Question 8 Not yet answered Points out of 1.00 Flag question Question text A linguistic emphasis usually reflects a cultural emphasis. Select one: True False Question 9 Not yet answered Points out of 1.00 Flag question Question text Learning a new language often requires us to learn new ways of organization and classification and which things are worth labeling in another culture or community Select one: True False Question 10 Not yet answered Points out of 8.00 Flag question Question text Choose the correct transcription tock Answer 1 tick Answer 2 tack Answer 3 monkey Answer 4 Question 11 Not yet answered Points out of 1.00 Flag question Question text The lungs allow us to push air out for sound production Select one: True False Question 12 Not yet answered Points out of 10.00 Flag question Question text Match the place of articulation to the appropriate description Alveolar Answer 1 Retroflex Answer 2 Labiodental Answer 3 Interdental or dental Answer 4 Bilabial Question 13 Not yet answered Points out of 1.00 Flag question Question text Which of the following statements is NOT a concept of linguistic determinism? Select one: a. Language is a room you can leave b. Language affects or even determines one’s ability to perceive and think about things, as well as talk about them c. Language is a condo you can rent d. Language is a prison Question 14 Not yet answered Points out of 5.00 Flag question Question text Which of the following is NOT an example of paralanguage? Select one: a. any normally spoken word b. breathy voice c. "shhhh" d. whispering Question 15 Not yet answered Points out of 1.00 Flag question Question text Which of the following is not a Hanunóo color? Select one: a. Dark b. Light c. Dry d. Ripe Choose... Choose... Choose... Choose... Case Study Analysis Client Name: Ana Client age: 24 Gender: F Presenting Problem Client states, “I recently lost my job and feel hopeless. I can’t sleep and don’t feel like eating.” Client also reports she has lost 10 pounds during the last two months. Client states that she is a solo parent and is worried about becoming homeless. Client states, “I worry all the time. I can’t get my brain to shut off. My husband is in the military and currently serving in an overseas combat zone for the next eight months. I worry about him all the time.” Behavioral Observations Client arrived 30 minutes early for her appointment. Client stated that she had never been in counseling before. Client depressed and anxious, as evidenced by shaking hands and tearfulness as she filled out her intake paperwork. Ana made little eye contact as she described what brought her into treatment. Client speech was halting. Client affect flat. Client appeared willing to commit to eight sessions of treatment authorized by her insurance company. General Background Client is a 24-year-old first-generation immigrant from Guatemala. Ana was furloughed from her job as a loan officer at local bank three months ago. Client r ...

1. Question 8
Not yet answered
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Question text
A linguistic emphasis usually reflects a cultural emphasis.
Select one:
True
False
Question 9
Not yet answered
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Question text
Learning a new language often requires us to learn new ways of
organization and classification and which things are worth
labeling in another culture or community
Select one:
True
False
Question 10
Not yet answered
Points out of 8.00
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Question text
Choose the correct transcription
tock
Answer 1
tick
Answer 2
tack
Answer 3
monkey

2. Answer 4
Question 11
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Question text
The lungs allow us to push air out for sound production
Select one:
True
False
Question 12
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Question text
Match the place of articulation to the appropriate description
Alveolar
Answer 1
Retroflex
Answer 2
Labiodental
Answer 3
Interdental or dental
Answer 4
Bilabial
Question 13
Not yet answered
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Question text
Which of the following statements is NOT a concept of
linguistic determinism?
Select one:
a. Language is a room you can leave

3. b. Language affects or even determines one’s ability to perceive
and think about things, as well as talk about them
c. Language is a condo you can rent
d. Language is a prison
Question 14
Not yet answered
Points out of 5.00
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Which of the following is NOT an example of paralanguage?
Select one:
a. any normally spoken word
b. breathy voice
c. "shhhh"
d. whispering
Question 15
Not yet answered
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Which of the following is not a Hanunóo color?
Select one:
a. Dark
b. Light
c. Dry
d. Ripe
Choose...
Choose...
Choose...
Choose...

