Psycholinguistic-心理语言学
Psycholinguistics
The “process” question
“ordinary use of language”: e.g. understanding a lecture, reading a book, writing a letter, etc. Cognitive processes: processes like perception, memorizing and thinking Although we do few things as often or as easily as listening and speaking, we will find that considerable cognitive processes is going on during those activities.
The scope of psycholinguistics
• The common aim of psycholinguists is to find out the structures and processes which underline a human's ability to speak and understand language. • Psycholinguists are not necessarily interested in language interaction between people. They are trying above all to probe into what is happening within the individual.
Thanks for listening!
The main topics of psycholinguistics
psycholiguistics 心理语言学
TG grammar
Dissolution: language loss
Stuttering Autism Neurolinguistics, an offspring of psycholinguistics, investigates how the human brain creates and processes speech and language.
Crying: no language but a cry Cooing(2-6m):making soft gurgling sounds, seemingly to express satisfaction Babbling: play with all sorts of segments
First words: they tend to be those which which refer to prominent, everyday objects, and usually things that can be manipulated by the child. (mama dada doggie kitty milk cookie) egocentric speech: A term used by Piaget and others to characterize the way the language of young children appears both to reflect and shape their early thinking.
People don’t process information in a neat, linear fashion; they don’t move smoothly from one linguistic level to another as if they were riding a lift that began on a ground floor of phonology and finally stopped at the top floor of meaning.
自考英语语言学Chapter 9 Psycholinguistics
Chapter 9 Psycholinguistics心理语言学一、本章纲要二、本章重点(2005，单选；2007，名词解释) Psycholinguistics is the study of language in relation to the mind. As the term suggests, it is viewed as the intersection of psychology and linguistics, drawing equally upon the language we acquire, produce and comprehend, and the mind or brain in which our linguistic and cognitive faculties are localized and organized, and interact with each other in particular ways. Our linguistic capability depends largely on the structure and dynamics of the human brain. 心理语言学主要从心理的角度对语言进行研究，目的在于揭示人类是如何掌握语言，说出语言和理解语的，语言与思维的关系等一系列问题。
1.The biological foundations of language语言的生理基础（2005，判断）Our linguistic ability is a biological gift of the species’ gene program. 人类不需要课堂教学就可以自然习得自己的母语。
人类有语言能力的主要原因不可能是人有声带，因为其它动物也有声带。
人类的语言能力主要依赖人脑结构和人脑的机制。
人类大脑的左半球的某些区域比右大脑相应的区域要大，这是人类大脑所特有的特征。
心理英语言学英语
心理英语言学英语全文共四篇示例，供读者参考第一篇示例：心理英语言学是研究语言和心理相互关系的学科，它对人类语言的认知、产生和理解过程进行深入探讨。
在这个领域中，心理学与语言学的知识融合在一起，帮助人们更好地理解和使用语言。
心理英语言学的研究对象主要包括语言的组织、语音、词汇、语法、语义等方面。
通过对这些方面的探索，我们可以更好地了解人类是如何产生和理解语言的。
在心理英语言学的研究中，人们探讨了很多有趣的问题，比如语言的习得过程、语言辨识的机制、语言的表征和加工等。
语言的习得过程是心理英语言学研究中的一个重要课题。
研究表明，人类在语言习得过程中会受到很多因素的影响，比如环境因素、社会因素、认知因素等。
在学习语言的过程中，人们需要不断地接收输入信息，并通过大脑的加工和分析，逐渐掌握语言的规则和结构。
在这个过程中，人们的语言能力会逐渐提升，从而实现对语言的流利运用。
另一个重要的研究领域是语言辨识的机制。
在心理英语言学的研究中，人们关注的是人类在听、说、读、写等活动中是如何识别和理解语言的。
通过对这些机制的探讨，我们可以更好地了解人类是如何进行语言表征和加工的。
在这个过程中，人们需要通过大脑对语言输入进行加工和分析，然后产生相应的语言输出。
通过对这些机制的研究，我们可以更好地理解人类的语言产生和理解能力。
心理英语言学还涉及到语言的表征和加工的问题。
在这个领域中，人们探讨了语言的词汇、语法和语义的结构和功能，并通过实验和调查等方式对这些问题进行深入分析。
通过这些研究，我们可以更好地了解语言的结构和功能，并推动语言学理论的进一步发展。
心理英语言学是一个充满挑战和机遇的领域。
通过对语言和心理相互关系的深入研究，我们可以更好地理解人类是如何产生和理解语言的。
在未来的研究中，我们期待能够进一步探讨语言的认知机制、语言的发展轨迹以及语言的文化影响等问题，为我们更好地理解和使用语言提供更多的启示和帮助。
【2000字】第二篇示例：心理英语学是一门探讨语言和心理之间关系的学科，通过研究个体的思维和情感对语言的影响，来揭示语言学习、语言认知和语言使用的规律。
心理语言学
2、命名(naming)/词汇检索(lexical access) 1）命名：向受试显示一系列真词和非词，要求他们尽快把听 到的“词”朗读出来。可以用来测定真词和非词的差异，因为 真词可以通过词汇提取来加快，而非词在心理词汇中不存在。 也可以用来测定常见词和罕见词的差异。命名中出现的错误也 可以用来检测词汇提取，例如英语单词的不规则发音“bough, cough, dough, rough”，如果不是从心理词汇中提取每个词，光 看形式就会读错。因此可以用来了解受试有没有到心理词汇去 提取信息。 实验发现，真词的命名比非词的要快，高频词的命名比罕见 词的要快，说明词汇提取可以促进字符串的辨认，而常见的 词比罕见的词更容易提取。
2、 “缺乏不变式”的问题
语音没有不变式（invariant）或标准的形式。 P79
情况1：同一音段的产生往往视其出现的语境而有所不同。一 个音段的前、后的发音往往会影响该音段的实际发音动作。 该现象叫做音位变体（allophonic variation）
情况2：语音，特别是元音往往视说话人的性别、年龄而有所 不同，因为他们的声带大小和配置不一样。 情况3：我们自己所产生的语音在不同的场合也不是完全一样 的。 情况4：言语信号的差异来自言语速度很快的口语。在流利的 口语中，言语音段的声音特征被削弱，变化很大。
2. 语音阶段（phonetic stage）。人们把声学提示集中起来， 从而辨认一个个音素。然后再把它们放在语音记忆里，在语音 记忆里再不保存声学提示。
3. 音位阶段（phonological stage）。听话人参照一种语言对 音段系列的制约，对语音阶段的辨认进行调整。以英语为例， 听到的可能是/fpin/，但在英语里不存在这种系列，于是就改 为/spin/。 名词：范畴听辩/感知（categorical perception） P79
心理语言学要点14
⼼理语⾔学要点14《⼼理语⾔学》复习要点Chapter 1 An introduction to psycholinguistics1了解⼼理语⾔学、语⾔学的研究对象、学科分⽀、⼼理语⾔学的发展历史Introductory DefinitionsLinguistics: The academic discipline that studies language.Psycholinguistics: The study of language as it is used and learned by people.Language: A shared, symbolic system for communication.BRANCHES OF LINGUISTICS1. STUDY OF SOUNDSPhonetics(语⾳学）What sounds do languages use?What sounds “make a difference”?Phonology（⾳韵学）How do sounds fit together in particular languages2. STUDY OF MEANINGSemantics（语义学）What do words mean?What do sentences/passages literally mean?Pragmatics（语⽤学）What messages are actually conveyed?3. RULES FOR RELATING SOUNDS AND MEANINGSMorphology（形态学）Principles for constructing complex words (inflexional and derivational)Syntax（句法）How do words get put together into larger groups?What is psycholinguistics?Psycholinguistics is the study of the psychological and neurobiological factors that enable humans to acquire, use, and understand language.Psycholinguistics studies the relationship between linguistic structure and cognitive processing.Psycholinguistics is concerned with the cognitive processes during language processing (perception and production) study of mental processes and structures that underlie our ability to produce and comprehend language Psycholinguistics is a branch of linguistics (and psychology) concerned with the study of the cognitive or psychological processes involved in using language.Psycholinguists borrow aspects of linguistic theory and apply it to the representation and processing of language in the brain The study of the representations, mechanisms, and processes that underlie our ability to acquire and use language.What is Human Language?Human Language is a structured system for combining words that makes it possible for us to communicate to others ,to think about our immediate environment ,or to imagine.语⾔是以词为基本结构单位，以语法为构造规则的符号系统。
