部心理状态 (比如信念、意志和意愿)。
特别是在许多具象和抽象交织在一起时，如知识、技能和学习共同作用时，采用信息处理的方法可以理解心理过程。
另外一种对“认知”的定义是指心理过程或知识的能力，包括意识、知觉、推理和判断等。
II．心理语言学的定义心理语言学是对语言心理方面的研究，通常研究的是与语言行为相关的心理状态和思维活动。
心理语言学的一个重点是研究能够使人理解和产出可理解句子的语法规则的无意识运用。
心理语言学家研究语言与思维的关系，心理语言学同时也还关注语言是如何习得的以及语言在思维运用中所发挥的作用。
Ⅲ．语言习得语言习得指的是一个人语言的学习和发展。
第一语言习得即一个人母语的学习和发展。
语言学家、心理语言学家和应用语言学家通过研究语言习得来理解其形成和发展的全过程，更好的理解语言的本质。
对于第一语言习得的问题存在两种说法：行为主义方法和天赋论。
1．行为主义方法语言是一个学习的行为，是一个通过学习形成习惯的过程。
对语言学习的这种观点称作行为主义或行为主义观点。
根据这种观点，孩子的语言习得是一个“刺激一反映一模仿一强化”的过程。
个人的内部语言知识是其对所观察的语言事件进行结合的直接结果。
2．天赋理论天赋论是说获取人类语言的能力是人类自身内在的机能之一，刚出生的婴儿就具备这种能力。
Ⅳ．语言的理解1．发音理解发音的理解不是一个被动的过程。
它通常依赖于听话者所处的语境。
人们需要从整体上来理解意思，而不是孤立地将其分开。
并不是单独去听每一个词。
对发音的成功理解要求人们具有区分细小的发音差别的内在能力，以及适应语言听觉种类的能力。
2．词语的识别词语的理解是一个非常复杂的心理过程，远比处理发音复杂得多。
词汇由于其在传达意义过程中的极端重要作用而在语言理解中居于核心地位。
单词辨识是指对口头词语和书面词语的识别。
【考研专业课笔记】胡壮麟《语言学教程》(第5版)复习攻略(第6章)
每本教材每个章节都包含：学霸笔记，强化练习，过关检测，思维导图，复习要点，学习目标，时间安排，重难点分析，易错点分析，考点分析，音频笔记等......如果参考教材有多个版本，那么每个版本都有全套资料；如果目标院校没有指定参考书，那么所有推荐的参考书都有全套的资料可供学习。
以下是胡壮麟《语言学教程》第6章《语言与认知》的复习攻略：1.复习要点本章主要内容包括以下方面：(1)语言的认知过程：感知、注意、记忆等。
(2)语言的信息加工：语音、语义、语用等。
(3)语言与思维：内在语言（自我对话）、概念与类别等。
2.学习目标通过本章的学习，你应该能够：(1)理解语言的认知过程，掌握感知、注意、记忆等认知过程的基本原理。
(2)掌握语言信息加工的原理和方法，了解语音、语义、语用的基本概念和分析方法。
(3)了解语言与思维的关系，掌握内在语言（自我对话）的特点和作用，以及概念与类别的基本概念和分类方法。
3.时间安排上午：阅读第6章，理解语言的认知过程和信息加工的原理和方法。
下午：学习语音、语义、语用的基本概念和分析方法，以及内在语言（自我对话）的特点和作用。
晚上：了解概念与类别的基本概念和分类方法，进行练习和实验操作，加深对概念和方法的理解和记忆。
4.总结通过以上复习要点和学习目标，你可以在1天内全面了解胡壮麟《语言学教程》第6章《语言与认知》的内容，并掌握语言的认知过程和信息加工的原理和方法。
同时，还应该了解语言与思维的关系，掌握内在语言（自我对话）的特点和作用，以及概念与类别的基本概念和分类方法。
建议在学习过程中注重实践和思考，多进行练习和实验操作，加深对概念和方法的理解和记忆。
同时，还应该注意扩大知识面，关注语言学的前沿研究和应用领域，为未来的学术研究和职业发展打下坚实的基础。
胡壮麟《语言学教程》(第5版)-章节题库-第6章 语言与认知【圣才出品】
第6章语言与认知Ⅰ. Multiple Choice1. How does the top-down approach differ from the bottom-up approach in language processing?A. Bottom-up processing is more effective than top-down processing in speech synthesis.B. Bottom-up processing utilizes all information one has in speech perception.C. Top-down processing uses one’s existing knowledge and the incoming speech signal.D. Top-down processing is more efficient than bottom-up processing in speech comprehension.【答案】B【解析】在语言处理加工过程中，有两种方法，即从一般到具体的自上而下的方法和从具体到一般的自下而上的方法。
其中自下而上的方法会用到言语感知中的所有信息。
2. _____ is defined as a conscious process of accumulating knowledge of a second language usually obtained in school settings.A. CompetenceB. PerformanceC. LearningD. Acquisition【答案】C【解析】在学校里我们会学到第二语言，对第二语言知识的这种有意识的积累，叫做“学习”。
3. During language acquisition, children go through several stages, during which stage they begin to have sensitivity to the phonetic distinctions used in their parents’ language.A. Holophrastic stageB. Two word stageC. Three word stageD. Fluent grammatical conversation stage【答案】A【解析】孩子们的语言习得要经历三个阶段，单词句阶段，双词句阶段，以及三词句阶段。
语言学课后练习
语言学教程(修订版) 练习参考答案修订版第一章语言学导论 1第二章语音 3第三章词汇 8第四章句法 11第五章语义 15第六章语言与思维 18第七章语言、文化与社会 20第八章语用 21第九章语言与文学 24第十章语言与计算机 25第十一章语言学与外语教学 28第十二章现代语言学的学派与理论 30第一章语言学导论1. Define the following terms:1) design features: are features that define our human languages, such as arbitrariness, duality, creativity, displacement, cultural transmission, etc.2) function: the role language plays in communication (e.g. to express ideas, attitudes) or in particular social situations (e.g. religious, legal).Language functions include informative function (also ideational function), interpersonal function, performative function, emotive function, phatic communion, recreational function and metalingual function.3) etic: a term in contrast with emic which originates from American linguist Pike’s distinction of phonetics and phonemics. Being etic means making far too many, as well as behaviorsly inconsequential, differentiations, just as was often the case with phonetic vs. phonemic analysis in linguistics proper.4) emic: a term in contrast with etic which originates from American linguist Pike’s distinction of phonetics and phonemics. An emic set of speech acts and events must be one that is validated as meaningful via final resource to the native members of a speech community rather than via appeal to the investigator’s ingenuity or intuition alone.5) synchronic: a kind of description which takes a fixedinstant(usually, but not necessarily, the present), as its point of observation. Most grammars are of this kind.6) diachronic: study of a language is carried through the course of its history.7) prescriptive: a kind of linguistic study in which things are prescribed how ought to be, i.e. laying down rules for language use.8) descriptive: a kind of linguistic study in which things are just described.9) arbitrariness: one design feature of human language, whichrefers to the fact that the forms of linguistic signs bear no natural relationship to their meaning.