4. Case Study Analysis
Client Name: Ana
Client age: 24
Gender: F
Presenting Problem
Client states, “I recently lost my job and feel hopeless. I can’t
sleep and don’t feel like eating.” Client also reports she has lost
10 pounds during the last two months. Client states that she is a
solo parent and is worried about becoming homeless. Client
states, “I worry all the time. I can’t get my brain to shut off. My
husband is in the military and currently serving in an overseas
combat zone for the next eight months. I worry about him all
the time.”
Behavioral Observations
Client arrived 30 minutes early for her appointment. Client
stated that she had never been in counseling before. Client
depressed and anxious, as evidenced by shaking hands and
tearfulness as she filled out her intake paperwork. Ana made
little eye contact as she described what brought her into
treatment. Client speech was halting. Client affect flat. Client
appeared willing to commit to eight sessions of treatment
authorized by her insurance company.
General Background
Client is a 24-year-old first-generation immigrant from
Guatemala. Ana was furloughed from her job as a loan officer at
local bank three months ago. Client reported that she was from
a wealthy family in Guatemala, but does not want to ask for
help. Client speaks fluent Spanish.
Education
Client has completed one year of college with a major in
business. Client states that she left college after her son was
born as she found it difficult to manage a baby, college, and a

5. full-time job.
Family Background
Client is the middle of four siblings. Client has two older
brothers and one younger sister. Client’s parents have been
married for 27 years. Client states that she has had a “close”
relationship with her family, although she states that her father
is a “heavy drinker.” Client states that all her brothers and
sisters have graduated from college and have professional
careers. Client states that her father is a banker and her mother
is an educator. Client states that she has not seen her family for
1 year. Client has a 1-year-old son and states that she is
sometimes “overwhelmed” by raising him alone.
Major Stressors
Lack of family and supportive friends
Financial problems due to job loss
Husband deployed overseas
Raising a baby by herself
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Question 2
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An ethnography is the study of a culture
Select one:
True
False
Question 3
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Which of the following is NOT one of the four fields of

6. anthropology?
Select one:
a.
linguistic anthropology
b.
archaeology
c.
cultural anthropology
d.
linguistics
Question 4
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Linguistic Relativity states that languages are arbitrary systems
Select one:
True
False
Question 5
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7. Flag question
Question text
Who was Franz Boas?
Select one:
a. The first American-born Anthropologist
b. An anthropologist who did not think language was
important in conducting ethnographic fieldwork
c. The first Anthropologist ever
d. a German-born Anthropologist who started the first
department of Anthropology in America
Question 6
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___________is one's ability to perceive and think about things.
Select one:
a. Optometry
b. Taxation
c. Frames of Reference
d. Cultural Relativity
Question 7
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Question text
Which of the following is not a component of ethnocentrism?
Select one:
a. Insisting your cultural system is the only one that makes
sense
b. Using your own cultural system to interpret someone else's
cultural system
c. Knowing that your cultural system is one of many that exist
in the world
d. Not understanding different cultural systems in their own
terms

8. • Which of the following is NOT one of the four fields of
anthropology?a. cultural anthropology b. linguistic
anthropology c. archaeology d. linguistics
· Berlin and Kay argue the following:
a. that your perception of color appears to depend entirely on
the language you speak
b. that, regardless of language, we human beings are naturally
drawn to certain areas on the color continuum (the “reddest”
red, for example)
c. that their cross-cultural research on “basic color terms”
provides solid proof that the “Strong Whorf” view of linguistic
relativity is right
· Linguistics is different than Linguistic Anthropology in that it
is mostly concerned with discovering patterns and structures of
language and not so much the context in which language is
used.
TRUE OR FALSE
· What does the Hanunóo case tell us about the domain we call
“color”?
a. that our idea of what “counts” as a “color” does not seem to
be universal
b. that language may “cut up” the world differently, but the
really important domains (“color”, “kinship”, “plants”) will
always have the same boundaries
c. that “dryness” and “freshness” have nothing to do with
Hanunóo ideas about “color”
· Linguistic Anthropology does not examine the use of silence
in Human communication.
TRUE or FALSE

9. Chapter 3 The Sounds of Language
What is language?
Language is a communication system consisting of formal units
that are integrated through processes of combination.
Structural linguistics- description of formal properties of
language
Etic vs. Emic
Ken Pike, 1950s
A core concept in anthropology
Etics
outside, cross-cultural /comparative
absolute, objective – founded on historical info
a step to analysis (positivistic)
Aikido (you don’t have to watch this entire video, but it is an
example of an etic representation of a culture)
Emics
inside, culture-specific
relative, subjective
a goal of emic analysis.
Mongolian Hoomli
Chapter 3
Why should we learn the basics of sound production?
It can help with speaking a language
Help you communicate clearly, especially if similar sounds can
have different meaning
“Learning another language means learning to hear and
pronounce language sounds that are different from those you