_心理语言学
篇章理解 篇章是由句子以及句子间的关系构成的更大的语言单位。 篇章理解是在字词、句子理解的基础上，运用推理、整合 等方式获得话语意义的过程，是言语理解的最高级水平。 篇章由一个个句子组成，句子之间有着内在的联系，通过 前后回指、照应、修辞等语言学手段将句子联结成有意义 的语篇。 篇章阅读研究探讨读者在阅读文章时所从事的信息加工活 动。
Friederici(2003)对传统的句法优先理论和交互作用理论进行了修改， 在整合前两种理论的基础上提出了句子理解的三阶段模型。 在句子理解的最初阶段，主要是基于词汇类别信息的句法建构，这一 过程独立于语义加工，具体表现为ELAN成分的出现； 句子理解的第二阶段主要是语义层面的加工，表现为N400成分的出 现； 第三个阶段的加工主要包括对句法的再分析以及对整个句子信息的分 析和整合，以P600成分的出现为标志。
视觉词汇识别 直通理论(direct-access hypothesis)：词的意义可直接由 词形信息获得，语音的提取是词义通达后的附加过程(Taft, 1998)。 语音中介理论(phonology mediation hypothesis)：词义的 获得需要先把词形信息转换成语音，由语音激活词的意义， 因此语音信息起到一种重要的中介作用(Berent & Perfetti, 1995)。 双通道理论(dual-access hypothesis)：词形通达词义和由 词形通达语音再通达词义的两条通路同时存在，哪条通路 起作用取决于词的频率和类型等因素(Coltheart, 1978, 1980)。
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汉字识别的情况 陈宝国，彭聃龄(2001，2003) 采用基于语义的启动范畴判断作业(要求被试判断目标字是否表示动物名 称)和采用基于语音的启动范畴作业(要求被试判断目标字的读音是否为 “yi”)进行研究。 实验分别考察了高频、低频汉字的形、音、义激活的相对时间进程。实 验项目包括四种类型：形似字对、音同字对、义近字对、无关字对。各 种字对中，第一个字为启动字，第二个字为目标字。 实验中，在计算机屏幕中央首先呈现“ + ”号注视点300ms，然后呈现启 动字，呈现时间有四种：43ms、57ms、85ms、145ms。启动字呈现后， 立即呈现目标字。此时，要求被试仔细、认真地看目标字，并完成实验 任务。 实验结果表明，高频汉字形音义激活的时序为字形—字义—字音，高频 汉字的语音是自动激活的，但语音的激活可能发生在字义通达之后，符 合直通理论的预期。而低频汉字字形的激活在先，字音和字义的激活同 时进行。低频汉字形、音、义激活的这种顺序不受基于语义还是基于语 音的实验任务的影响。
胡壮麟《语言学教程》笔记第5-6章
Chapter 5 Meaning1. Semantics(语义学)Semantics is the study of meaning of the linguistic units, words and sentences in particular. (语义学是对语言单位，尤其是词和句子的意义的研究。
)2. Meanings of “meaning”1). Meaning:Meaning refers to what a language expresses about the world we live in or any possible or imaginary world.（意义是指语言所表达的关于现实世界或者想象中的世界的想法。
）2). Connotation: （内涵）Connotation means the properties of the entity a word denotes.(内涵指的是一个词所指称的实体的特征。
)3). Denotation: （外延）Denotation involves the relationship between a linguistic unit and the non-linguistic entity to which it refers. Thus it is equivalent to referential meaning. (外延涉及语言单位与非语言实体之间的关系。
在这个意义上，它跟指称意义是一样的。
)3. The difference between meaning, concept, connotation, and denotationMeaning refers to the association of language symbols with the real world. There are many types of meaning according to different approaches.Concept is the impression of objects in people’s mind.Connotation is the implied meaning, similar to implication.Denotation, like sense, is not directly related with objects, but makes the abstract assumption ofthe real world.4. The referential theory1). DefinitionThe theory of meaning which relates the meaning of a word to the thing it refers to, or stands for, is known as the referential theory.(把词语意义跟它所指称或代表的事物联系起来的理论，叫做指称理论)2). The semantic triangle （语义三角）Ogden and Richards presented the classic “Semantic Triangle”as manifested in the following diagram。
英语语言学名词解释
现代语言学一绪论1 Linguisitics : Linguistics is generally defined as the scientific study of language2 Phonetics : The study of sounds which are used in linguistics communication is called phonetics.For example,vowels and consonantsThe study of how sounds are put together and used in communication 3 Phonology” :is called phonology.For example,phone,phoneme,and allophone.4 Morphology :The study of the way in which morphemes are arranged to form---boyish,teach---teacher.words is called morphology.For example,boy and “ish”5 Syntax : The study of how morphemes and words are combined to form sentences is” called syntax.For esample,”John like linguistics.6 Semantics: The study of meaning in language is called semantics. For example,:TheThe seal could not be seal could not be f ound.The zoo keeper became worried.” found,The king became worried.” Here the word seal means different things.7 Pragmatics: The study of meaning in context of use is called pragmatics.Forcontext.example, “I do” The word do means different8 Sociolinguistics: The study of language with reference to society is called sociolinguistics.For example,regional dialects,social variation in language.9Psycholinguistics: T he study of language with reference to workings of mind is called psycholinguistics.二音系学1 Phonetics: The study of sounds that are used in linguistic communication is called phonetics.2 Phonology: The study of how sounds are put together and used in communication is called phonology.3 Phone: Phone can be simply defined as the speech sounds we use when speaking a language. A phone is a phonetic unit or segement. It does not necessarily distinguish meaning; some do,some don’t.4 Phoneme: Phonology is concerned with the speech sounds which distinguish meaning. The basic unit in phonology is called phoneme;it is a unit that is of distinctive value.5 allophone: The different phones which can represent a phoneme in different phonetic environment are called the allophones of that phoneme.6 Complementary distribution: These two allophones of the same phoneme are said to be in complementary distribution.7 Minimal pair: When two different forms are identical in every way except for one sound segement which occurs in the same place in the stings, the two words are said to form a minimal pair.8 Stress: When