(1) Arbitrary relationship between the sound of a morpheme and its meaning(2) At the syntactic level(3) Arbitrariness and convention (convention: the link between a linguistic sign and its meaning)10) duality: one design feature of human language, which refers to the property of having two levels of structures, such that units of the primary level are composed of elements of the secondary level and each of the two levels has its own principles of organization.11) displacement: one design feature of human language, which means that human languages enable their users to symbolize objects, events and concepts which are not present (in time and space) at the moment of communication.12) phatic communion: one function of human language, which refersto the social interaction of language.13) metalanguage: a language used for talking about language.14) macrolinguistics: The interacting study between language and language-related disciplines such as psychology, sociology, ethnography, science of law and artificial intelligence etc. Branches of macrolinguistics include psycholinguistics, sociolinguistics, anthropological linguistics, etc.15) competence: a language user’s underlying knowledge about the system of rules.16) performance: the actual use of language in concretesituations.(Chomsky, 1965:3)17) langue: the linguistic competence of the speaker.18) parole: the actual phenomena or data of linguistics(utterances).2. Consult at least four introductory linguistics textbooks (not dictionaries), and copy the definitions of language that each gives.After carefully comparing the definitions, write a paper discussingwhich points recur and explaining the significance of the similarities and differences among the definitions.All the definitions should not exclude the description of design features that have been mentioned in this course book. Also it will be better if other design features, say, interchangeability or cultural transmission is included. But it seems impossible to give an unimpeachable definition on language, because the facets people want to emphasize are seldom unanimous. To compare several definitions can make you realize where the argument is.3. Can you think of some words in English which are onomatopoeic?creak: the sound made by a badly oiled door when it opens.cuckoo: the call of cuckoo.bang: a sudden loud noise.roar: a deep loud continuing sound.buzz: a noise of buzzing.hiss: a hissing sound.neigh: the long and loud cry that a horse makes.mew: the noise that a gull makes.bleat: the sound made by a sheep, goat or calf.4. Do you think that onomatopoeia indicates a non-arbitrary relationship between form and meaning?Not really. Onomatopoeia is at most suggestive of the natural sounds they try to capture. They are arbitrary as signifiers.Before we feel a word is onomatopoeic we should first know which sound the word imitates. For example, in order to imitate the noise of flying mosquitoes, there are many choices like "murmurous" and "murderous". They both bear more or less resemblance to the genuine natural sound, but "murmurous" is fortunately chosen to mean the noise while "murderous" is chosen to mean something quite different. They are arbitrary as signifiers.5. A story by Robert Louis Stevenson contains the sentence “As the night fell, the wind rose.” Could this be expressed as “As the wind rose, the night fell?” If not, why? Does this indicate a degree of non-arbitrariness about word order? (Bolinger, 1981: 15)Yes. Changing the order of the two clauses may change the meaningof the sentence, because clauses occurring in linear sequence without time indicators such as “before” or “after” will be taken as matching the actual sequence of happening.6. Does the traffic light system have duality? Why?No. No discrete units on the first level that can be combinedfreely in the second level to form meaning. There is only simple one-to-one relationship between signs and meaning, namely, red—stop, green—go and yellow—get ready to go or stop.7. Communication can take many forms, such as sign, speech, body language and facial expression. Do body language and facial expression share or lack the distinctive properties of human language?On a whole, body language and facial expression lack most of the distinctive properties of human language such as duality, displacement, creativity and so on. Body language exhibits arbitrariness a little bit. For instance, nod means "OK/YES" for us but in Arabian world it is equal to saying "NO". Some facial expressions have non-arbitrariness because they are instinctive such as the cry and laugh of a newborn infant.8. Do you agree with the view that no language is especially simple?Yes. All human languages are complicated systems of communication.It is decided by their shared design features.9. Can you mention some typical expressions of phatic communion in Chinese?Some of the typical phatic expressions in Chinese are: 吃了吗？