Psycholinguistic Exam

Thought stereotyping: Language

Yetsyah P Y 5031711035
Alvina Faula 5031711002
Sarnauli Situmorang 5031711014
Sylvia Salsabila 5031711033

English Literature Department

Universitas Bangka Belitung

I. Introduction
Language is a tool communication without boundary to express an idea and intention
in it. Certainly it has a unique structure that can be understood by the human mind such as the
children and adults. Since the human brain can be process to share language with their minds
and there is also devide a thought with their language. Language that complete the mind and
thoughts that complete too the language. Both steatments appeal argue from Sapir-Whorf
hypothesis bahwa “ In linguistics, the Sapir-Whorf Hypothesis states that there are certain
thoughts of an individual in one language that cannot be understood by those who live in
another language.” It means that both of them have relation to their own influence with the
result make often observed that sound forms of words come to one’s awareness while one is
thinking. John Locke said it best Concerning the relation of language and thought, in our
view John Locke said it best:“ The Comfort and Advantage of Society, not being to be had
without Communication of Thoughts, it was necessary, that Man should find out some
external visible Signs, whereof those invisible Ideas, which his Thoughts are made up
of,might be made known to others.” In addition from classical aristoteles and plato define
that “ Categorise of thought determine of the determine of language to them quite a different
position is the language, althought being the central human conduit for thought in
communication, memory, and planning, neither creates nor materially distorts conceptual life:
Thought is the first, language is its expression.”
Therefore, sometimes the children and adults have the capacity of their brains to think
and express language. They will think before they say and they will use language to speak
their thoughts. That makes a stereotype of the mind affected by the around, a thought that
provide the limition of language. The thought system in the mind of the child develops over
time as input stimuli of the world, such as visual, auditory, and tactile stimuli representing
objects, events, and situations in the environment, are experienced by the child. Base on the
theory : Thought is independent of language, point “ Until thought is sufficiently developed
(ideas of objects, relations of objects, states and actions of objects), words uttered in the
presence of the child are not meaningfully processed”. When that happens and when
language input is experienced in coordination with objects, events, and situations, then
language can begin to be learned. Over a period of time, the language system, with its
vocabulary and grammatical rules, is formed.

A. Language and Children Thought

The Acquisition of language in all ages are totally the same instead of that the way
language is used is the only differentiation among those ages. The mechanism of language is
totally progressive in which within the process the language might occur, but in the other side
some experts said that language is innate ideas in which without the process it might be
gained indirectly. The most acceptable argument is language as the process and language will
never be absolute or static moreover language is dynamic and symbolic as something far
away from the reality. Communication is not that simple if we talk about, communication
more than language that mostly people would like to agree with that language as something
for communication with. Language is not as simple as word or sign, language is far beyond
that in which children have more understanding about language instead of us. Children can
use many types of language that we don’t even understand single of them.

The typical of children language is always related to private speech, self talk, and inner
speech as the monitor for children for making the self regulation and reflection. Children
counted as somebody that might have high competency within the social interaction if the
children have great quality of his or her private speech as the first stair. In the other side, the
detail within the language as something to be communicated, children have better sense
within it. Children don’t absorb everything what they’ve heard, children cannot receive many
information at once, children might do the assimilation process for selecting the most
interesting information they would like to deepen.
 Accommodation as the keyword for children schema to start the language journey is the
most interesting stage they will pass since children might do a lot of monologues for the
reflection of the previous schema that would be not appropriate for them as they think that
there will be a new schema they should use. The reflection within the children always occur
when they feel that the thing they are facing is totally absurd and need to be added to their
own schema as the keyword of the language journey.

Then, children start to use another stage of the language journey after they pass the
accommodation concept so called equilibration. The stability of the accommodation in the
previous section is the purpose of equilibration in which it focuses on the continuity and
discontinuity of the language journey that the children will confront in the future. Children
would like to add it as the new schema but there is no ending of it, to end that children will
create an image as something different and provide another space for the new experience as
the new schema. This repetition will never be ended even though they reach adolescent or
adult state even.