a certain syllable of a word is stressed, it means that the syllable is prounced with great force than the other or others.9 tones: Tones are pitch variation, which are caused by the different rates of vibration of the vocal cords. Pitch variations can distinguish meaning just like phoneme;therefore, the tone is a suprasegemental feature.10 intonation: When pitch, stress and sound length are tied to the sentence rather than the word in isolation, they are collectively known as intonation. Intonation plays an important role in conveying meaning in almost every language,especially in a language like English{$isbest}三形态学1 morphology: Morphology is a branch of grammer which studies the internal structure of words and the rules by which words are formed.2 inflectional morphology: Inflectional morphology studies the inflections of word-formation.3 derivational morphology: Derivational morphology is the study of word-formation.4 morpheme: Morpheme is the smallest meaningful unit of language.5 free morpheme: Free morpheme are the morphemes which are independent units of meaning and can be used freely all by themselces or in combination with other morphemes.6 bound morpheme: Bound morphemes are the morphemes which cannot be used independently but have to be combined with other morphemes, either free or bound, to form a word.7 root: A root is often seen as part of a word; it can never stand by itself although it bears clear,definite meaning; it must be combined with another root or an affix to forma word.8 affix: Affixes are of two types: inflectional and derivational.9 prefix: Prefix occur at the beginning of a word.10 suffix: Suffixes are added to the end of the stems; they modify the meaning of the original word and in many cases change its part of speech.11 derivation: Derivation affixes are added to an existing form to creat a word.Derivation can be viewed as the adding of affixes to stem to form nes words.12 compounding: Like derivation, compounding is another popular and importantway of forming new words in English. Compounding can be viewed as the combination of two or sometimes more than two words to creat new words.{$isbest}四句法学1 linguistic competence: Comsky defines competence as the ideal user’s knowledge of the rules of his language,and performance the actual realization of this knowledgein linguistic communication.2 sentence :A sentence is a structurally independent unit that usually comprises a number of words to form a complete statement question or command.3 transformation rules: Syntactic movement is governed by transformational rules. The operation of the transformational rules may change the syntactic representation of a sentence.4 D-structure : A sentence may have two levels of syntactic representation. One exists before movement take place, the other occurs after movement take place. In formal linguistic exploration, these two syntactic representation are commonly termedas D-structure.5 Move а : Just as there is a general rule for all phrase structure rules,i,e. the X-bar schema, there is a general movement rule accounting for the syntactic behavior of any constituent movement. This movement rule is called Move а {$isbest}五语义学1 semantics: S emantics can be simply defined as the study of meaning in language.2 sense :Sense is concerned with the inherent meaning of the linguistic form. It is the collection of all the features of the linguistic form; it is abstract and decontextualized.3 reference : Reference means what a linguistic form refers to in the real, physical world; it deals with the relationship between the linguistic element and the non-linguistic world of experience.4 synonymy : Synonymy refers to the sameness or close similarity of meaning. Words that are close in meaning are called synonymy.5 polysemy : Polysemy refers to the fact that the same one word may have more than one meaning.A word having more than one meaning is called a polysemic word.6 antonymy : Antonymy refers to the oppositeness of meaning. Words that are opposite in meaning are called antonyms.7 homonymy :Homonymy refers to the phenomenon that words having different meanings have the same form,i.e. different words are identical in sound or spelling, or8 hyponymy : Hyponymy refers to the sense relation between a more general, more inclusive word and a more specific word.9 componential analysis : Componential analysis is a way to analyze wprd meaning. It was proposed by structural semanticists.10 grammatical meaning : The grammatical meaning of a sentence refers to its grammaticality,i.e. its grammatical well-formedness. The grammaticality of asentenceis governed by the grammatical rules of the language.11 semantic meaning : The semantic meaning of a sentence is governed by rules called selectional restrictions.12 predication : In semantic analysis of a sentence, the basic unit is called predication. The predication is the abstraction of the meaning of a sentence.{$isbest}六语用学1 pragmatics: Pragmatics can be defined as the study of how speakers of a language use sentences to effect successful communication.2 context: The notion of context is essential to the pragmatic study of language. Generally speaking, it consists of the knowledge that is shared by the speaker and the hearer.3 utterance meaning: Utterance is based on sentence meaning; it is realization of the abstract meaning of a sentence in a real situation of communication, or simply in a4 locutionary act: A locutionary act is the act of utterance words,phrases,clauses. It isthe act of conveying literal meaning by means of syntax, lexion and phonology.5 illocutionary act: An illocutionary act is the act expressing the speaker’It is the act performed in saying something.6 perlocutionary act:A illocutionary act is the act performed by or resulting fromsaying something: it is the consequence of, or the change brought about by the utterance; it is the act performed by saying something.