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    Psycholinguistics Complete

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    Siti Qomariah
    The document discusses psycholinguistics and the processes of language comprehension and production. It outlines four rules that language must follow: be clear, be processible, be quick and easy, and be expressive. Language develops grammar over time to better meet these four rules, progressing from pidgin to creole forms. Children acquire language through universal operating principles that help them analyze language based on word endings, grammatical markers, consistency, and semantic relations. Comprehension involves organizing sounds into constituents, constructing propositions, and interpreting meaning, while production is the reverse process.

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    Psycholinguistics Complete

    Uploaded by

    Siti Qomariah
    168 views30 pages
    The document discusses psycholinguistics and the processes of language comprehension and production. It outlines four rules that language must follow: be clear, be processible, be quick and easy, and be expressive. Language develops grammar over time to better meet these four rules, progressing from pidgin to creole forms. Children acquire language through universal operating principles that help them analyze language based on word endings, grammatical markers, consistency, and semantic relations. Comprehension involves organizing sounds into constituents, constructing propositions, and interpreting meaning, while production is the reverse process.

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    The document discusses psycholinguistics and the processes of language comprehension and production. It outlines four rules that language must follow: be clear, be processible, be quick and easy, and be expressive. Language develops grammar over time to better meet these four rules, progressing from pidgin to creole forms. Children acquire language through universal operating principles that help them analyze language based on word endings, grammatical markers, consistency, and semantic relations. Comprehension involves organizing sounds into constituents, constructing propositions, and interpreting meaning, while production is the reverse process.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    168 views30 pages

    Psycholinguistics Complete

    Uploaded by

    Siti Qomariah
    The document discusses psycholinguistics and the processes of language comprehension and production. It outlines four rules that language must follow: be clear, be processible, be quick and easy, and be expressive. Language develops grammar over time to better meet these four rules, progressing from pidgin to creole forms. Children acquire language through universal operating principles that help them analyze language based on word endings, grammatical markers, consistency, and semantic relations. Comprehension involves organizing sounds into constituents, constructing propositions, and interpreting meaning, while production is the reverse process.

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    of 30

    Psycholinguistics I . Definition II. Four Rules III. Growth of Grammar to Meet the Four Rules IV.

    UOP (Universal Operation Principles) V. Comprehension// Production


    Yun-Pi Yuan 1

    I . Definition

    Psycholinguistics: the study of the mental processes of listening, speaking, and acquisition of language by children (Nash 10) Purpose:
    To figure out what people have to know about lang. in order to use it; how that knowledge is used to process lang.

    Issues:
    How do you form an utterance in your mind and utter it? How do you take in lang. you hear & figure out what it is? How do babies learn lang.? How do you learn a L2?
    Yun-Pi Yuan 2

    II. Four Rules


    1. Be clear: one form one meaning (one-to-one mapping)
    e.g., Russian (one formmore than one meaning)

    2. Be processible: Grammatical markers (e.g., relative pronouns) help.


    e.g., The editor who the authors who the newspaper hired liked laughed.

    3. Be quick and easy: time pressure in speaking (the use of contractions and run-ons, & reduction of grammatical markers).
    e.g., Contraction (Id, Im, cant, wont)

    4. Be expressive: Semantic expressiveness & rhetorical expressiveness


    * Conclusion: Four rules are competing with each other. (Nash 14)

    Yun-Pi Yuan

    Be Clear (1)

    Examples (Russian)

    dom housemasculine, inanimate subject ulica streetfeminine, subject uvstvo sensationneuter, subject

    Whats the ending if the word is used as object?

    Yun-Pi Yuan

    Be Clear (2)

    Sentence examples:

    Tanya killed Marsha. (Both are feminine nouns). Mau ubila Tanja. Tanja ubila Mau. Tanja Mau ubila. Mau Tanja ubila. Ubila Mau Tanja. Ubila Tanja Mau.
    Yun-Pi Yuan 5

    Be Processible

    Which of the following sentences is easier for you to understand?