B. Language and Adolescent Thought

The teenage phase is a very important period of individual development. Harold Alberty
(1957) suggested that adolescence is a period in the development of a person's life that
stretches from the end of childhood to the beginning of adulthood. Whereas Conger argues
that adolescence is a very critical period which can be called the best of time and the worst of
time. Speech is one of the characteristics that can express an assessment of age and
distinguish one age group from another age group.

Teenagers are speakers who are competent in their language and are not closed in their
language choices. When they absorb a language by developing its vocabulary and stylistic
distance, they control it fully. They also often choose words that are different from adults.
These intergenerational linguistic differences are closely related to differences in language
choices that make the younger generation appear to be different from "languages" from those
of their predecessors. This happens because from past generations to the present,
communication skills and language needs at certain times are different, which must be
adjusted to their experience.

Adolescent language has special characteristics such as concise, agile and creative. They
tend to use abbreviated words and sometimes change words. In everyday communication,
especially with peers, teenagers often use the language "slang" and which is only understood
by them. Teen vocabulary continues to develop along with the increase in reading references
with more complex topics. According to Owen (in Papalia, 2004) adolescents begin to be
sensitive to words that have multiple meanings. They like the use of metaphors, irony, and
playing with words to express their opinions called "slang".

Slang is a characteristic of psychosocial development in adolescents. According to Erikson

(1968), adolescents enter the psychosocial stage which is called identity versus role
confusion. this stage is the stage of searching and forming identity in adolescents. Teenagers
want to be recognized as unique individuals who have their own identities regardless of the
world of children and adults. Media such as electronics, tv, soap operas, etc., are what
influence language style in adolescents, including the public.

C. Language and Adult Thought

As we grow, language comes to serve other functions as well. According to Harley

(2001), language development is a very complex process, which involves the development of
various other skills. This language development process may influence the development of
language aspects or components of language in other communication contexts such as
syntactic, semantic, phonological and pragmatic. Someone’s language ability will
increasingly develop with age, the development of the human cognitive side, and influenced
by other factors. Adult cognitive abilities support for understanding and analyzing meaning
and grammar easily. (Baker, 1996) explains that this is based on adults using higher cognitive
functions more than children. Jean Piaget also said that the development of cognitive aspects
of children will affect the language they use, the higher the aspect, the higher the language
used. This also applies to adults.
When we are children, we will act and think like the children, but when we get older,
that will be changed. In the age range of 20 years old or adulthood, language development is
characterized by human competence in using verbal and nonverbal language when
communicating with others, showing an understanding of what is conveyed by others, and the
use of nonverbal behavior.
Adult languages are more complex and more structured than languages that have been
previously acquired or learned. Adults can tell stories longer, and has ability to process words
and pay attention to the use of language. Knowledge of the language is more numerous, the
terms that used are different from adolescent because they are more related to aspects of life,
activities, and also the profession. For instance, an adult is active at home and he has been
able to adjust the conversation carried out with the family and does not carry out work or
work related to his profession. Thus, adult languages are more weighty and structured, use
good and correct language. Adults who use more languages will develop more in their
linguistic capacity.

To sum up, Age development can affect the thought and use of language. This
probably happens because of the cognitive side of humans that is constantly experiencing
development and adults have a higher cognitive side so that the use of language, thoughts and
understanding of the language itself will increase.

Conclusion

Language is far beyond our understanding, yet we know we created those symbolic
languages and narrow-minded languages. The process of language understanding is really
various since human has millions of various in processing them-selves. The progress of
language as somthing to be communicated will takes forever to be understand, dont even
know do we fully understand that. Language and thought is imagined as car and it’s
machinein which the shape or the form car might affect the function of the machine as our
thought. If the car shaped as a sport car, we might know that the machine should be fast and
strong just in case to be matched. Language is descrimination, it would like to narrow our
thought, make it small in this unlimited size of world.

References

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