{$isbest}七历史语言学1 historical linguistics: Historical linguistics is the subfield of linguistics that studies language change.2 apocope: Another well-documented sound loss is the deletion of a word-finalvowel segement, a phenomenon called apocope.3 epenthesis: A change that involves the insertion of a consonant or vowel soundto the middle of a word is known as epenthesis.4 metathesis: Sound change as a result of sound movement is known as metathesis.5 compounding: Compounding is a process of combining two or more words intoone lexical unit.6 derivation: Derivation refers to the process by which new words are formed bythe addition of affixes to the roots.7 blending: Blending is a process of forming a new word by combining parts of other words.8 back-formation: Back-formation is a process by which new words are formedby taking away the suffix of an existing word.9 semantic broadening: Semantic broadening refers to the process in which the meaning of a word becomes general or inclusive than its historically earlier denotation..10 semantic narrowing: Semantic narrowing is a process in which the meaning ofa word becomes less general or inclusive than its historically earlier meaning.11 semantic shift: Semantic shift is a process of semantic change in which a word loses its former meaning and acquire a new, sometimes related, meaning.12 protolanguage: It refers to a family of a language.A protolanguage is the original form of a language family that has ceased to exist.The proto form can be reconstructed by identifying and comparing similar linguistic forms with similar meanings across related languages.13 sound shift: It refers to the systematic modification of a series of phonemes. {$isbest}八社会语言学1 sociolinguistics: Sociolinguistics is the study of language in social context.2 speech community: A speech community is thus defined as a group of people who form a community and share the same language or a particular variety of language.3 speech v ariety: Speech variety, also known as language variety, refers to any distinguishable form of speech used by a speaker or group of speakers.4 language planning: One way out of the communication dilemma is language standardization known as language planning. This means that certain authorities, such as the government or government agency of a country, choose a particular speech variety and spread the use of it, including its pronunciation and spelling system, across regional boundaries.5 idiolect: Such a personal dialect is refered to as idiolect.6 standard language: The standard language is a superposed, socially prestigious dialect of language. It is the language employed by the government and the judiciary system,used by the mass media.7 nonstandard language: Language varieties other than the standard are called nonstandard, or vernacular, languages.8 lingua franca: A lingua franca is a variety of language that serves as a medium of communication among groups of people for diverse linguistic backgrounds.9 pidgin: A pidgin is a variety of language that is generally used by native speakers of other languages as a medium of communication.10 Creole: A Creole language is originally a pidgin that has become established asa native language in some speech communication.11 diglossia: Diglossia usually describes a situation in which two very different varieties of language co-exist in a speech c ommunication, each with a distinct range of purely social function and appropriate for certain situations.12 bilingualism: Bilingualism refers to a linguistic situation in which two standard languages are used either by an individual or by a group of speakers,such as the inhabitants of a particular region or a nation.13 ethic dialect: An ethnic language variety is a social dialect of a language ,often cutting across regional differences.14 sociolect: Social dialect, or sociolects, are varieties of language used by people belonging to particular social classes.15 register: Registers are language varieties which are appropriate for use in particular speech situations, in contrast to language varieties that are associatedwith the social or regional grouping of their customary users. For that reason, registers are also known as situational dialects.16 slang: Slang is a causal use of language that consists of expressive but nonstandard vocabulary, typically of arbitrary, flashy and often ephemeral coinage and figure of speech characterized by spontaneity and sometimes by raciness.17 tabo A linguistic taboo refers to a word or expression that is prohibited by the “polite” society from general use.18 euphemism: Euphemism comes from the Greek word euphemismos, meaning“to speak with good words”. A euphemism, then ,is mild, indirect or less offensiv word or expression substitute when the speaker or writer fears more direct wording might be harsh, unpleasantly direct, or offensive.