Psycholinguistics is the scientific study of how humans acquire, process, produce, and comprehend language. It emerged in the 1950s from fields like psychology, linguistics, and cognitive science. Early researchers used behavioral experiments to study language processing, while later generations incorporated more sophisticated techniques from cognitive psychology and linguistics. Prominent figures like Charles Osgood and Noam Chomsky made influential contributions, with Chomsky introducing the idea of an innate language acquisition device. Psycholinguistics aims to understand the cognitive and neural mechanisms underlying language use.
Psycholinguistics is the scientific study of how humans acquire, process, produce, and comprehend language. It emerged in the 1950s from fields like psychology, linguistics, and cognitive science. Early researchers used behavioral experiments to study language processing, while later generations incorporated more sophisticated techniques from cognitive psychology and linguistics. Prominent figures like Charles Osgood and Noam Chomsky made influential contributions, with Chomsky introducing the idea of an innate language acquisition device. Psycholinguistics aims to understand the cognitive and neural mechanisms underlying language use.
Psycholinguistics is the scientific study of how humans acquire, process, produce, and comprehend language. It emerged in the 1950s from fields like psychology, linguistics, and cognitive science. Early researchers used behavioral experiments to study language processing, while later generations incorporated more sophisticated techniques from cognitive psychology and linguistics. Prominent figures like Charles Osgood and Noam Chomsky made influential contributions, with Chomsky introducing the idea of an innate language acquisition device. Psycholinguistics aims to understand the cognitive and neural mechanisms underlying language use.
1. Psycholinguistics as a science. Its object, subject matter, aim and objectives.
Psycholinguistics is a scientific field that studies how humans acquire, produce, understand, and use language. Its object of study is the relationship between language and the human mind, focusing on how language is processed, represented, and stored in the brain. The aim of psycholinguistics is to understand the cognitive processes and mechanisms involved in language use, including speech perception, word recognition, sentence comprehension, and language production. 2. History of Psycholinguistics. Psycholinguistics has its roots in various disciplines such as psychology, linguistics, and cognitive science. It emerged as a distinct field of study in the 1950s and has since developed through different generations. Early research focused on behavioral experiments to investigate language processing. Over time, advancements in technology and theories from cognitive psychology and linguistics have shaped the field, leading to more sophisticated experimental techniques and theoretical frameworks. 3. Psycholinguistics of the 1st generation (Ch. Osgood). Charles Osgood was a prominent figure in the early days of psycholinguistics. His work primarily revolved around understanding the psychological processes involved in language comprehension and meaning. Osgood introduced the concept of "semantic differential," a technique for measuring people's subjective impressions of words or concepts on various scales, such as good-bad, strong- weak, and active-passive. 4. Psycholinguistics of the 2nd generation (N. Chomsky and the ‘Chomskyan revolution’ in Linguistics). Noam Chomsky, a renowned linguist, made significant contributions to psycholinguistics with his theory of generative grammar. Chomsky argued that humans possess an innate language acquisition device, which enables them to acquire language through a universal grammar. This theory challenged the behaviorist perspective prevalent at the time and revolutionized the study of language by emphasizing mental representations and cognitive processes involved in language production and comprehension. 5. Linguistic consciousness and linguistic picture of the world. Linguistic consciousness refers to the awareness and understanding individuals have about their own language and its structures. It encompasses knowledge of grammar, vocabulary, and rules of language use. The linguistic picture of the world refers to the way language shapes our perception, cognition, and interpretation of the world around us. Different languages may have unique linguistic features that influence how speakers perceive and conceptualize reality. 6. Linguistic personality and his/her components. Linguistic personality refers to the unique characteristics and patterns of language use that are specific to individuals. It encompasses various components, such as vocabulary, grammar, speech patterns, and communicative style. These linguistic features can reflect a person's cultural background, education, social identity, and personal experiences. 7. Kinds of knowledge. In psycholinguistics, different kinds of knowledge are relevant to the study of language. Declarative knowledge refers to factual information and explicit knowledge that can be consciously accessed, such as knowing the meaning of words or grammar rules. Procedural knowledge, on the other hand, relates to implicit knowledge and skills acquired through practice and experience, such as the ability to speak fluently without consciously thinking about grammar rules. 