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Chapter Six Psycholinguistics

Chapter Six Psycholinguistics. 1. What is Cognition?. Mental processes, information processing Mental process or faculty of knowing, including awareness( 意识 ), perception( 知觉 ), reasoning( 推理 ), and judgment( 判断 ).

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Chapter Six Psycholinguistics

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  1. Chapter SixPsycholinguistics

  2. 1. What is Cognition? • Mental processes, information processing • Mental process or faculty of knowing, including awareness(意识), perception(知觉), reasoning(推理), and judgment(判断).

  3. The formal approach: structural patterns, including the study of morphological, syntactic, and lexical structure. --Chomsky • The psychological approach: language from the view of general systems ranging from perception, memory, attention, and reasoning. ---Carroll(卡罗尔) (dynamic) • The conceptual approach: how language structures (processes & patterns) conceptual content. --Langacker (兰盖克) (static)

  4. 2. Psycholinguistics • Psychological aspects of language. • Psychological states and mental activity with the use of language. • Language acquisition, language comprehension & production.

  5. Related fields • Structural linguistics • Cognitive psychology • Anthropology • Neurosciences

  6. Six subjects of research • Language acquisition (L1 / L2) • Language comprehension • Language production • Language disorders • Language and Thought • Neurocognition

  7. Investigation methods • observational: natural observations: data-driven (数据驱动型) (自然观察法) • experimental: hypothesis-driven (假设驱动型) • computational: computers are used as an instrument to detect data and analyze data

  8. 2.1 Language Acquisition • Holophrastic stage (独词句阶段) • Language’s sound patterns • Phonetic distinctions in parents’ language. • One-word stage: objects, actions, motions, routines.

  9. Two-word stage------around 18m

  10. Three-word-utterance stage • Give doggie paper. • Put truck window. • Tractor go floor.

  11. Fluent grammatical conversation stage • Embed one constituent inside another: • Give doggie paper.  • Give big doggie paper. • Use more function words: missing function words and inflection in the beginning but good use (90%) by the age of 3, with a full range of sentence types. • All parts of all language are acquired before the child turns four.

  12. 2.2 Language comprehension • Mental lexicon: information about the properties of words, retrievable when understanding language • For example, we may use morphological rules to decompose a complex word like rewritablethe first few times we encounter it and after several exposures we may store and access it as a unit or word. • It means that frequency of exposure determines our ability to recall stored instances.

  13. Connectionism:readers use the same system of links between spelling units and sound units to generate the pronunciations of written words like tove and to access the pronunciations of familiar words like stove, or words that are exceptions to these patterns, like love. • Similarity andfrequencyplay important roles in processing and comprehending language, with the novel items being processed based on their similarity to the known ones.

  14. Word recognition • Cohort theory: • Marslen-Wilson & Welsh (1978) • The first few phonemes of a spoken word activate a set of word candidates that are consistent with the input. • ‘ph’ • phase • phantasy • philospher • phone • phoneme • photo • phrase • physics…

  15. Tsunami--- • casualty, victims, economic loss, the government √ • flower, prize, football × • The response time used to understand the first group of words must be shorter than the second group, because the hearers are ready for them

  16. Interactive model: • Higher processing levels have a direct, “top-down” influence on lower levels. • Lexical knowledge can affect the perception of phonemes. There is interactivity in the form of lexical effects on the perception of sub-lexical units. • In certain cases, listeners’ knowledge of words can lead to the inhibition of certain phonemes; in other cases, listeners continue to “hear” phonemes that have been removed from the speech signal and replaced by noise. • if the beginning sound or letter of a word is missing, recognition will be more difficult. Experiments proved that the missing of the initial sound more crucial than the missing of the last sound.

  17. CT • APPL . • eg • ob • anana • h t

  18. Factors involved in word recognition: • Frequency effect: the ease with which a word is accessed due to its more frequent usage in the L. • Recency effects: the ease with which a word is accessed due to its repeated occurrence in the discourse or context. • Context: We recognize a word more readily when the preceding words provide an appropriate context for it.