{$isbest}九心理语言学1 psycholinguistics:Psycholinguistics is the study of language in relation to the mind. As the suggests, psycholinguistics is viewed as the intersection of psychology and linguistics, drawing equally upon the language we acquire, produce and comprehend.2 cerebral cortex: The most important part of the brain is the outside surface of the brain, called the cerebral cortex.3 brain lateralization: The localization of cognitive of cognitive and percpetual functions in a particular hemisphere of the brain is called lateralization.4 linguistic lateralization: In their research of brain lateralization, psycholinguistics a re particulary interested in linguistic lateralization, which is the brain’s neurological specialization for language.5 dichotic listening: Evidence in support of lateralization for language in the left hemisphere comes from researches in dichotic listening tasks6 right ear advantage: Stimuli heard in the left ear are reported less accurately than those heard in the right car. This phenomenon is knowas the right ear advantage.7 critical period hypothesis: The critical period hypothesis refers to a period in one’s life extending from about age two to puberty during which the humanbrain is most ready to acquire a particular language and language learning can proceed easily, swiftly and without explicit instruction.8 linguistic determinism: Whorf proposed first that all higher levels of thinkingare dependent on language. That is, language determines thought, hence the strong notion of linguistic determinism.9 linguistic relativism: Whorf also believed that speakers of different language perceive and experience the world differently, that is, relative to their linguistic background, hence the notion10 subvocal speech: When language and thought are identical or closely parallelto each other, we may regard thought as “subvocal speech”.of linguistic relativism.{$isbest}十语言习得1 language acquisition: Language acquisition is concerned with language development in humans. In general, language acquisition refers to children’s development of their first language, that is, the native language of the communityin which a child has been brought up.2 telegraphic speech: The early multiword utterance of children have a special characteristic. They typically lack inflectional morphemes and most minor lexical categories. Because of their resemblance to the styly of language found in telegrams, utterance at this acquisition stage are often called telegraphic speech.3 holophrastic sentence: Children’s one-word utterance are also calledholophrastic sentences.4 acquisition: According to Krashen,acquisition refers to the gradual and subconscious development of ability in the first language by using it naturally indaily communicative situations.5 learning: Learning, however, is defined as a conscious process of accumulating knowledge of a second language usually obtained in school settings.6 language transfer: Learners will subconsciously u se their L1 knowledge in learning a second language. This is known as language transfer.7 positive transfer: Presumably, positive transfer occurs when an L1 pattern is identical with, or similar to, a target-language pattern.8 negative transfer: Conversely, negative transfer occurs when an L1 pattern is different from the counterpart pattern of the target language.9 contrastive analysis: The Contrastive Analysis approach was founded on thebelief that, by establishing the linguistic differences between the native and target language system, it was possible to predict what problems learners of a particular second language would face and the types of errors they would make.10 interlanguage: SLA is viewed as a process of creative construction, in which a learner constructs a series of internal representations that comprises the learner’s interim knowledge of the target language, known as interlanguage.11 formal instruction: Formal instruction occurs in classrooms when attempts are made to raise learner’s consciousness about the nature of target language rules i order to aid learning.12 instrumental motivation: Thus, instrumental motivation occurs when the learner’s goal is functional.13 integrative motivation: Inte grative motivation occurs when the learner’s g is social.14 acculturation: A related issue with integrative motivation has been the extentto which learners differ in the process of adapting to the new culture of the12community. This adaptation process is called acculturation.。
psycholinguistics心理语言学 ppt课件
Definition of computational linguistics and functions
of corpus in linguistic studies;
psycholinguistics心理语言学
2
psycholinguistics
Psycholinguistics studies the storage, comprehension, production and acquisition of language in any medium (spoken or written). Its subjects are adults and children as well as aphasics, people with speech disorders.
psycholinguistics心理语言学
3
psycholinguistics
The study of psychological aspects of language, or language-processing mechanisms, the relationship between language and the human mind. E.g. how word, sentence, and discourse meaning are represented and computed in the mind.
7
Critical period hypothesis
the crucial period is hypothetically, approximately the first ten years of life. It is believed that certain aspects of language acquisition (e.g. sounding like a native speaker) can never be fully acquired if they have not been learned during this period.
psycholinguistics心理语言学 ppt课件
Definition of computational linguistics and functions
of corpus in linguistic studies;
psycholinguistics心理语言学
2
psycholinguistics
Psycholinguistics studies the storage, comprehension, production and acquisition of language in any medium (spoken or written). Its subjects are adults and children as well as aphasics, people with speech disorders.
psycholinguistics心理语言学
11
Types of schemata
Schemata are categorized into three types: linguistic schemata, formal schemata and content schemata.
Linguistic schemata are about learners‘ linguistic knowledge.
