Psycholinguistik / Kognitive Linguistik
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Was halten die Deutschen von ihrer Muttersprache? Wie denken sie über andere Sprachen und deutsche Dialekte (siehe auch Schoel / Stahlberg in diesem Band)? Wie nehmen sie Veränderungen ihrer Sprache wahr und was halten sie von fremdsprachlichen Einflüssen, wie z. B. der Verwendung von Anglizismen? Sind Deutsche, umgekehrt betrachtet, besonders kritisch, wenn andere Deutsche Englisch sprechen? Und wie bewerten sie andere Personen, die z.B. einen französischen oder russischen Akzent im Deutschen besitzen? Mit all diesen Fragen hat sich das vorliegende Teilprojekt im Rahmen dieses von der Volkswagenstiftung geförderten Forschungsprojekts beschäftigt. Ausgehend von sozialpsychologischen Theorien und Methoden, wurden Spracheinstellungen in Deutschland näher untersucht.
We had found ourselves in the “Gutenberg-Galaxy” before the digitalization made its rise. The development of the book printing by Johannes Gutenberg and developments based on it as well as the following industrialization of printing are decisive for the expansion of the cultural revolution. It has meanwhile been transformed, upgraded and replaced by something which has been called “Turing Galaxy”. One of the most important changes is the automatic processing of data, the program-controlled production or manipulation of texts, images, sounds, formulas, tables and videos. The internet has led us to new distribution channels. The paper shows which trends of development concerning the cultural skills of writing and reading have been realized up to now as a result of the digitalization. Three aspects of development will be discussed: how the way of writing has changed to the present moment by the means of automation, multimodality and networking.
We taught a humanoid robot a number of different actions involving a number of different objects (e.g., touching a green object, moving a red object etc.) alongside a number of simplified linguistic labels for these behaviours (e.g., ‘touch-green’, ‘move-red’ etc.). The robot managed to learn the associations between the behaviours and their linguistic labels, and it succeeded in recognising the compositional structure of the behaviours and their associated linguistic descriptions (ACTION/VERB+OBJECT/NOUN). Moreover, it was able to generalise the learned instructions to novel, previously untrained action+object-combinations (e.g., touch-red). This corresponds to the task of learning and decomposing so-called ‘holophrases’ in early child language acquisition.