8. Language/linguistic knowledge (declarative vs. procedural). Language or linguistic knowledge can be classified into declarative and procedural knowledge. Declarative knowledge involves conscious awareness of language rules, vocabulary, and facts about language. Procedural knowledge is more automatic and involves the practical skills needed for language use, such as pronunciation, sentence construction, and understanding idiomatic expressions. 9. Encyclopedic and inferential knowledge. Encyclopedic knowledge refers to general knowledge about the world, including facts, concepts, and information that is not specific to language. Inferential knowledge, on the other hand, involves the ability to make inferences and draw conclusions based on available information. It relies on the integration of various sources of knowledge, including encyclopedic knowledge and contextual cues, to derive meaning and understanding. 10. Knowledge representation structures (frame, schema, schemata). Knowledge representation structures are mental frameworks that organize and store information in the mind. Frames, schemas, or schemata are cognitive structures that help individuals organize and interpret knowledge. They provide a way to categorize, store, and retrieve information related to specific concepts or situations. These structures help in efficient processing and understanding of language. 11.Knowledge representation structures (scenario, script). Scenarios and scripts are specific types of knowledge representation structures. A scenario represents a mental image or description of a specific event or situation, capturing the temporal and spatial aspects. Scripts are broader frameworks that describe typical sequences of events or actions associated with specific situations or activities. Scenarios and scripts help in comprehension and prediction by providing a structured representation of knowledge. 12. Memory as a system of knowledge representation. Memory plays a crucial role in knowledge representation. It is a cognitive system that stores and retrieves information. Memory allows us to encode, store, and recall knowledge, including linguistic information. It involves different processes such as encoding (inputting information), storage (retaining information), and retrieval (accessing stored information). 13. Genetic and innate memory. Genetic memory refers to inherited or instinctive behaviors and knowledge passed down through genes. Innate memory, also known as innate knowledge, refers to the knowledge or abilities that humans possess from birth without the need for explicit learning or experience. While genetic and innate factors can influence memory, it is important to note that memory is also shaped by learning and experience. 14. Logical, verbal memory. Logical memory refers to the ability to remember and reason with logical information, such as sequences, patterns, and logical relationships. Verbal memory specifically relates to the storage and retrieval of verbal or linguistic information, such as remembering words, sentences, or discourse. 15.Short-term and long-term memory. Short-term memory, also known as working memory, is a temporary storage system that holds a limited amount of information for a short duration. It is involved in immediate processing and manipulation of information. Long-term memory, on the other hand, has a vast capacity and is responsible for the storage of information over a more extended period, ranging from minutes to a lifetime. 16. Linguistic memory. Linguistic memory refers to the storage and retrieval of linguistic information, including words, grammar rules, vocabulary, and language structures. It encompasses both short-term and long-term memory processes specific to language-related content. 17. Mental lexicon. The mental lexicon is a mental repository or storage system where individuals store their knowledge of words, including their meanings, pronunciations, syntactic properties, and associations. It is a component of long-term memory and plays a crucial role in language processing and comprehension. 18. Conceptual system. The conceptual system refers to the cognitive framework or mental representation of concepts and their relationships. It involves organizing knowledge into categories, hierarchies, and networks of related concepts. The conceptual system allows individuals to understand, reason, and make inferences about the world around them. 19. General features of human perception. Human perception involves the process of acquiring, interpreting, and organizing sensory information from the environment. Some general features of human perception include the ability to detect and differentiate stimuli, integrate sensory information from multiple sources, perceive patterns and structures, and make sense of sensory input through cognitive processes. 20. Levels of information perception. Information perception occurs at different levels. At the sensory level, individuals perceive raw sensory input from their environment, such as visual, auditory, or tactile stimuli. At a higher level, individuals engage in perceptual organization and interpretation, where they process and integrate sensory information to recognize objects, events, or language stimuli.