LAD: posited by Chomsky and is present in the minds of children by which a grammar of their native language is internalized.
psycholinguistics心理语言学
8
Language comprehension
Language and culture, and the causes leading to difficulties in cross-culture communication;
胡壮麟《语言学教程》笔记和考研真题详解（语言与认知）【圣才出品】
胡壮麟《语⾔学教程》笔记和考研真题详解（语⾔与认知）【圣才出品】第6章语⾔与认知6.1 复习笔记本章要点:1. Psycholinguistics⼼理语⾔学2. Language acquisition, language comprehension, language production 语⾔习得，语⾔的理解，语⾔的⽣成3. First language acquisition第⼀语⾔习得4. Cognitive linguistics认知语⾔学常考考点：语⾔习得；第⼀语⾔习得；语⾔的理解和⽣成；范畴；隐喻；整合理论等。
本章内容索引：I. Definition of cognitionII. Definition of PsycholinguisticsIII. Language acquisition1. The Behaviorist Approach2. The Innateness HypothesisIV. Language comprehension1. Sound Comprehension2. Word recognition3. Comprehension of sentences4. Comprehension of textV. Language Production1. Access to words2. Generation of sentences3. Written language productionVI. Cognitive Linguistics1. Definition2. Construal and Construal Operations(1) Attention/ Salience(2) Judgment/ Comparison(3) Perspective/ Situatedness3. Categorization(1) Basic level(2) Superordinate level(3) Subordinate level4. Image Schemas5. Metaphor(1) Ontological metaphors(2) Structural metaphors(3) Orientional metaphors6. Metonymy7. Blending TheoryI. Definition of cognition (认知的定义)Cognition is used in several different loosely related disciplines. In psychology it is used to refer to the mental processes of an individual, with particular relation to a concept which argues that the mind has internal mental states (such as beliefs, desires and intentions) and can be understood as information processing, especially when much abstraction or concretization is involved, or processes such as involving knowledge, expertise or learning for example are at work. Another definition of “cognition” is the mental process or faculty of knowing, including aspects such as awareness, perception, reasoning, and judgment.“认知”⼀词既可⽤于不同学科也可⽤于相关学科。
心理语言学
心理语言学心得
1）了解了这门学科的发展由来
2）对心理语言学的学科涉及范围进一步 深化了认识 3）认识到研究这门学科的重要意义
a. 外语教学
心理学
与神经学交叉
心理语言学 语言学
b. 人工智能，机器人……
c. 心理治疗，诸如失语症 d. 上升到哲学层次，人体奥秘，人之所以为人的问题
与计算机科 学交叉
心理语言学存疑
（4）言语产生模型
Fromkin “话语生成器模型”、Dell “扩散激活模型“、 Levelt ”信息构成器“
语言习得
（1）语言发展的研究方法 （2）言语感知的发展 （3）儿童语言词汇
（4）句子的学习及理解
（5）语言的交际用途 （6）儿童语言习得理论
语言理解
言语感知
词汇提取
句子加工
语篇理解
国外心理语言学
2)语言的感知、理解和记忆过程（统称为语言理解）
3)儿童学会理解和产生语言的过程（儿童语言习得） Features： 实用性 跨学科性
语言学、心理学、计算 语言学、神经科学
Researching methods：定性 定量 实验法 访谈法……
言语产生
（1）言语产生模型的数据来源 （2）言语产生中的语言单位 （3）言语产生过程中的言语失误
国外心理语言学发展四阶段
语言学家纷纷研究新的语言模式，心 理学家用它们来搞心理语言学研究。 斯洛宾（D.Slobin）,辛克莱 （H.Sinclair）福多尔（S.Fodor） 原因有二: ①语言学不再统一; ②转换生成语法提出的规 则和表达式缺乏心理现实性。
对语言理论又重新感兴趣。 明显趋势是利用语言理论提 供的语法规则进行语法分析。
1）语言决定心理，还是心理决定语言？（心理学与语 言学渊源 洪堡特） 2）在维基百科上说心理语言学第一次使用是在1936年美 国心理学家卡特的——语法的客观心理学； 3）心理语言学研究核心可否用What knowledge of language is needed for us to use language? 和 What processes are involved in the use of language? 来概 括； 4）心理语言学中的四个重要的处理过程Serial and Parallel processing、Top-down and bottom-up processes、 Automatic and controlled processes和Modul倾向于认知的观点， 逐步割断了同语言学的联系。 70年代心理语言学
Psycholinguistics
4.Children learn simple grammatical forms before they learn complex forms. For example: 1.妈妈吃苹果。 2. 苹果被妈妈吃。 Passive voice, long sentences,etc will habe impact on the child’s cognitive processing mechanism.
1.Some phenomenon 2.The Definition 3.Some experts’ ideas 4.Some discoveries 5.Some issues in language acquisition
Have you noticed that...?
• Children usually know nothing about how to spell words or read sentences, but they can speak his native language fluently. • After we can speak a certain language, we still can learn other languages, as we Chinese students are learning English, but usually this process is very tough. •These phenomenon concerns about the language acquisition.
Language Acquisition
• Language acquisition refers to how and when children speak and understand their native language in the context of their native language or in bilingual communities, three or more languages communities(语言社区).etc.
语言学讲义-考研-6-Psycholinguistics
The formal approach（形式法）: structural patterns, including the study of morphological, syntactic, and lexical structure.
The psychological approach（心理学方法）: language from the view of general systems ranging from perception, memory, attention, and reasoning.
1. What is Cognition?
• Mental processes, information processing
• Mental process or faculty of knowing, including awareness, perception, reasoning, and judgment.
考研讲义 6 Psycholinguistics
Chapter 6 Language and Cognition
Teaching objectives: the learners will be better able to know some basic theories in psycholinguistics and cognitive linguistics.
