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Language is the natural currency of most social communication. Until the emergence of more powerful computational methods, it simply was not feasible to measure its use in mainline social psychology. We now know that language can reveal behavioral evidence of mental states and personality traits, as well as clues to the future behavior of individuals and groups. In this chapter, we first review the history of language research in social personality psychology. We then survey the main methods for deriving psychological insights from language (ranging from data-driven to theory-driven, naturalistic to experimental, qualitative to quantitative, holistic to granular, and transparent to opaque) and describe illustrative examples of findings from each approach. Finally, we present our view of the new capabilities, real-world applications, and ethical and psychometric quagmires on the horizon as language research continues to evolve in the future.
Grammatical morphemes are used to modulate word meanings and to link words in constructions. They consist of inflections, usually suffixes, added to words, and free-standing function words (prepositions and articles). Different language-types make different uses of these, including cases added to each noun, tense and aspect markers added to each verb, and agreement markers linking nouns, adjectives, and determiners. Children have to identify each inflection, its meaning, and where it is used on each word class. They start to add modulations to their words as soon as they start to combine words (and may understand some of them before this). They use regular forms as their starting point and over-regularize irregular forms. They show some consistency in the order of acquisition for different modulations, depending on the semantic complexity of each grammatical morpheme. Semantic complexity, formal complexity, and frequency all play a role here. Children may initially rely on filler-syllables, and only later produce the relevant form. Word class plays a role here, since the choice of grammatical morphemes depends on this. Initial use of grammatical morphemes may be limited to specific words and only later extended. The same holds for agreement in gender and number.
In order to build their lexicon, infants firstly have to find word units in the speech stream, and then associate each word form with a meaning. This chapter discusses these two steps of lexical acquisition, and focuses more precisely on the role of two cues: phrasal prosody and function words. The main language-universal cue is the use of statistical or distributional information. The intuition behind the use of transitional probabilities between syllables or phonemes is that sound sequences that occur frequently and in a variety of contexts are better candidates for the lexicon than those that occur rarely or in few contexts. The syntactic category of words is the simplest cue that could constrain word meaning. Indeed, nouns typically refer to objects, whereas verbs generally refer to actions and adjectives to properties. Recent studies have demonstrated that young infants know something about the categories of function words.
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