21. Figure-ground distinction in human perception.
Figure-ground distinction refers to the ability to differentiate between a foreground (figure) and a background (ground) in perceptual stimuli. It involves identifying and focusing on the main object or figure while separating it from the background or surrounding context. This distinction is essential for object recognition and visual perception. 22. Old and new information/ theme and rheme / topic and comment. In language, information can be categorized as old or new, depending on its prior mention or introduction in discourse. Old information refers to previously mentioned or established information, while new information introduces something not previously mentioned. Similarly, the terms theme and rheme or topic and comment are used to describe the organization of information in a sentence or discourse. The theme/topic represents the central idea or subject, while the rheme/comment provides information or makes a statement about the theme/topic. 23.Types of information (procedural vs. conceptual). In psycholinguistics, information can be classified as procedural or conceptual. Procedural information relates to knowledge of processes, actions, and skills. It is often implicit and involves knowing "how" to do something. Conceptual information, on the other hand, encompasses knowledge about concepts, ideas, facts, and general principles. It is typically explicit and involves knowing "what" something is or how it is defined. 24.Models and stages of speech/ text comprehension (interpretation). Various models and stages have been proposed to understand the process of speech and text comprehension. These models typically involve stages such as perceptual analysis, parsing or syntactic analysis, semantic interpretation, and integration of meaning. The models help explain how individuals process and understand linguistic input. 25.Human background (experience) in text comprehension. Human background or experience plays a crucial role in text comprehension. Individuals bring their knowledge, beliefs, cultural background, and personal experiences to the process of understanding text. Background knowledge helps in making inferences, interpreting ambiguous language, and constructing meaning based on prior knowledge and context. 26.Stages of speech / text generation. The process of speech or text generation involves several stages. These stages typically include conceptualization (forming the idea or message to be conveyed), linguistic planning (organizing the structure and content), and articulation (physically producing the speech sounds or writing the text). These stages require coordination between cognitive processes, linguistic knowledge, and motor skills. 27.Children’s language acquisition in ontogenesis. Children's language acquisition refers to the process through which children acquire their first language(s). Ontogenesis refers to the development of an individual from conception to maturity. Children go through various stages of language acquisition, starting from babbling and early word production to more complex sentence structures and vocabulary expansion. This process is influenced by innate factors, environmental input, social interactions, and cognitive development. 28. Language areas in human brain. Functional asymmetry of human cerebral hemispheres. Language processing involves specific areas in the human brain. The two primary language areas are Broca's area and Wernicke's area, typically located in the left hemisphere. Broca's area is involved in language production and syntax, while Wernicke's area is associated with language comprehension. The functional asymmetry of the cerebral hemispheres means that language processing is predominantly left-lateralized in most individuals, with the left hemisphere playing a dominant role in language-related tasks. 29.Second language acquisition. Second language acquisition refers to the process of acquiring a language additional to one's first language. It involves learning and using a new language, either in a natural or educational setting. Second language acquisition can be influenced by various factors such as age, exposure, motivation, aptitude, and language input. 30. Bilingualism and foreign language acquisition. Bilingualism refers to the ability to use two languages proficiently. It involves individuals who have acquired and use two languages in their daily lives. Foreign language acquisition, on the other hand, typically refers to the process of learning and acquiring a language that is not the individual's native or societal language. It often involves formal instruction and learning in educational settings. 31.Types of bilingualism. Bilingualism can take various forms. Compound bilingualism refers to individuals who have learned two languages simultaneously from early childhood. Coordinate bilingualism refers to individuals who have learned two languages independently and use them in separate contexts or domains. Subordinate bilingualism refers to individuals who learn a second language later in life and typically have one dominant language. 32.Method of Semantic Radical and its procedure. The Method of Semantic Radical is a psycholinguistic technique used to study the structure and organization of mental lexicons. It involves analyzing the semantic components or radicals that make up words and investigating their influence on word recognition and meaning. The procedure typically includes identifying the semantic radicals within words, examining their meanings and associations, and exploring how they contribute to word comprehension and semantic relationships. 33. Method of Semantic Differential and its procedure. The Method of Semantic Differential is a psycholinguistic technique used to measure and compare subjective impressions of words or concepts. The procedure involves presenting individuals with pairs of opposite adjectives (e.g., good-bad, strong-weak) and asking them to rate a word or concept on a scale between the opposing adjectives. This method helps capture individuals' evaluative or affective responses to words or concepts.