家里都好吧？这是去哪里啊？最近都挺好的？10. Comment on the following prescriptive rules. Do you think they are acceptable?(A) It is I. (B) It is me.You should say A instead of B because “be” should be followed by the nominative case, not the accusative according to the rules in Latin.(A) Who did you speak to? (B) Whom did you speak to?You should say B instead of A.(A) I haven't done anything. (B) I haven't done nothing.B is wrong because two negatives make a positive.(1) the Latin rule is not universal. In English, me is informal andI is felt to be very formal.(2) Whom is used in formal speech and in writing; who is more acceptable in informal speech.(3) Language does not have to follow logic reasoning. Here two negative only make a more emphatic negative. This sentence is not acceptable in Standard English not because it is illogical, but because language changes and rejects this usage now.11. Why is competence and performance an important distinction in linguistics? Do you think the line can be neatly drawn between them? How do you like the concept “communicative competence”?This is proposed by Chomsky in his formalist linguistic theories.It is sometimes hard to draw a strict line. Some researchers in applied linguistics think communicative competence may be a more revealing concept in language teaching than the purely theoretical pair—competence and performance.12. Which branch of linguistics do you think will develop rapidlyin China and why? (up to you)13. There are many reasons for the discrepancy between competence and performance in normal language users. Can you think of some of them?Ethnic background, socioeconomic status, region of the country, and physical state changes within the individual, such as intoxication, fatigue, distraction, illness.14. What do these two quotes reveal about the different emphasis or perspectives of language studies?(1) A human language is a system of remarkable complexity. To come to know a human language would be an extraordinary intellectual achievement for a creature not specifically designed to accomplish this task. A normal child acquires this knowledge on relatively slight exposure and without specific training. He can then quite effortlessly make use of an intricate structure of specific rules and guiding principles to convey his thoughts and feelings to others, ... Thus language is a mirror of mind in a deep and significant sense. It is a product of human intelligence, created anew in each individual by operations that lie far beyond the reach of will or consciousness.(Noam Chomsky: Reflections on Language. 1975: 4)(2) It is fairly obvious that language is used to serve a varietyof different needs, but until we examine its grammar there is no clear reason for classifying its uses in any particular way. However, when we examine the meaning potential of language itself, we find that the vast numbers of options embodied in it combine into a very few relatively independent “networks”; and these networks of options correspond to certain basic functions of language. This enables us to give an accountof the different functions of language that is relevant to the general understanding of linguistic structure rather than to any particular psychological or sociological investigation.(M. A. K. Halliday, 1970: 142)The first quote shows children’s inborn ability of acquir ing the knowledge of intricate structure of specific rules. It implies that the language user's underlying knowledge about the system of rules is the valuable object of study for linguists. The second attaches great importance to the functions of language. It regards the use of language as the choice of needed function. The meaning of language can be completely included by a few “networks” which is directly related to basic functions of language. It indicates the necessity to study the functions of language.