10. grew up with”
What is phonology?
Two Parts:
Phonetics: identifies and describes language sounds
[pill] vs. [spill]
Phonemics: analyzes the way sounds are arranged in languages
– differentiate meaning
[straight] vs. [state]
Phonemes: sounds on a phonemic chart-really specific details
about the sounds used in a language—sound that functions to
distinguish one word from another in a language
[tai] vs. [dai]
What happened in “Big Hello”? See page 51
Chapter 3
Speech Organs:
Lungs = pushing air out
Larynx and Vocal Cords/folds = voiced vs. voiceless
Supralaryngeal vocal tract = mouth and nose area
Why are language spelling systems unreliable when it comes to
phonology?
Let us count the ways
One, two, three, four…
What are sun and moon consonants in Arabic? See page 59

11. Phonetics
Acoustic
physical properties of sound, sound waves,
Auditory
perception of sounds, psychological “reality”
Articulatory
pronunciation of sounds, articulation
also known as descriptive phonetics.
-use this link to prepare for transcription practice
IPA Sounds
Consonants: Place
From front to back – pay attention to tongue placement and
whether lips or teeth are involved:
(both lips)bilabial [p, b, m]
labiodental [f, v]
(inter)dental [θ, ð]
alveolar [t, d, s, z, n, l, ɹ]
alveopalatal (palatal-alveolar; postalveolar)
[ʃ, ʒ, ñ].

12. Consonants: Place (continued)
Front to back
velar [k, g, x, ɤ , ŋ]
uvular [ʀ ] (French ‘r’)
pharyngeal [ʢ (Arabic ‘ain’)]
glottal [ʡ, h] .
retroflex
[ʈ , ɖ]
Chapter 3 IPA Sounds
Places of Articulation
Glottal
Pharyngeal
Uvular
Velar
Palatal
Retroflex
Alveopalatal
Alveolar
Interdental
Labiodental
Bilabial
Manners of Articulation
Stop/Plosive
Fricative

13. Affricate
Tap/Trill
Approximant
Nasal
What is up with suprasegmentals? (more on slide 20)
Pitch, tone, clicks, and implosives
Need to use diacritics to show sounds
ClicksClicks Lesson
Consonants: Manner
Stops (plosives) [t, d], [!, ɗ]
Aspirated: [th, dh]
Fricatives [s, z]
Affricates [t
͡ ʃ, d
͡ ʒ]
Taps & Trills
Taps / flaps [ɾ]
Trills [ r ]
Nasals [ n ]
Approximants [ l, ɻ, j, w ].
Chapter 3-IPA Sounds
Vowels: Place
part of tongue raised
front, center, back
height of tongue
high, mid, low
i u

14. e o
a
Vowels: Manner
rounded
[u, o] - back (e.g. most English back vowels)
[y, ø] - front (e.g., French, German, Danish)
unrounded
[ i, e] - front (e.g. all English front vowels)
[ɯ , ɣ] - back (e.g., Turkish, Native Am. langs)
tense/lax (close/open)
[i] vs [I] .
Writing Speech Sounds
Phonetic Charts & Symbols
Spelling vs phonetic transcription
cat (English) = [kæt]
I.P.A. Keyboard
Phonology
Sounds and their arrangements
Phonemics
analyze arrangements of sounds

15. identify groupings of sounds (phonemes)
Examples:
English “pill” vs “spill” -- [ph] + [p] = /p/
Hindi “phəl” (fruit) vs “pəl” (minute) -- [ph] + [p] = /ph / + /p/
.
Chapter 3
What is a minimal pair?
A difference in sound is a difference in meaning
ex/ “trick” and “tick” are minimal pairs
Can you think of some more in English or another language?
Allophones:
are heard as ‘the same sound’ by native speakers
Ex/ “p” in “pit” and “p” in “spit” are allophones
Arranged in a Complimentary Distribution or conditioned
variation –there are rules for when certain allophones are used
i.e. following or preceding other sounds
Practice with Allophones:
English /p/
[ph] (aspirated) [ph I t]
[p] (unaspirated) [s p I t ]
[p ̚] (unreleased) [s I p ̚]
/p/
[ph] / #___
[p ] / s___
what about ‘t’ and ‘k’ in English?
[p ̚ ] / ___#