    The student whom the teacher hit cried? The student the teacher hit cried? grammatical markers memory factor paying attention to the ends of words

    What makes the difference?

    Yun-Pi Yuan

    Be Quick and Easy

    Time pressure & principle of lease effort (messages


    must be communicated before other things get in the way) the class ends; other messages boredom; memory factor

    Forms:

    reduction of grammatical markers contractions run-ons

    Competing with Be Clear & Be Processible

    Yun-Pi Yuan

    Be Expressive (1)

    Ways to express the image:

    MAT

    CAT

    Yun-Pi Yuan

    Be Expressive (2)

    Semantic expressiveness

    basic meaning thought language to communicate well and effectively (comm. needs) for different purposes:

    Rhetorical expressiveness

    emphasis focus point of view


    Yun-Pi Yuan 9

    Conclusion on Four Rules

    Language must be able to communicate meaningful things (semantically expressive), must have many ways to present the same info. (rhetorically expressive), must be fast and fairly easily produced and comprehended (quick & easy; processible), and must be clear in meaning and form (clear).

    Yun-Pi Yuan

    10

    III. Growth of Grammar to Meet the Four Rules (1)

    Pidgin

    a simplified contact language mix languages, marginal language developed for practical purposes no native speakers limited vocabulary and reduced grammatical structure mostly based on European langs. colonialism

    Yun-Pi Yuan

    11

    III. Growth of Grammar to Meet the Four Rules (2)

    Creole

    a pidgin developed into a native lang. has NS and not restricted in its uses more complex sentence structures and vocabulary. classified according to the lang. from which most of their vocabulary comes from

    Eng.-based: Jamaican Creole, Hawaiian Creole French-based: Haitian Creole


    Yun-Pi Yuan 12

    III. Growth of Language to Meet the Four Rules (3)

    Pidgin Creole, under the pressure of Be Expressive Another pressure: Be Processible


    Tok Pisin (with relative clauses) Hawaiian Creole (with progressive)

    Yun-Pi Yuan

    13

    Tok Pisin

    Examples:
    (1)

    (2)

    (3)

    Na pik IA ol ikilim bipo IA bai ikamap olsem draipela ston. And this (the) pig which they had killed before would turn into a huge store. Meri IA em i yangpela meri, draipela meri IA em harim istap. The girl, who was a young, big girl, was listening. Em wanpela American IA iputim naim long en. It was an American who gave her her name.

    Yun-Pi Yuan

    14

    Hawaiian Creole

    Standard English I am eating Hawaiian Pidgin

    Hawaiian Creole (+progressive)

    I stay kaukau I stay eat

    Me kaukau Me eat I kaukau I eat

    Yun-Pi Yuan

    15

    IV. Universal Operation Principles (UOP)

    Universal learning strategies children automatically used by children; based on the way the human mind works and closely related to the four rules. Theyre childrens initial expectations about how language works. The child brings certain operating principles (methods of attack) to bear on the task of learning lang., regardless of the lang. hes exposed to.
    Yun-Pi Yuan 16

    Universal Operating Principle A


    UOP A: Pay attention to the ends of words. Suffixes: plural, possessive, present/past tense, participle, comparative, superlative Postposition: markers of locationconcept of relation of location/spatial
    relationsplaced after the noun of location

    English preposition spoon in the pot spoon outside the pot spoon next to the pot

    Hungarian postposition haj boat hajban in the boat hajbol moving out from inside the boat hajtol moving away from next to the boat
    Yun-Pi Yuan 17

    UOP A: Pay attention to the ends of words.

    Turkish postpositions (faked):


    pot stove on spoon pot in

    Chinese:

    Yun-Pi Yuan

    18

    Universal Operating Principle B

    UOP B: There are elements of language (i.e., grammatical markers) which show the relations between other elements of language (or words).

    Grammatical markers:

    Relative pronouns: The girl who danced with me was lovely.