附：1. The recursive nature of language provides a theoretical basis for the creativity of language. Can you write a recursive sentence following the example in section 1.3.3.Today I encountered an old friend who was my classmate when I was in elementary school where there was an apple orchard in which we slid to select ripe apples that…2. What do you think of Bertrand Russell’s observation of the dog language: “No matter how eloquently a dog may bark, he cannot tell you that his parents were poor bu t honest”? Are you familiar with any type of ways animals communicate among themselves and with human beings?When gazelles sense potential danger, for example, they flee and thereby signal to other gazelles in the vicinity that danger is lurking.A dog signals its wish to be let inside the house by barking and signals the possibility that it might bite momentarily by displaying its fangs.3. There are many expressions in language which are metalingual or self-reflexives, namely, talking about talk and think about thinking,for instance, to be honest, to make a long story short, come to think of it, on second thought, can you collect a few more to make a list of these expressions? When do we use them most often?To tell the truth, frankly speaking, as a matter of fact, to be precise, in other words, that is to saySuch expressions are used most frequently when we want to expatiate the meaning of former clauses in anther way in argumentation.第二章语音1. Define the following terms:1) articulatory phonetics: the study of the production of speech sounds.2) coarticulation: a kind of phonetic process in which simultaneous or overlapping articulations are involved.If the sound becomes more like the following sound, as in the case of lamb, it is know as anticipatory coarticulation.If the sound displays the influence of the preceding sound, it is perseverative coarticulation, as is the case of map.3) Voicing: the vibration of the vocal folds.When the vocal folds are close together, the airstream causes them to vibrate against each other and the resultant sound is said to be “voiced”. When the vocal folds are apart and the air can pass through easily, the sound produced is said to be “voiceless”. When they are totally closed, no air can pass between them. The result of this gesture is the glottal stop [?]4) Broad and narrow transcription: the use of a simple set of symbols in transcription is called broad transcription; the use of more specific symbols to show more phonetic detail is referred to as narrow transcription.5) consonant: consonants are sound segments produced byconstricting or obstructing the vocal tract at some place to divert, impede, or completely shut off the flow of air in the oral cavity.6) phoneme: a unit of explicit sound contrast. If two sounds in a language make a contrast between two different words, they are said to be different phonemes.7) vowel: vowels are sound segments produced without obstruction of the vocal tract, so no turbulence or a total stopping of the air can be perceived.8) allophone: variants of the same phoneme. If two or more phonetically different sounds do not make a contrast in meaning, they are said to be allophones of the same phoneme. To be allophones, they must be in complementary distribution and bear phonetic similarity.9) manner of articulation: in the production of consonants, manner of articulation refers to the actual relationship between the articulators and thus the way in which the air passes through certain parts of the vocal tract.10) place of articulation: the point where an obstruction to the flow of air is made in producing a consonant.11) distinctive features: a term of phonology, i.e. a property which distinguishes one phoneme from another. (suggested by Roman Jacobson in the 1940s)12) complementary distribution: the relation between two speech sounds that never occur in the same environment. Allophones of the same phoneme are usually in complementary distribution.13) IPA: the abbreviation of International Phonetic Alphabet, which is devised by the International Phonetic Association in 1888 then it has been revised from time to time to include new discoveries and changes in phonetic theory and practice. The latest version has been revised in 1993 and updated in 2005.14) suprasegmental: suprasegmental features are those aspects of speech that involve more than single sound segments. The principal suprasegmental features are syllable, stress, tone, and intonation.2. Answer the following questions.1) What organs are involved in speech production?Quite a few human organs are involved in the production of speech: the lungs, the trachea (or windpipe), the throat, the nose, and the mouth.The pharynx, mouth, and nose form the three cavities of the vocal tract. Speech sounds are produced with an airstream as their sources of energy. In most circumstances, the airstream comes from the lungs. It is forced out of the lungs and then passes through the bronchioles and bronchi, a series of branching tubes, into the trachea. Then the air is modified at various points in various ways in the larynx, and in theoral and nasal cavities: the mouth and the