Language and Memory Issues the

Language and Memory Issues The Nature and Function of Semantic Memory: According to a widely accepted theory of memory, the two principle components of long-term memory are episodic memory and semantic memory (Robinson-Riegler, 207). Whereas episodic memory pertains to knowledge based on first-hand personal experiences, semantic memory describes memory or knowledge of events and circumstances acquired indirectly such as through communication through academic learning or information communicated through narrative processes (Robinson-Riegler, 207). Typically, semantic memory is devoid of the contextual elements such as the specific circumstances under which those memories were formed.

Ordinarily, the contextual elements of episodic memories are inseparable from the informational content of the memories; by contrast, semantic memory of the same events are usually not associated with the specific circumstances surrounding their formation (Robinson-Riegler, 207). For example, the episodic memory of witnessing the assassination of President John F. Kennedy in person is inseparable from the circumstances prevailing at the moment of memory formation and most individuals who witnessed that tragic event cannot discuss that event without vividly recalling their emotional reaction at the time that memory was established.

However, individuals who learned of the same event from history books and televised documentaries generally do not associate the knowledge of the event with any of the specific circumstances of the moment when their factual memory of the event was formed. By definition, semantic memory allows the individual to remember a much broader range of information than that which is experienced personally. The Basic Functions of Language: In general, language is crucial to most animal species because it enables individuals to communicate important information for survival (Robinson-Riegler, 429).

That information includes expressions of aggressive and non-aggressive intention, warnings about environmental threats, displays of dominance or submission, the location of food and other resources, as well as mating solicitations and their acceptance or rejection (Robinson-Riegler, 429-430). In humans, communication is much more precise than it is among most non-human species. Primarily because it is significantly less rigid than the languages established by non-human animals.

Whereas the languages used by animal species can communicate basic circumstances directly such as the presence of a threat, they are not capable of communicated more subtle concepts such as describing a threat experienced yesterday or concerns over a threat that might materialize tomorrow (Robinson-Riegler, 429). Many evolutionary biologists and anthropologists believe that human language was the principle reason that Homo sapiens evolved a much more complex brain and more dynamic societies than other animal species.

Specifically, the elements of recursion, phonology, morphology, grammatical structure, and word association in human language (Robinson-Riegler, 434) helped select for increasingly intelligent individuals. In the same respect, it was likely the capacity of complex human language that enabled multi-generational learning that was essential for technological progress and the accumulation of relevant knowledge that is either totally unique among human societies or substantially unique, depending on the specific definitions and characterizations that may apply to apparent instances of multi-generational learning among other intelligent animal species such as whales and elephants.

Stages of Language Production: While there is not necessarily a consensus among researchers as to the precise nature of human language production, one widely accepted view is the information processing approach (Robinson-Riegler, 422). In that framework, language production generally occurs in four specific stages: (1) conceptualization, (2) planning, (3) articulation, and (4) self-monitoring. In that regard, the conceptualization stage refers to the internal process whereby the individual develops the desire to communicate a specific thought to others (Robinson-Riegler, 422).

The planning stage consists of the decisions pertaining to how the thoughts to be communicated are organized into a linguistic plan within the framework of the language in which the individual hopes to communicate. The articulation stage involves the actual expression of the thoughts formulated in the conceptualization stage through the linguistic plan developed in the planning stage (Robinson-Riegler, 422).

Finally, the self-monitoring stage consists of the individual's purposeful awareness of the manner in which the articulation of the message achieves the communication objectives of the intended informational transmission; that includes monitoring the tone of the message and the apparent effect of the message on the intended recipient (Robinson-Riegler, 422). The self-monitoring stage also involves a preliminary evaluation by the individual to gauge whether or not the reaction of the message recipient is consistent with the individual's purpose in initiating the communication (Robinson-Riegler, 422).

The Relationship between Semantic Memory and Language Production: Complex human language production is substantially dependent on semantic memory (Robinson-Riegler, 384). That is because communication through.