16. Can allophones be used to signal differences in social and
cultural identities and ideologies?
See page 69
Prosodic Features
Sound systems also make use of prosodic or suprasegmental
which are features that alter and contrast the sounds or rhythms
of speech.
Three prosodic features affect meaning:
Stress- degree of emphasis placed on syllables
Pitch- or tone refers to the voice pitch accompanying a
syllable’s production.
Many languages use pitch to distinguish meaning.
Length-refers to continuation of a sound during its production.
Short vs. long vowel contrasts.
Paralanguage
Sounds that “accompany” speech
But aren’t words themselves
George Trager (1950s)
Voice qualities
Loudness, tone of voice
Pitch, speed, rhythm
Vocal modifications:
whispering, cooing, breathy voice, rising intonation
Vocal segregates (or vocal gestures)
Stand on their own
uh-huh, mhmm, shhhh, throat-clearing.

17. 21
Shushing, hissing, etc.
How something is said instead of what is said
Chapter 3
Find some examples of the following paralanguage:
Voice Quality & Intonation – Valley Girl Talk
Vocal Gestures & Backchannel cues – Sounds that say “I am
still listening”
Ideophones (sounds that represent other sounds) Dry or Slimy?
Swish!
Speech Substitutes - Sound signals substitute for spoken words,
or parts of words
Useful for communicating over distances
Examples:
Drum languages
based on tones (Nigeria)
Whistle languages
based on tones
based on vowels
different whistled pitches = different vowels
Chapter 3
PhonETICs and PhonEMICs
Now you know where the terms etic and emic derived! Tell

18. Chapter 1 Linguistic Anthropology
Chapter 1 Linguistic Anthropology
Chapter 1 Key Terms
Linguistic Anthropology:
Examines the contexts and situations in which language is used.
Looks at how language might have begun; how it’s learned, how
it changes, and how it is written down, read, and played with.
Looks at how we use words (or the lack thereof) to control
situations or to exert power or influence over others, and how
we react to different accents and ways of speaking.
Looks at language attitudes, norms…
Does speaking different languages cause us to view the world
differently?
Anthropology:
The study of all humans at all times in all places
Four-Field Tradition:
Physical (Biological), Archaeology, Cultural, and Linguistic
Why should we learn all four fields?
Holistic:
Seeing the whole picture with all the parts put together
What does the author mean by having an applied dimension to
anthropology?

19. Comparative:
A goal of gathering and comparing from many cultures, times,
and places, including our own. The more the merrier! This
helps us learn the ‘hows’ and ‘whys’ of human behavior.
Also leads to discoveries of similarities
Cultural Relativity:
Differences exist among cultural systems, and we can learn to
understand them the way its possessors do.
Ethnocentrism:
Not understanding different cultural systems on their own terms
– two parts
Using your own system to interpret what others are doing
Insisting that your own system is the only one that makes sense
How can we overcome ethnocentrism?
Frames of Reference:
The ways we see and interpret and understand the world.
“Learning other frames of reference does not require us to
abandon our own.”

20. Frames of Reference continued:
Exercise: Create a Taxonomy of Objects. Below are some
general categories to help get you started:
Furniture
Automobiles
Fabric
Writing Utensils
Worldview:
The ways in which we view the world around us
Edward Sapir said what?
Our linguistic habits might affect the way we experience and
think about the world around us
Exercise:
Let’s talk about marriage – How does one have a successful
marriage?
-Many people mention “hard work”, “compromise” and
“sacrifice” – how does that sound to you?
Fieldwork:

21. The key to understanding a cultural system and truly gaining an
insider’s perspective
Ethics
What can we learn about Ethics from this chapter?
Lets Review the AAA Code of Ethics
I. Preamble
Anthropological researchers, teachers and practitioners are
members of many different communities, each with its own
moral rules or codes of ethics. Anthropologists have moral
obligations as members of other groups, such as the family,
religion, and community, as well as the profession. They also
have obligations to the scholarly discipline, to the wider society
and culture, and to the human species, other species, and the
environment. Furthermore, fieldworkers may develop close
relationships with persons or animals with whom they work,
generating an additional level of ethical considerations In a
field of such complex involvements and obligations, it is
inevitable that misunderstandings, conflicts, and the need to
make choices among apparently incompatible values will arise.
Anthropologists are responsible for grappling with such
difficulties and struggling to resolve them in ways compatible
with the principles stated here. The purpose of this Code is to
foster discussion and education. The American Anthropological
Association (AAA) does not adjudicate claims for unethical
behavior. The principles and guidelines in this Code provide the
anthropologist with tools to engage in developing and
maintaining an ethical framework for all anthropological work.