nose are often referred to, respectively, as the oral cavity and the nasal cavity.Inside the oral cavity, we need to distinguish the tongue and various parts of the palate, while inside the throat, we have to distinguish the upper part, called pharynx, from the lower part, known as larynx. The larynx opens into a muscular tube, the pharynx, part of which can be seen in a mirror. The upper part of the pharynx connects to the oral and nasal cavities.The contents of the mouth are very important for speech production. Starting from the front, the upper part of the mouth includes the upper lip, the upper teeth, the alveolar ridge, the hard palate, the soft palate (or the velum), and the uvula. The soft palate can be lowered toallow air to pass through the nasal cavity. When the oral cavity is at the same time blocked, a nasal sound is produced.The bottom part of the mouth contains the lower lip, the lower teeth, the tongue, and the mandible.At the top of the trachea is the larynx, the front of which is protruding in males and known as the “Adam’s Apple”. The larynx contains the vocal folds, also known as “vocal cords” or “vocal bands”, a nd the ventricular folds. The vocal folds are a pair of structure that lies horizontally below the latter and their front ends are joined together at the back of the Adam’s Apple. Their rear ends, however, remain separated and can move into various positions: inwards, outwards, forwards, backwards, upwards and downwards.2) How is the description of consonants different from that of vowels?In the production of consonants at least two articulators are involved. For example, the initial sound in bad involves both lips andits final segment involves the blade (or the tip) of the tongue and the alveolar ridge. The categories of consonant, therefore, are established on the basis of several factors. The most important of these factors are: (a) the actual relationship between the articulators and thus the way in which the air passes through certain parts of the vocal tract, and (b) where in the vocal tract there is approximation, narrowing, or the obstruction of air. The former is known as the Manner of Articulationand the latter as the Place of Articulation.The Manner of Articulation refers to ways in which articulation can be accomplished: (a) the articulators may close off the oral tract foran instant or a relatively long period; (b) they may narrow the space considerably; or (c) they may simply modify the shape of the tract by approaching each other.The Place of Articulation refers to the point where a consonant is made. Practically consonants may be produced at any place between thelips and the vocal folds. Eleven places of articulation aredistinguished on the IPA chart.As the vowels cannot be described in the same way as the consonants, a system of cardinal vowels has been suggested to get out of this problem. The cardinal vowels, as exhibited by the vowel diagram in the IPA chart, are a set of vowel qualities arbitrarily defined, fixed and unchanging, intended to provide a frame of reference for the description of the actual vowels of existing languages.The cardinal vowels are abstract concepts. If we imagine that for the production of [@] the tongue is in a neutral position (neither high nor low, neither front nor back), the cardinal vowels are as remote as possible from this neutral position. They represent extreme points of a theoretical vowel space: extending the articulators beyond this space would involve friction or contact. The cardinal vowel diagram (or quadrilateral) in the IPA is therefore a set of hypothetical positionsfor vowels used as reference points.The front, center, and back of the tongue are distinguished, as are four levels of tongue height: the highest position the tongue canachieve without producing audible friction (high or close); the lowestposition the tongue can achieve (low or open); and two intermediate levels, dividing the intervening space into auditorily equivalent areas (mid-high or close -mid, and mid-low or open-mid).3) To what extent is phonology related to phonetics and how do they differ?Both phonetics and phonology study human speech sounds but they differ in the levels of analysis. Phonetics studies how speech sounds are produced, transmitted, and perceived. Imagine that the speech sound is articulated by a Speaker A. It is then transmitted to and perceived by a Listener B. Consequently, a speech sound goes through a three-step process: speech production, sound transmission, and speech perception.Naturally, the study of sounds is divided into three main areas, each dealing with one part of the process: Articulatory Phonetics is the study of the production of speech sounds, Acoustic Phonetics is the study of the physical properties of speech sounds, and Perceptual or Auditory Phonetics is concerned with the perception of speech sounds.Phonology is the study of the sound patterns and sound systems of languages. It aims to discover the principles that govern the way sounds are organized in languages, and to explain the variations that occur.In phonology we normally begin by analyzing an individual language, say English, in order to determine its phonological structure, i.e. which sound units are used and how they are put together. Then we compare the properties of sound systems in different languages in order to make hypotheses about the rules that underlie the use of sounds inthem, and ultimately we aim to discover the rules that underlie the sound patterns of all languages.4) What is assimilation?The change of a sound as a result of the influence of an adjacent sound, which is more specifically called “contact” or “contiguous” assimilation.3. Give the description of the following sound segments in English.1) [e]2) [?]3) [?]4) [d]5) [p]6) [k]7) [l]8) [?]9) [u?]10) [?]1) voiced dental fricative2) voiceless postalveolar fricative3) velar nasal4) voiced alveolar stop/plosive5) voiceless bilabial stop/plosive6) voiceless velar stop/plosive7) (alveolar) lateral8) high front unrounded lax vowel9) high back rounded tense vowel10) low back rounded lax vowel注：lax:短音，tense: 长音4. In some dialects of English the following words have different vowels, as shown by the phonetic transcription. Based on these data, answer the questions that follow.A B Cbite [b??t] bide [ba?d] tie [ta?]rice [r??s] rise [ra?z] by [ba?]type [t??p] bribe [bra?b] sigh [sa?]wife [w??f] wives [wa?vz] die [da?]tyke [t??k] time [ta?m] why [wa?]nine [na?n]tile [ta?l]tire [ta?r]writhe [ra?e]1) How may the classes of sounds that end the words in columns A and B be characterized?All the sounds that end the words in column A are voiceless ([ - voiced ]) and all the sounds that end the words in column B arevoiced([ + voiced ]).2) How do the words in column C differ from those in columns A and B?The words in column C are all open syllables, i.e. they end in vowels.3) Are [??] and [a?] in complementary distribution? Give your reasons.The two sounds are in complementary distribution because [??]appear before voiceless consonants and [a?] occurs before voiced consonants and in open syllables.4) What are the phonetic transcriptions of (a) life and (b) lives?Life [l??f] lives[la?vz]5) What would the phonetic transcriptions of the following words be?(a) trial (b) bike (c) lice (d) fly (e) mine(a) [tra?l] (b) [b??k] (c) [l??s] (d) [fla?] (e) [ma?n]6) State the rule that will relate the phonemic representations to the phonetic transcriptions of the words given above./a?/ →[??] / _____[–voice][a?] in other places5. What is the rule that underlies the past tense forms of the regular verbs in English? Collect some data and state the rule.d→ id/t /[ - voiced ]d elsewherecons: continual. 附：Low(1) /p/→[p]/[s]__________/p/在[s]后发音为[p][p] elsewhere/p/在其它地方发音为[p](2) /l/→[l]/__________V/l/在元音前发音为[l] (alveolar)[?]/V__________/l/在元音后发音为[?] (lateral)(3) f, v; , ; s, z;Fricatives and affricatives in English may be assimilated in voicing.(4) /v/→[f]voiced fricative →voiceless/__________voiceless在清音间前摩擦音变为清音(5) Nasalization rule[ - nasal] →[ + nasal]/__________ [ + nasal](6) Dentalization rule[ - dental] →[ + dental]/__________ [ + dental](7) Velarization rule[ - velar] →[ + velar]/__________[ + velar](8) → [n]/[]__________Va在元音前发音为[n] (an)(9) a. The /s/ appears after voiceless sounds.b. The /z/ appears after voiced sounds. (All vowels are voiced.)c. The /z/ appears after sibilants.(10) z → s /[ - voice, C]__________ (Devoicing浊音变清音)(11) → /sibilant__________ z (Epenthesis插音)(12) a. // + // b.// + // c.// + //N/A N/A Epenthesiss N/A N/A Devoicingbdz kesz Output(13)a. [ - voiced, - cont] → [ - spread]/s______b. [ + spread]spread: aspirated.(14) Syllabic structure of clasp(15) Sonority scale:Most sonorous醒目的 5 Vowels4 Approximants3 Nasals2 FricativesLost sonorous 1 Stops(16) clasp(18) *lkaps。
语言学第六单元
What is Cognition?
The mental process or faculty of knowing, including aspects such as awareness, perception, reasoning, and judgment.
Approaches to the Study of Language and Cognition
Judgment / Comparison
It has sth. to do with judging sth. by comparing it to sth. else. Figure-ground（图形 背景） 背景） （图形-背景 alignment（排列） applies to space （排列） with the ground as the prepositional object and the preposition expressing the spatial relational configuration 布局） （布局）.
