Omniglot - the blog

Irreversible binomial is a linguistic term I came across today on this blog post. It was coined by Yakov Malkiel in a 1959 article in the linguistics journal, Lingua, and refers to pairs of words on either side of a conjunction such as and that are always used in a particular order. For example, bread and butter, salt and vinegar, fish and chips, meat and potatoes, gin and tonic, time and tide, cloak and dagger, ladies and gentlemen, knife and fork, and head over heels.

Some such pairs are reversible in parts of the English speaking word - is it cheese and bacon or bacon and cheese, for example? Both versions are used in the UK at least. To some extent is depends on the ratio of cheese to bacon - if you have more cheese than bacon in your sandwich, then you might call it a cheese and bacon sandwich.

Can you think of any other irreversible binomials in other languages?

In Welsh there’s bara menyn (bread (&) butter).

Today I came across an online collection of recorded exercises from W. Smalley’s Manual of Articulatory Phonetics. The exercises are design to help distinguish different types of sounds based on their point of articulation, articulators, manner of articulation, or point and manner of articulation. This looks useful if you have the book, and quite useful if you don’t.

Articulatory phonetics is a sub-field of phonetics which involves documenting how humans produce speech sounds. Specifically how our articulators (tongue, lips, jaw, palate, teeth etc), interact to create the specific sounds.

According to an blog post I found today, teaching a baby sign language can help him or her to learn to read at an very early age.

The post is about a 17 month old girl who can read, as she demonstrates on the video embedded in the post. Her parents, who are both Speech Pathologists, have taught her American Sign Language as well as English and have encouraged the development of her language skills, though they haven’t drilled her in reading. Learning sign language can also help children develop their spatial and visual abilities apparently.

Have you heard of any other similar cases?

A report I found today talks about a school in Seattle called sponge which aims to teach babies and children four languages - Spanish, Mandarin, French and Japanese - through play, songs, stories, etc. They have teachers who are native speakers of the languages they teach and take children from as young 5 months and up to 5 years old.

This sounds like an interesting approach to language teaching and I’m sure that children will benefit from this multilingual environment. I wonder whether they’ll become fluent in all the languages though - they may not get sufficient exposure to each to acquire them fully. Perhaps that isn’t the point of the school.

Lullabies, from the Middle English lullen, to lull, + bye, are soothing songs usually sung to babies to lull them to sleep. An alternative name is berceuse, from the French for lullaby or “cradle song”.

According to an article I found today, lullabies are not only a good way to get babies to sleep, but can also help with their language development.

A study at the University of Warwick has found that babies whose parents sing to them regularly tend to develop language and communication skills earlier than babies whose parents don’t sing to them. Lullabies help babies to relax and get them used to hearing vocalisations and verbal sounds. They can also help parents to bond with their babies and to relax.

According to a study undertaken by Infoture, children who at least 30,000 words a day from their parents and other people around are likely to excel academically as they grow up.

The study found that children who heard at least 33 million words (30,000 a day) from birth the age of 3 tend to have higher IQs at the age of 10 than those who hear fewer words. The study also found that television viewing tends to significantly decrease the amount of conversation in a home, which negatively effects children’s language and academic development.

Infoture has developed a system called LENA (Language ENvironment Analysis system) which provides parents with information about their children’s language environment such as the number of words spoken by parents and children.

Language and music appear to be processed in the same parts of our brains, according to the results of research undertaken at Georgetown University Medical Center.

The research suggests that one part of the brain in the temporal lobes helps us to memorise information such as words and meanings in language and melodies in music. Meanwhile part of the brain’s frontal lobes helps us to learn and use the rules of language and music, such as sentence syntax and musical harmony.

More details of the project.

Some theories of the origins of language, such as this one, argue that singing developed before language and that the brain structures that originally evolved to enable us to sing were later adapted for language. This research provides possible support for such theories.

The other day I found an interesting interview with Professor Laura-Ann Petitto, a cognitive neuroscientist who has spent the past 29 years seeking to uncover the biological and environmental factors that affect how humans acquire language and how language is organized in the brain. The main aim of her research is the find the biological foundations of language.

She found that the language development of children who grow up bilingually or multilingual is not delayed when compared with monolingual children, as a popular belief suggests. That bilingual and multilingual children do mix languages, just as adults do, and that they do so in a highly principled way. Language mixing is mainly a social phenomenon and the amount of language mixing among children reflects mixing behaviour among adults in their community.

She also studied the optimum time to expose children to two or more languages, comparing groups of children who were exposed to multiply languages at different ages. Some were raised bilingually from birth, others from the ages of three, five, etc. She found that up to nine years old, children immersed in a bilingual environment can become equally fluent in both languages. However if such children are only exposed to one of the languages in school, their ability in that language is much reduced.

Other interesting bits from the interview include the finding that “young children who have rich and early exposure to two languages are […] cognitively more advanced than their monolingual peers on certain highly sophisticated cognitive tasks to do with attention and abstract reasoning.” Also that those children exposed to two languages after the age of nine or so will eventually learn them, but will probably never speak them as well as the early starters.

Here’s a game similar to sudoku called LingDoku (illustration top right), which is designed for linguists. According to the Speculative Grammarian, the site where I came across it, “LingDoku simplifies the logical components of SuDoku, and introduces a thin veneer of linguistics which confuses outsiders while making linguists feel superior.”.

The rules of LingDoku are straightforward. Using the nine IPA symbols in the table above, complete the unfinished table below. Each symbol occurs exactly once in the box, and no row or column may contain more than one symbol with either the same place or same manner of articulation. If this one is too easy, there’s a more challenging version called Samurai LingDoku here.

The Speculative Grammarian is well worth a thorough browse, packed as it is with “twisted ramblings, academic parody [and] satirical linguistics”, including The Lingo - A car designed for linguists… by linguists, The European Dialects of Cheese, and crosswords for linguists.

Degrammaticalization, a word I stumbled across on this blog today, is the process through which grammatical affixes become independent words.

A good example is ish, which started off as a suffix on words like longish, shortish, etc. Then became an enclitic - an affix that can be detached from the words it would normally be attached to, and stuck on to other words - and finally started to be used on its own. More examples of degrammaticalization include esque, ism, pro, con, anti, ette.

In Esperanto, quite a few affixes can be used as independent words. The suffix -ig, for example, indicates the cause or bringing about of action or state, e.g. blankigi, to whiten, from blanka, white. When used on its own as the verb igi, it means ‘to cause’. This appears to be a kind of deliberate, planned degrammaticalization.

Can you think of any other examples of degrammaticalization in English or other languages?

Free the bound morphemes!