22. II. Introduction
Anthropology is a multidisciplinary field of science and
scholarship, which includes the study of all aspects of
humankind--archaeological, biological, linguistic and
sociocultural. Anthropology has roots in the natural and social
sciences and in the humanities, ranging in approach from basic
to applied research and to scholarly interpretation. As the
principal organization representing the breadth of anthropology,
the American Anthropological Association (AAA) starts from
the position that generating and appropriately utilizing
knowledge (i.e., publishing, teaching, developing programs, and
informing policy) of the peoples of the world, past and present,
is a worthy goal; that the generation of anthropological
knowledge is a dynamic process using many different and ever-
evolving approaches; and that for moral and practical reasons,
the generation and utilization of knowledge should be achieved
in an ethical manner.
The mission of American Anthropological Association is to
advance all aspects of anthropological research and to foster
dissemination of anthropological knowledge through
publications, teaching, public education, and application. An
important part of that mission is to help educate AAA members
about ethical obligations and challenges involved in the
generation, dissemination, and utilization of anthropological
knowledge.
The purpose of this Code is to provide AAA members and other
interested persons with guidelines for making ethical choices in
the conduct of their anthropological work. Because
anthropologists can find themselves in complex situations and
subject to more than one code of ethics, the AAA Code of
Ethics provides a framework, not an ironclad formula, for
making decisions. Persons using the Code as a guideline for
making ethical choices or for teaching are encouraged to seek
out illustrative examples and appropriate case studies to enrich
their knowledge base.
Anthropologists have a duty to be informed about ethical codes

23. relating to their work, and ought periodically to receive training
on current research activities and ethical issues. In addition,
departments offering anthropology degrees should include and
require ethical training in their curriculums.
No code or set of guidelines can anticipate unique
circumstances or direct actions in specific situations. The
individual anthropologist must be willing to make carefully
considered ethical choices and be prepared to make clear the
assumptions, facts and issues on which those choices are based.
These guidelines therefore address general contexts, priorities
and relationships which should be considered in ethical decision
making in anthropological work.
Ethics
III. Research
In both proposing and carrying out research, anthropological
researchers must be open about the purpose(s), potential
impacts, and source(s) of support for research projects with
funders, colleagues, persons studied or providing information,
and with relevant parties affected by the research. Researchers
must expect to utilize the results of their work in an appropriate
fashion and disseminate the results through appropriate and
timely activities. Research fulfilling these expectations is
ethical, regardless of the source of funding (public or private)
or purpose (i.e., "applied," "basic," "pure," or "proprietary").
Anthropological researchers should be alert to the danger of
compromising anthropological ethics as a condition to engage in
research, yet also be alert to proper demands of good citizenship
or host guest relations. Active contribution and leadership in
seeking to shape public or private sector actions and policies
may be as ethically justifiable as inaction, detachment, or
noncooperation, depending on circumstances. Similar principles

24. hold for anthropological researchers employed or otherwise
affiliated with nonanthropological institutions, public
institutions, or private enterprises.
Ethics
A. Responsibility to people and animals with whom
anthropological researchers work and whose lives and cultures
they study.
1. Anthropological researchers have primary ethical obligations
to the people, species, and materials they study and to the
people with whom they work. These obligations can supersede
the goal of seeking new knowledge, and can lead to decisions
not to undertake or to discontinue a research project when the
primary obligation conflicts with other responsibilities, such as
those owed to sponsors or clients. These ethical obligations
include:
• To avoid harm or wrong, understanding that the development
of knowledge can lead to change which may be positive or
negative for the people or animals worked with or studied
• To respect the well-being of humans and nonhuman primates
• To work for the long-term conservation of the archaeological,
fossil, and historical records
• To consult actively with the affected individuals or group(s),
with the goal of establishing a working relationship that can be
beneficial to all parties involved
2. In conducting and publishing their research, or otherwise
disseminating their research results, anthropological researchers
must ensure that they do not harm the safety, dignity, or privacy
of the people with whom they work, conduct research, or
perform other professional activities, or who might reasonably
be thought to be affected by their research. Anthropological