Basic Level
1. It refers to those that are most
culturally salient and are required to fulfill our cognitive needs the best. 2. This is the level where we perceive the most differences between “objects” in the world. 3. It is also the most economical ones in that it is at this level that you can find the most relevant information. (p.145)
《语言学教程》第 6 章 语言与认知
1 中国人重伦理 英美人重认知 2 中国人重整体，偏重综合性思维 英美人重个体，偏重分析性思维
3 中国人重直觉 英美人重实证
①中国传统思想注重实践经验，注重整体思考， 借助直觉体悟，通过知觉从整体上模糊而直接地 把握对象的内在本质和规律。②直觉思维强调感 性认识、灵感和顿悟；这种思维方式在词语中也 有反映。 ①英美人的思维传统是：重视理性知识，重视分 析，重视实证，通过对实证的分析得出科学、客 观的结论。
伽利略 近代实验科学的先驱者 当时的人评论：“哥伦 布发现了新大陆，而伽 利略发现了新宇宙”。 史蒂芬· 霍金说，“自然 科学的诞生要归功于伽 利略，他这方面的功劳 无人能及。”
牛顿 他对万有引力和三大 运动定律的描述奠定 了此后三个世纪里物 理学的基础，并成为 现代工程学的基础。
心理语言学的发展史
心理语言学的发展史总体上分为先乔姆斯基 时期和后乔姆斯基时期。在前一个时期，心理语 言学受心理学中的行为主义和语言学中的结构主 义的影响，着重研究语言的形式，尚未对语言使 用的心理过程作深入研究。 在乔姆斯基以后，心理语言学的研究重点发 生了变化。为验证乔姆斯基提出的一系列假设的 心理真实性，心理语言学家们设计出各种各样的 理论模型，进行各种实验，以揭开人类心理机制 这个“黑匣子”。
托马斯.爱迪生
世界历史上第一个利 用大量生产原则和工 业实验室来生产发明 专利的人。拥有2000 项发明，包括对世界 影响极大的留声机、 电影摄影机、钨丝灯 泡等。
爱迪生被誉为“光明 之父”、“现实世界 的普罗米修斯”。
托马斯.汤姆逊
他发现了电子，获诺 贝尔物理学奖。
他创立了代表现代科学的相对论，为核能开发奠定了 理论基础，开创了现代科学的新纪元，被公认为是自 伽利略、牛顿以来最伟大的科学家、物理学家。
胡壮麟《语言学教程》(第5版)笔记和考研真题详解
胡壮麟《语言学教程》（第5版）笔记和考研真题详解精研学习网-提供下载注册账号-免费试用-满意购买全国547所院校视频及题库全收集考研全套>视频资料>课后详解>历年真题>全部收录作为《语言学教程》（第5版）（胡壮麟主编，北京大学出版社）的学习辅导书，全书完全遵循该教材的章目编排，共分12章，每章由两部分组成：第一部分为复习笔记（中英文对照），总结本章的重点难点；第二部分是考研真题与典型题详解，精选名校经典考研真题及相关习题，并提供了详细的参考答案。
本书具有以下几个方面的特点：1．梳理章节脉络，浓缩内容精华。
每章的复习笔记以该教材为主并结合其他教材对本章的重难点知识进行了整理，并参考了国内名校名师讲授该教材的课堂笔记，因此，本书的内容几乎浓缩了经典教材的知识精华。
2．中英双语对照，凸显难点要点。
本书章节笔记采用了中英文对照的形式，强化对重要难点知识的理解和运用。
3．精选考研真题，补充难点习题。
本书精选名校考研真题及相关习题，并提供答案和详解。
所选真题和习题基本体现了各个章节的考点和难点，但又不完全局限于教材内容，是对教材内容极好的补充。
另外，在笔记部分，对于在《语言学教程》第三版或第四版提到而第五版删减的知识点我们也予以保留，并用“＊”标明，部分院校考研真题依旧会涉及这些知识点的考查。
相对于第三版或第四版，对于在第五版新增加的知识点用“▼”标明，以便于使用不同版本教材的读者使用。
第1章语言学导论1.1复习笔记1.2考研真题与典型题详解第2章语音2.1复习笔记2.2考研真题与典型题详解第3章词和形态学3.1复习笔记3.2考研真题与典型题详解第4章句法：从语词到篇章4.1复习笔记4.2考研真题与典型题详解第5章意义5.1复习笔记5.2考研真题与典型题详解第6章语言与认知6.1复习笔记6.2考研真题与典型题详解第7章语言文化社会7.1复习笔记7.2考研真题与典型题详解第8章语言的使用8.1复习笔记8.2考研真题与典型题详解第9章语言与文学9.1复习笔记9.2考研真题与典型题详解第10章语言和计算机10.1复习笔记10.2考研真题与典型题详解第11章第二语言和外语教学11.1复习笔记11.2考研真题与典型题详解第12章现代语言学理论与流派12.1复习笔记12.2考研真题与典型题详解。
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认知革命的五个基本观点
1. 思维进程是以客观世界中的信息、估计和反馈 为基础的。
2. 大脑不是一块等待着打上印记的“白板”。 3. 大脑里有限的资源可以组合成无数种行为模式 4. 在不同文化中存在普遍的心理机制。 5. 大脑是一个复杂系统，包含许多相互影响的组
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1. 原始人的直观感觉方式 2. 古代的朴素的经验知识方式 3. 近代科学和哲学作为一种认识方式和知识形态 4. 新型认知方式和知识形态
“认知革命”是人类历史发展到一定程度后的
必然，具有巨大的历史作用，是人类各种变革的
总根源，能够从根本上促进人类认识水平的提高
，带动人类在意识形态、政治、经济、文化、科
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约翰·冯·诺依曼 开创了现代计算机理
论，其体系结构沿用 至今。
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微软是个人电脑软 件开发的先导，是 全球最大的软件供 应商。
微软已经渗透到了 软件界的方方面面 ，所向披靡。
启示：知识就是财 富，就是影响力。
.