Daddy run
Daddy is running
Joe push
I (Joe) pushed (the cat)
Push cat
I pushed the car
Give candy Give me the candy
Purpose Refusal Refusal Question Informing Informing Informing Informing Request
Psycholinguistic-心理语言学
Bottom-up: phoneme
identification
5
Top-down
Comprehension of speech
1.Contextual clues
-eel was on the shoe. Heel -eel was on the orange. Peel
discipline’s various subfields into a more cohesive perspective on cognitive science
17
Reference
• Aichison(1996) the Seeds of Speech • Altmann(1997) An Exploration of Language • Birdsong(1999) Second Language Acquisition and the
3.A sense of empathy for the complexity of the tasks students confront
4.More “wait time” & patience
16
Conclusion
• PL : a complex and stimulating field • Future research : integrating findings from the
Scovel 1988: first decade of life
12
nts are born with innate linguistic abilities which help
them enormously to make sense out of the linguistic environment.
专业的心理语言学研究
专业的心理语言学研究心理语言学（Psycholinguistics）是一门研究语言和心理过程之间关系的学科，其理论框架展现了语言对人类思维和认知的重要作用。
专业的心理语言学研究旨在深入探索语言的心理加工过程，从而更好地理解和解释人类语言能力的本质。
本文将通过探讨心理语言学的基本原理、实验方法和应用前景，向读者介绍专业的心理语言学研究。
1. 研究背景和目的在人类语言加工过程中，涉及到语音、语义、语法等多个层面的处理。
专业的心理语言学旨在通过实证研究来解释和理解这些语言加工过程中的心理机制。
其研究目的包括但不限于：了解人类语言加工的认知过程、揭示语言习得的心理机制、分析词汇以及语法结构对认知的影响等。
通过深入研究心理语言学，可以为语言教学、言语治疗、语言障碍研究等领域提供科学依据。
2. 研究方法和实验设计心理语言学研究通常采用实证研究方法，通过设计实验来收集数据并进行统计分析。
以下是一些常见的研究方法和实验设计：2.1 语音知觉实验语音知觉实验旨在研究人类对语音的感知和认知过程。
研究者通常会播放音频片段，要求被试根据听到的音频判断其含义或特征。
通过分析被试的反应时间和准确率，可以了解不同语音特征对人类认知的影响。
2.2 句法和语义加工实验句法和语义加工实验探索人类对句法和语义结构的加工和理解过程。
研究者通过设计不同类型的句子，要求被试进行理解和判断，以探究人类在不同句法和语义条件下的认知策略和能力。
实验可通过眼动追踪、脑电图和功能磁共振成像等技术手段来获取额外的数据。
2.3 语言习得实验语言习得实验旨在研究儿童和成人习得语言的心理过程。
研究者通常会通过观察和记录被试的语言发展过程，分析习得过程中的模式和规律。
此类实验对理解语言习得的心理机制以及相关教育和临床应用具有重要意义。
3. 应用前景专业的心理语言学研究为多个领域带来了应用前景，如下所示：3.1 语言教学心理语言学的研究成果可以被应用于语言教学领域。
心理语言学
A Brief Introduction of PsycholinguisticsAbstract:Psycholinguistics is a subject of studying linguistics through psychology. Form the point of psychology, it belongs to cognitive psychology; Form the point of linguistics, it belongs to experimental linguistics. The main aim of psycholinguistics is to study how human use and learn language, and how to think and express their thoughts via language. The way of studying psycholinguistics is based on the theory of psychology, cognitive science and linguistics. To study psycholinguistics is not only very important to the development of psychology but also linguistics. Furthermore, to study psycholinguistics is also taking great practical significance. This essay will give a brief introduction of psycholinguistics form the three aspects：the main point of psycholinguistics, the development of psycholinguistics in China and the meaning of studying psycholinguistics.Key Word: Psycholinguistics, The Meaning of Studying Psycholinguistics, Development of Psycholinguistics心理语言学简介摘要：心理语言学是通过心理学来研究语言学的学科。
心理语言学英文
心理语言学英文Psycholinguistics: An Intriguing FieldPsycholinguistics is like a magical bridge that connects two really important worlds - the world of our minds and the world of language. It's not just some dry academic thing; it's super interesting and relevant to our daily lives.Let's think about how we learn languages as kids. It's like we're little explorers in a big, new world of sounds, words, and grammar. Psycholinguistics tries to figure out how our brains soak up all this language stuff so easily when we're young. You know how a sponge soaks up water? Well, our brains are like that sponge when ites to language in the early years.One really cool aspect of psycholinguistics is looking at how we process language in real - time. When we're having a conversation, our brains are doing all sorts of amazing things. It's not just about understanding the words that are being said. It's about understanding the meaning behind those words, the tone, and even predicting what the other person might say next. It's like we're detectives, trying to piece together all the clues in a conversation.Take a simple sentence like "I'm going to the store." Our brains quickly analyze the words. We know who "I" is (usually the person speaking), we understand the action "going," and we know the destination "the store." But it's not always that straightforward. Sometimes words can have multiple meanings. For example, the word "bank" can be a place where we keep our money or the side of a river. How do our brains know which one is meant? Psycholinguistics dives deep into these questions.Another fascinating part is how language and thought are intertwined. Do we think in words? Or do words juste after we've thought something? It's kind of like the chicken and the egg problem. Some people might say that we have thoughts first and then we find the words to express them. But others might think that the words we know shape the way we think. For instance, if you don't have a word for a particular concept in your language, does that mean you can't think about that concept? It's a really mind - boggling question.When ites to language production, it's also aplex process. Have you ever tried to explain something reallyplicated and found yourself tripping over your words? It's not just because you're nervous (although that can be part