    The book that is on the table is yours.

    Pronouns: Rachel gave me her book.


    When the man fell down, he hurt his leg.

    Be: The man is handsome. S-V agreement: The woman comes here every day.
    Yun-Pi Yuan 19

    Universal Operating Principle C


    UOP C: Avoid exceptions. Children prefer consistent and regular systems. 5 stages: (Nash 16)

    No marking Appropriate marking in limited cases Overgeneralization of marking Redundant marking Full adult marking system
    Yun-Pi Yuan 20

    Universal Operating Principle D

    UOP D: Underlying semantic relations should be marked overtly and clearly. (= Be clear.) Turkish: object of plural -i -in -er Russian: masculine + animate + object -a feminine + subject -a
    Yun-Pi Yuan 21

    Universal Operating Principle E

    UOP E: The use of grammatical markers should make semantic sense. Examples:

    Process verbs (progressive aspect) vs. state verbs (states/conditions)


    Irregular plurals in English:

    Counter examples:

    mice, geese, feet, teeth mouses, gooses, foots/feets, tooths


    went, saw, ran goed, seed, runned
    Yun-Pi Yuan 22

    Irregular past tenses:

    Summary of 4 Rules and UOP

    Pressures on language:

    Psychological pressureslanguage must conform to the ways in which the MIND works. Communicative pressureslanguage must meet all the needs of communication

    1. informativeness 2. clarity 3. efficiency 4. effectiveness 5. reasonably quick (on-going time)


    Yun-Pi Yuan 23

    Comprehension (1)

    How do you get from the acoustic signal (physical sound) to an interpretation of the message?

    Filter demonstration Shadowing demonstration Further examples:


    Telephone doesnt transmit all sounds (e.g., f, s, m, n) In class: selective listening

    Rough model #1
    Yun-Pi Yuan 24

    Comprehension (2)

    Constituents: sentence parts

    e.g.: The old man went to the store.


    subject predicate

    Meaning units = propositions (basic ideas) Coding units = phonology, morphology, syntax, vocabulary, intonation

    Propositions: refer to states or events; indicate facts or attitudes; say sth. About states or events; qualify parts of other propositions.

    e.g., Mary was born in 1964. You must never arrive late again.
    Yun-Pi Yuan 25

    Comprehension (3)

    Rough Model #1:

    1. Take in sounds, put in short-term memory, organize according to sound system. 2. Immediate organize into sentence parts (constituents) and determine content and function of teach part. 3. Use constituents analysis to construct propositions. 4. Keep propositions in memory, discard sound image. 5. Figure out speakers intent.

    Yun-Pi Yuan

    26

    Comprehension (4)

    Syntactic strategies: used in identifying


    constituents (i.e., knowledge of syntax)

    Semantic strategies: knowledge of the


    world/situation & reasoning power

    The policeman held up his hand and stopped the car. Superman held up his hand and stopped the car. Tea example (Nash 20) Dentist (Nash 20) Soup (Nash 21)
    Yun-Pi Yuan 27

    Comprehension (5)

    Making us of both syntactic and semantic strategies:

    1. We take in raw speech and retain a phonological representation of it in short-term memory. 2. We immediately attempt to organize the phonological representation into constituents, identifying their content and function. 3. Construct underlying propositions. 4. Retain 3 in long term memory & discard 1 + 2.
    Yun-Pi Yuan 28

    Comprehension (6)
    Rough Model #2:

    Comprehension phonetic input phonology lexicon morphology syntax semantics pragmatics

    Identify situation; remember typical situation.

    Production phonetics output

    production

    Yun-Pi Yuan

    29

    Comprehension (7)
    1.

    2. 3.

    4.

    Bring in phonetic stream and segment it into phonological representation. Immediate organize into constituents. Use constituent analysis to construct propositions. Figure out speakers intent (and respond appropriately).

    Yun-Pi Yuan

    30

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