先后领导和推出了麦金 塔计算机、iMac、iPod、 iPhone等风靡全球的电子 产品，深刻改变了现代 通讯、娱乐乃至生活方 式。
.
牛顿 他对万有引力和三大
运动定律的描述奠定 了此后三个世纪里物 理学的基础，并成为 现代工程学的基础。
.
.
以自然选择为核心的进化论第一次对整个生物界的发生、 发展作出了唯物的、规律性的解释，推翻了特创论等唯心 主义形而上学在生物学中的统治地位，使生物学发生了一 个革命性的变革。除了生物学外，他的理论对人类学、心 理学及哲学的发展都有不容忽视的影响。
.
普朗克 量子力学的创始人，
二十世纪最重要的物 理学家之一。 量子力学的发展被认 为是20世纪最重要的 科学发展，其重要性 可以同爱因斯坦的相 对论相媲美。
.
托马斯.爱迪生 世界历史上第一个利
用大量生产原则和工 业实验室来生产发明 专利的人。拥有2000 项发明，包括对世界 影响极大的留声机、 电影摄影机、钨丝灯 泡等。 爱迪生被誉为“光明 之父”、“现实世界 的普罗米修斯”。
第6 章 语言与认知 （Language and Cognition）
.
6.0 Introduction
导论
.
索绪尔和他的《普通语言学教程》
.
1. Noam Chomsky的Syntactic Structures（1957）的重大
意义: Cognitive Revolution（认知革命）。
他凭敏锐的触觉和过人 的智慧，勇于变革，不 断创新，引领全球资讯 科技和电子产品的潮流 ，把电脑和电子产品变 得简约化、平民化，让 曾经昂贵稀罕的电子产 品变为现代人生活的一 部分。
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林肯说美国的专利制度是 To add the fuel of interest to the fire of genius
.
托马斯.汤姆逊 他发现了电子，获诺
贝尔物理学奖。
.
他创立了代表现代科学的相对论，为核能开发奠定了 理论基础，开创了现代科学的新纪元，被公认为是自 伽利略、牛顿以来最伟大的科学家、物理学家。
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史蒂芬.霍金 被誉为继爱因斯坦之
后世界上最著名的科 学思想家和最杰出的 理论物理学家。他证 明了黑洞的面积定理， 即自身的
改造。
.
这些年，改变了 我们认知
方式的那些人和事
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托马斯. 库恩（Thomas Samuel Kuhn）
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“穷则变，变则通，通则久”
——《周易》
释义：当事物发展到极点的时候，便应该想到 要加以变化，以求通达。多指人在困境时会设 法改变现状，以求发展。
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哥白尼 他提出的“日心说”沉
重打击了天主教会的 “地心说”。 他的《天球运行论》是 现代天文学的起点，也 是现代科学的起点。 从哥白尼起，自然科学 和哲学脱离了教会束缚 ，开始获得飞跃式的发 展。
.
伽利略 近代实验科学的先驱者 当时的人评论：“哥伦
布发现了新大陆，而伽 利略发现了新宇宙”。 史蒂芬·霍金说，“自然 科学的诞生要归功于伽 利略，他这方面的功劳 无人能及。”
①英美人的思维传统是：重视理性知识，重视分 析，重视实证，通过对实证的分析得出科学、客 观的结论。
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4 中国人重形象思维 英美人重逻辑思维
小结
学习西方语言学理论，从本质上讲，就是了解 西方人的思维方式。
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What is Cognitive Revolution?
①Cognitive Revolution is the name for an intellectual movement in the 1950s that began with what are known collectively as the cognitive sciences. ②It began in the modern context of greater interdisciplinary communication and research. ③The relevant areas of interchange were the combination of psychology, anthropology, and linguistics with approaches developed within the then-nascent fields of artificial intelligence, computer science, and neuroscience.
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知识准备：中英思维方式对比
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1 中国人重伦理 英美人重认知
2 中国人重整体，偏重综合性思维 英美人重个体，偏重分析性思维
.
3 中国人重直觉 英美人重实证
①中国传统思想注重实践经验，注重整体思考， 借助直觉体悟，通过知觉从整体上模糊而直接地 把握对象的内在本质和规律。②直觉思维强调感 性认识、灵感和顿悟；这种思维方式在词语中也 有反映。
成部分。
.
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3. Jean Piaget [让.皮亚杰]的认知发展理论