of it). It's because our brains have to organize all the ideas and find the right words to convey them. It's like trying to pack a suitcase with a whole bunch of different - sized items. You have to fit everything in just right so that the messagees out clearly.Psycholinguistics also looks at how language can be affected by things like our emotions. When we're happy, we might use more positive and energetic words. When we're sad, our language might be slower and more subdued. It's as if our emotions are painting our language with different colors.And what about bilingual or multilingual people? Their brains are like a multilingual supeputer. They can switch between languages effortlessly (well, most of the time). Psycholinguistics tries to understand how these different language systems coexist in the brain. Are they separatepartments? Or do they interact and influence each other?In a way, psycholinguistics is like a big jigsaw puzzle. There are all these different pieces - language acquisition, language processing, language production, the relationship between language and thought, and the influence of emotions on language. And researchers in this field are trying to put all these pieces together to get aplete picture of how our minds and language work together.I think psycholinguistics is really important because it helps us understand not only how wemunicate but also how we think and perceive the world around us. It gives us insights into the amazing capabilities of our brains and how we can use language more effectively. It's not just for scientists in a lab; it has implications for educators, language learners, and anyone who wants to understand the power of words. So, it's a field that's well worth exploring further.。
综合性语言学
第一节 心理语言学
• （二）语言习得 • 语言习得是指儿童对母语的获得。 儿童在成长过程中要逐步掌握构 成母语的语音、语汇、语法乃至 语用诸方面的规约，对这个问题 的研究是心理语言学的一个重要 内容。 • 1．语音能力的获得 • 一般认为，4岁左右的儿童已基本 掌握母语的音位系统，至于对此 期的儿童如何辨认音位、掌握音 位和音位的组合规则并出现真正 意义上音义结合的词，情况比较 复杂，有的问题还需要作迚一步 的探索。
第一节 心理语言学
• （三）认知论 • 认知论，又叫相互作用论，这种理论以瑞 士心理学家皮亚杰的学说为代表。 • 认知论认为语言能力是人类普遍认知能力 的一部分，语言能力产生于个体认知发展 的一定阶段，儿童并没有先天的、独立于 认知能力之外的语言能力，认知能力和客 观环境相互作用才能产生语言能力。
第二节 社会语言学和文化语言学
• 根据研究对象的不同层次， 文化语言学可分为三个分 支： • 普通文化语言学 • 比较文化语言学 • 具体文化语言学 •如 • 汉语文化语言学或中国文 化语言学
第二节 社会语言学和文化语言学
关于一种类型的语言文化 和另一种类型的语言文 化的关系，研究较多的 是中西语言文化的比较。
• （二）文化语言学的兴起
• 文化语言学是研究语言和文化的关系的科学， 主要是由西方人类语言学发展而来的。 • 文化语言学在中国兴起，有多方面的原因。
（二）文化语言学的兴起
第一，我国有悠久的语文学传统，一般称 为“小学”，包括音韵学、文字学和训 诂学。 • 第二，中国现代语言学一开始（以1898 年马建忠的《马氏文通》出版为标志） 就深受西方语言学的影响，特别是语法 学，更是深受西方形式主义语言学的影 响。 • 第三，70年代前后，西方语言学反对形 式主义、提倡人文主义的学术思潮逐渐 兴起，尤其是社会语言学、应用语言学 和功能语言学影响越来越大。
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linguists are “psychologically real” in that
they seem to shape the formulation of
Comprehension of speech
Bottom-up: phoneme
5
identification
Comprehension of speech
Top-down
1.Contextual clues
-eel was on the shoe.
Heel
-eel was on the orange. Peel
1.How do people comprehend language? 2.How do they produce it? 3.How do they acquire it? 4.How do they lose it? 5.How does a particular language affect cognition, if at all?
The swimmer rescued the lifeguard. The swimmer was rescued by the lifeguard.
4. Discourse level
Difficult to understand or remember: Short, vaguely written paragraphs without titles, pictures and other contextual clues
• How are the corresponding first language(L1) and second language(L2) words related and why does code switching occur relatively frequently?
• In what ways does our mother tongue interfere with the production of L2 speech?
• Practice • Conclusion • Reference
2
Introduction
• Psycholinguistics • The psychology of language • Cognitive science
Diversity &breadth
3
Definition :… any inquiry that attempts to use cognitive processing of linguistic data as a window to how the human mind operates.
• Why do we usually speak more slowly and hesitantly in a foreign language than in our mother tongue?
• How do speakers try to compensate for the gaps in their incomplete L2 system?
4
Research
Comprehension
• Common theme: how the linguistic activities most people perceive as simple and commonplace turn out, after scientific scrutiny, to be exceedingly complex processes.
They almost never violate phonotactic rules of a language.
Brake fluid to Blake fruid You noble ton ofs soil
பைடு நூலகம்
Briefly, slips of the tongue suggest that
many structures and rules posited by
PL finding: heavy reliance on bottom-up details does not significantly facilitate comprehensio7n.
Production
• Conceptualization • Formulation • Articulation • Self-monitoring
De Bot1992; Dornyei and Kormos 1998;Poulisse and Bongaerts 1994;
Chapter 13
9
Formulation:
slips of the tongue
Spoonerism:
“You noble tons of soil ” to “you noble sons of toil”
8
A special area of interest: how the production of a foreign language differs from speaking in one’s mother tongue.
• At which production stage is the language of the message decided?
2.Syntax : active easier than passive
The lifeguard rescued the swimmer. The swimmer was rescued by the lifeguard.
6
Comprehension of speech
Top-down
3.Semantic factors
Chapter 11
Psycholinguistic
25th Oct. 20114
Structure
• Introduction and Background • Research comprehension /production
/acquisition/dissolution/linguistic relativity