  19. Lexical ambiguity • All the meanings related to the word are accessed. • Only one meaning is accessed initially.

  20. Are you engaged ? • My friend drove me to the bank. • They passed the port at midnight. • Please give me a camel. • 上课 • 做手术

  21. The clerk (entering): Are you engaged? Augustus: What business is that of yours? However, if you will take the trouble to read the society papers for this week, you will see that I am engaged to the Honourable Lucy Popham, youngest daughter of. . . The clerk: That isn’t what I mean. Can you see a female? Augustus: Of course, I can see a female as easily as a male. Do you suppose I am blind? (George Bernard Shaw: Augustus Does His Bit)

  22. Comprehension of sentences • Serial models:the sentence comprehension system continually and sequentially follows constraints of a language’s grammar • Describe how the processor quickly constructs one or more representations of a sentence based on a restricted range of information that is guaranteed to be relevant to its interpretation, primarily grammatical information. • Any such representation is then quickly interpreted and evaluated, using the full range of information that might be relevant.

  23. Syntactic processing • Syntactic structure is built as soon as possible rather than waiting to see what the whole string of words is. The reason is that people normally already know what the beginning of the sentence means before they hear the whole thing.

  24. Syntactic processing • However, there are complications due to ambiguity of individual words. • 1)The cop saw the spy with the binoculars. • 2)The cop saw the spy with the binoculars.

  25. Garden path sentences (曲径理论) • They Are sentences that are initially interpreted with a different structure than they actually have, e.g. • 1) The cotton clothing is made from grows in Mississippi. • 2) The horse raced past the barn fell.

  26. Garden path sentences • People may consider all possibilities and decide which is the best, or • Decide which structure to consider first.

  27. Minimal attachment:the “structurally simpler”--structural simplicity guides all initial analyses in sentence comprehension. • The second wife will claim the inheritance belongs to her. • It is…

  28. Comprehension of text • Resonance model: information in long-term memory is automatically activated by the presence of material that apparently bears a rough semantic relation to it.

  29. Discourse interpretation • Schemata and drawing inferences • Schema: a pre-existing knowledge structure in memory typically involving the normal expected patterns of things.

  30. [RESTAURANT] Schema: Entering, ordering, eating and exiting. Entering Scene: The customer enters a restaurant, looks for a table, decides where to sit, walks to the table…

  31. John went into a restaurant. He asked the waitress for coq au vin. He ate it, paid the bill and left. (perfectly understandable) • John went into a restaurant. He saw a waitress. He got up and went home. (does not seem to make sense)

  32. 2.3 Language production • Access to words • Conceptualization: what to express • Word selection: a competitive process • Morpho-phonological encoding: target words

  33. Generation of sentences • Conceptual preparation: deciding what to say – a global plan is needed • Word retrieval and application of syntactic knowledge • Processes of sentence generation • Functional planning: assigning grammatical functions • Positional encoding: getting into positions for each unit

  34. Speech errors • 庄稼—稼庄 (5th level) • 五花八门—五门八花 (the 5th level) • she sore---seashore (the 4th level) • horse—代替 camel (the 3rd level) • 把盐放在菜里，再放点味精--- ‘把盐放在味精里“(the 5th level)

  35. Written language production • Similar to spoken language. • Orthographic form instead of phonological form. • However, phonology plays an important role in this process. • Writers have more time available for conceptual preparation and planning.

  36. 3. Cognitive Linguistics • Cognition is the way we think. • Cognitive linguistics is the scientific study of the relation between the way we communicate and the way we think. • It is an approach to language that is based on our experience of the world and the way we perceive and conceptualize it.

  37. 赵艳芳，认知语言学概论，上海外语教育出版社，2001.3赵艳芳，认知语言学概论，上海外语教育出版社，2001.3

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