25. researchers working with animals must do everything in their
power to ensure that the research does not harm the safety,
psychological well-being or survival of the animals or species
with which they work.
Ethics
3. Anthropological researchers must determine in advance
whether their hosts/providers of information wish to remain
anonymous or receive recognition, and make every effort to
comply with those wishes. Researchers must present to their
research participants the possible impacts of the choices, and
make clear that despite their best efforts, anonymity may be
compromised or recognition fail to materialize.
4. Anthropological researchers should obtain in advance the
informed consent of persons being studied, providing
information, owning or controlling access to material being
studied, or otherwise identified as having interests which might
be impacted by the research. It is understood that the degree and
breadth of informed consent required will depend on the nature
of the project and may be affected by requirements of other
codes, laws, and ethics of the country or community in which
the research is pursued. Further, it is understood that the
informed consent process is dynamic and continuous; the
process should be initiated in the project design and continue
through implementation by way of dialogue and negotiation
with those studied. Researchers are responsible for identifying
and complying with the various informed consent codes, laws
and regulations affecting their projects. Informed consent, for
the purposes of this code, does not necessarily imply or require
a particular written or signed form. It is the quality of the
consent, not the format, that is relevant.
5. Anthropological researchers who have developed close and
enduring relationships (i.e., covenantal relationships) with

26. either individual persons providing information or with hosts
must adhere to the obligations of openness and informed
consent, while carefully and respectfully negotiating the limits
of the relationship.
6. While anthropologists may gain personally from their work,
they must not exploit individuals, groups, animals, or cultural
or biological materials. They should recognize their debt to the
societies in which they work and their obligation to reciprocate
with people studied in appropriate ways.
Who was Franz Boas (1858-1942) and why does he matter in the
field of Linguistic Anthropology?
Theoretical Linguistics:
Focused, specific and intuitive study of language—
Aims to describe the underlying structure of a language –
outside of how it is actually used (context)
Seeks language universals Universal Grammar
Uses Introspection or relies on a single native speaker for data
Chapter 2 Language and Culture

27. Many of you have probably heard about the Inuit and their 100s
of words for snow. This is a common misunderstanding
Chapter 2
How does language reflect culture?
What is the difference between Isolating Languages and
Agglutinating languages?
-Agglutinating languages like Inuit can have one word that
represents an entire phrase or sentence in English.
“learning another language…also means learning how it
organizes ideas into words, phrases, and sentences”
Do we consider speakers of other languages different from us?
Cultural Emphasis:
A linguistic emphasis reflects a cultural emphasis – The Inuit
and “snow”
Thai Example -- ใ จ ‘jai’
The idea of cultural emphases is an accepted axiom
Exercise:
How many words do you have for these topics?
Kin
Body parts
Colors
Ethnosemantics, Ethnoscience, Cognitive Anthropology, New
Ethnography:
Seeing how words people use for describing areas of experience
reveal underlying systems of meaning and perception.
Language is the focus

28. Semantic Domain:
A specific area of cultural emphasis. A Semantic Domain is
also an area of meaning
Categorization System:
The way a language categorizes items
Ethnoscientific Model or Mental Map:
An indigenous scientific categorization system
Exercise:
Make a mental map for computers
Ethnography:
The study of a culture
Taxonomy:
Show how words are related to one another
Componential, Feature or Contrast Analysis:
Reveals the culturally important features by which speakers of
the language distinguish different words in the domain
This has proven successful in studying sub-cultures

29. Prototype Theory:
Suggests that categories can be graded and that some members
of a category can be more central than others…”best examples”
are used as cognitive reference points to determine appropriate
categories for other things
Linguistic Relativity:
The idea that languages are different, that they are arbitrary
systems, and that knowing one language does not allow you to
predict how another language will categorize and name the
world
How many colors are in a rainbow?
What color is Grue?
Exercise:
How many colors do you know?
In many studies, females tend to know more color names than
males – what does this tell us female culture
What did Berlin and Kay say about color?
What is wrong with their approach?
Searching for Universals
Berlin & Kay
Basic color terms
Focal points vs boundaries
Sequence
black & white
add red
add green or yellow

