Definition and History of the Sapir-Whorf Hypothesis

The Sapir-Whorf hypothesis is the  linguistic theory that the semantic structure of a language shapes or limits the ways in which a speaker forms conceptions of the world. It came about in 1929. The theory is named after the American anthropological linguist Edward Sapir (1884–1939) and his student Benjamin Whorf (1897–1941). It is also known as the  theory of linguistic relativity, linguistic relativism, linguistic determinism, Whorfian hypothesis, and Whorfianism. History of the Theory The idea that a persons native language determines how he or she thinks was popular among behaviorists of the 1930s and on until cognitive psychology theories came about, beginning in the 1950s and increasing in influence in the 1960s. (Behaviorism taught that behavior is a result of external conditioning and doesnt take feelings, emotions, and thoughts into account as affecting behavior. Cognitive psychology studies mental processes such as creative thinking, problem-solving, and attention.) Author Lera Boroditsky gave some background on ideas about the connections between languages and thought: The question of whether languages shape the way we think goes back centuries; Charlemagne proclaimed that to have a second language is to have a second soul. But the idea went out of favor with scientists when  Noam Chomskys theories of language gained popularity in the 1960s and 70s. Dr. Chomsky proposed that there is a  universal grammar  for all human languages—essentially, that languages dont really differ from one another in significant ways....  (Lost in Translation. The Wall Street Journal, July 30, 2010) The Sapir-Whorf hypothesis was taught in courses through the early 1970s and had become widely accepted as truth, but then it fell out of favor. By the 1990s, the Sapir-Whorf hypothesis was left for dead, author Steven Pinker wrote. The cognitive revolution in psychology, which made the study of pure thought possible, and a number of studies showing meager effects of language on concepts, appeared to kill the concept in the 1990s... But recently it has been resurrected, and neo-Whorfianism is now an active research topic in  psycholinguistics. (The Stuff of Thought. Viking, 2007) Neo-Whorfianism is essentially a weaker version of the Sapir-Whorf hypothesis and says that language  influences  a speakers view of the world but does not inescapably determine it. The Theorys Flaws One big problem with the original Sapir-Whorf hypothesis stems from the idea that if a persons language has no word for a particular concept, then that person would not be able to understand that concept, which is untrue.  Language doesnt necessarily control humans ability to reason or have an emotional response to something or some idea. For example, take the German word  sturmfrei, which essentially is the feeling when you have the whole house to yourself because your parents or roommates are away. Just because English doesnt have a single word for the idea doesnt mean that Americans cant understand the concept. Theres also the chicken and egg problem with the theory. Languages, of course, are human creations, tools we invent and hone to suit our needs,  Boroditsky continued. Simply showing that speakers of different languages think differently doesnt tell us whether its language that shapes thought or the other way around.

High School Dropouts And Its Effect On Our Country

Being defeated is often an (only lasting for a short time) condition. Giving up is permanent, Marylin vos Smart person. According to Americangraduatedc.org, 1.3 million students each year dropout of high school in the United States alone. Dropouts refers to a student quitting school before he or she graduates or avoiding enrolling in college. Students who drop out are more likely to be unemployed, homeless, or receiving welfare. High School dropouts are very common in the United States today. Only 72% of America s children graduate from high school. Eighteen states allows the students to stop school before the age of eighteen. High school dropouts causes a bad effect on our country. The results of dropping out of high school can have†¦show more content†¦Some small sections/small parts are presented below in tables; however, for a complete discussion,please see the original article: Understanding Why Students Drop Out of High School, According to Their Own Reports Lower education ranking is a huge effect of dropping out of high school. Many people are unable to finish high school due to sickness, such as pregnancy, viruses, etc. The lower someone s education ranking is, the harder it would be for them to survive in the real world. College is the most helpful way that a parent can take care of them and/or their kids. According to nccp.org, over the past twenty years, parents with less education have been losing money-based ground. 25% of student are in poor families with parents that does not have a high school diploma. 57% of students are in poor families with parents that only has high school diploma and did not go ahead/move forward to college. 24% of students are in poor families with parents that only has some college education. These percentages shows that the college level you have, the more likely you are to coming close to succeeding. People with low education level are the people who are in poor families, struggling, or even poor and living on the streets. Those with lower education levels receives the most help from the government. People with poor and education tends

Solutions, Dilutions and molarity calculations Free Essays

Why is a conical flask, rather than a beaker, used in the experiment? – To allow easy mixing of solutions by swirling. 2. Why is the funnel removed from the burette after adding the acid solution? – so that the drops from the funnel will not fall into the burette. We will write a custom essay sample on Solutions, Dilutions and molarity calculations or any similar topic only for you Order Now 3. In using a burette, why is it important to (a) rinse it with a little of the solution it is going to contain? – to remove any residual water and so avoid dilution of the acid solution when it is poured into the burette. (b) to clamp it vertically? – to enable the liquid level to be read correctly. ) to have the part below the tap full? – to ensure that the actual volume of liquid delivered into the flask is read correctly. 4. Give one reason for carrying out the following procedures during the titration. (i) The sides of the conical flask were washed down with deionised water? – To ensure that all of the acid added from the burette can react with the base. (ii) The conical flask was frequently swirled or shaken? – To ensure complete mixing of the reactants. 5. Why is a rough titration carried out? – To find the approximate end point. This nformation enables the subsequent titrations to be carried out more quickly. 6. Why is more than one accurate titration carried out? – To minimise error by getting accurate readings within 0. 1-3 cm of each other. 7. Explain why hydrochloric acid is not used as a primary standard? – The exact concentration of any hydrochloric acid solution is not known, unless it is prepared from standard ampoules. Laboratory grade hydrochloric acid is not sufficiently pure. 8. Can any of the following be used as primary standards: NaOH, H2S04, HN03? Explain your answer. A primary standard should be available in a highly pure state and stable. None of these substances are available pure because: (a) NaOH readily absorbs water and carbon dioxide from the air. (b) Concentrated H2S04 readily absorbs water from the air. (c)HN03 breaks down releasing N02 gas. 9. If you used only 10cm3 of sodium carbonate solution in the conical flask, calculate how much acid would be required to neutralise it. x 10-3 moles Na2C03 10cm3 Na 2CO 3 solution used at concentration of 0. 1 M 1 2 x 10-3 moles HCL required Concentration of HCL is 0. M 1000 x 2 x 10-3 / 0. 23crn3 required = 10. 5crn fi13. 10. Describe briefly how a pure dry sample of sodium chloride could be obtained having carried out the titration? – Using the information provided by the titration results, add Just enough hydrochloric acid to exactly neutralise 25cm 3 of sodium carbonate. The indicator should not be added. Gently heat the solution until all the water has evaporated to dryness. A sample of sodium chloride will remain in the beaker. Solutions, Dilutions and molarity calculations By AbigailHerbert How to cite Solutions, Dilutions and molarity calculations, Papers