30. ditto
add blue
add brown
add purple, pink, orange, and/or gray
Problems:
defining basic; no ‘standard’ measure.
7
Hanunóo Color Terms
Dark
Light
Fresh
Dry
Reflects an agricultural focus
8
Linguistic Determinism:
Language affects or even determines one’s ability to perceive
and think about things, as well as talk about them.
“Human beings . . . are very much at the mercy of the
particular language which has become the medium of expression
for their society.” (Sapir 1929)
“we cannot talk at all except by subscribing to the organization
and classification of data” (Whorf 1940).
Principle of Linguistic Relativity:
Markedly different grammars point its speakers toward different
types of observation and different evaluations of externally
similar acts…must arrive at somewhat different views of the
world

31. Languages are different
Languages are arbitrary systems
Differences are not predictable
Sapir-Whorf Hypothesis/Whorf-Sapir Hypothesis/Whorfian
Hypothesis:
Linguistic Determinism
Relied on Hopi examples of time
Strong Whorf: Language is a prison aka Absolute Linguistic
Determinism
Weaker Whorf: Language is a room you can leave…ability to
shift perspectives
Weaker Whorf is more likely the accurate version of linguistic
determinism since language tends to change overtime
Sapir
“The worlds in which different societies live are distinct
worlds, not merely the same world with different labels
attached.” (Sapir 1929).
10
Whorf
“We dissect nature along lines laid down by our native
languages.” (Whorf 1940)
Strong Whorf
Language determines thought
Weaker Whorf
Language influences thought.

32. 11
Deictic:
Pointing concepts regarding the way in which we organize and
name the space around us in terms of our own bodies. Results
in relativistic spatial reckoning systems.
What is an Absolute Reckoning System?
How is Guugu-Yimidhirr (also see this link) using an Absolute
Reckoning System?
Does language have an effect on how we react to our
environment?
Exercise:
Let’s talk about love -- รรร vs. ช อ บ (what can we “like”
and “love” in American English? In Thai, we can only “love”
people and maybe pets, but not things)
What does this tell us about Americans and their things?
Let’s talk about Time (how do we use “time” in American
English?)
We can save it, make it, have it, run out of it, use it wisely,
etc…

33. Frames:
Similar to worldview. Often invoke cultural metaphors i.e.
grouping ideas into commonly used phrases
Ideology:
Set of ideas we have about the way things should be
What is hypocognition?
Not having the words to talk about experiences can prevent
frames from forming
Example: Grief and Suicide in Tahiti, guilt in the Yucatan
Frame Shifting
Taxes – Burden or Community Maintenance Fee?
Can you think of any other words for frame shifting?
Chapter 2 Summary
Linguistic Relativity is an accepted concept
“Learning a new language isn’t just learning new labels for the
same things”
“Instead it is about learning a different set of cultural
assumptions and about what things are considered worth
labeling in that culture”
It is learning new ways of organization and classification
It is learning new idioms and expressions
Learning a new language allows us to reflect on our native
language and world
Linguistic Determinism is still unclear and controversial – Does
the language cause the culture to organize in a specific way, or
does culture cause the language to be organized in a specific
way?
Or does it go both ways?

34. Language and Thought
Language and Thought cont.
What is a sign?
Anything that announces the existence or the imminence of
some event, the presence of a thing or person, or a change in the
state of affairs—causes action
What is a symbol?
Brings the thing or person to mind—causes thought
“…the combination or manipulation of ideas is man’s
outstanding characteristic.”
What is the language line?
Animal communication rarely/never has structure
“Languages are not invented but grow with a need for
expression”
All questions and key terms mentioned in modules 1-3 lectures
are possible test questions. There will be multiple choice,
True/False with some multiple choice questions will involve
IPA transcriptions (see the next slide for practice).
I will expect a longer answer to this prompt:

35. Describe the terms Etic and Emic and how they are derived
from the terms phonetics and phonemics?
Please take time to study this week. Slides 3-5 have the
questions and answers to the quiz questions. Let me know if
you have any questions.
Please transcribe the following words using IPA. I completed
the first one for you. Yes, the [brackets] are necessary. This is
in preparation for the exam.
tick [tʰɪk] tan tone
stick stand stone
sit
cat
coat pit spit
tip
monkey
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