34. Free associative test and its procedure.
The Free Associative Test is a psycholinguistic technique used to explore the associations individuals have with specific words or concepts. The procedure involves presenting a stimulus word to individuals and asking them to provide the first word or phrase that comes to mind in response. The responses can reveal underlying associations, connections, or meanings associated with the stimulus word. 35.Intent analysis and its procedure. Intent analysis is a psycholinguistic technique used to understand the communicative intentions behind language use. The procedure involves analyzing language or discourse to identify the speaker's or writer's intended meaning, purpose, or goal. It involves examining linguistic cues, contextual information, and pragmatic aspects of language to infer the speaker's intended message or purpose. 36. Content analysis and its procedure. Content analysis is a psycholinguistic technique used to analyze and categorize the content or themes within texts or discourse. The procedure involves systematically coding and categorizing textual data based on predefined categories or themes. It helps identify patterns, frequencies, or associations within the content and provides insights into the underlying meanings or representations within the text. 37.Psycholinguistic text analysis and its procedure. Psycholinguistic text analysis involves examining texts or written language from a psychological and linguistic perspective. The procedure typically includes analyzing various linguistic features such as vocabulary, syntax, discourse structure, and semantic content. It aims to understand how these features influence language processing, comprehension, and interpretation. 38. Speech and language disorders. Speech and language disorders refer to difficulties or impairments in the production, understanding, or use of language. These disorders can affect various aspects of communication, including speech sounds, grammar, vocabulary, comprehension, and social interactions. 39. Abnormal speech. Abnormal speech refers to deviations from typical speech patterns or characteristics. It can include speech disorders such as dysfluencies (stuttering), articulation disorders (difficulties with speech sounds), voice disorders (problems with pitch, loudness, or quality), and other speech-related abnormalities. 40. Broca’s aphasias. Broca's aphasia is a language disorder associated with damage or impairment to Broca's area in the brain. It typically results in difficulties with expressive language, including problems with speech production, grammar, and fluency. Individuals with Broca's aphasia may have trouble forming sentences, speaking smoothly, or finding the right words to express themselves. 41. Wernicke’s aphasias. Wernicke's aphasia is a language disorder associated with damage or impairment to Wernicke's area in the brain. It primarily affects language comprehension, resulting in difficulties understanding spoken or written language. Individuals with Wernicke's aphasia may produce fluent but nonsensical speech, have difficulty finding the right words, and exhibit poor comprehension of others' speech. 42. Speech disorders (defects). Speech disorders or defects refer to various abnormalities in the production of speech sounds. They can include articulation disorders (difficulties with specific speech sounds), phonological disorders (pattern-based errors in sound production), apraxia of speech (motor planning difficulties), and other speech-related impairments. 43. Psycholinguistic means of suggestion. Psycholinguistic means of suggestion involve language or linguistic techniques used to influence or suggest specific ideas, thoughts, or behaviors. These techniques can include persuasive language, use of rhetorical devices, priming effects, or manipulations of linguistic features to elicit desired responses or influence interpretation. 44. Kinds of information. Information can be categorized in various ways, such as factual information, conceptual information, procedural information, sensory information, or emotional information. Each kind of information serves different purposes and plays a role in different cognitive processes. 45. Channels of human perception of information. Human perception of information can occur through various channels or modalities, including visual perception (through sight), auditory perception (through hearing), tactile perception (through touch), olfactory perception (through smell), and gustatory perception (through taste). These channels enable individuals to perceive and process information from the environment. 46. Areas of Applied Psycholinguistics. Applied Psycholinguistics involves the application of psycholinguistic theories and research to practical domains. Some areas of applied psycholinguistics include language teaching and learning, language assessment, speech therapy, communication disorders, forensic linguistics, and language technology development. 47. Psycholinguistic markers of false statements. Psycholinguistic markers of false statements are linguistic cues or indicators that can suggest deception or the presence of untrue information. These markers can include verbal cues such as hesitation, inconsistencies, use of certain types of language (e.g., more abstract or less concrete language), or non-verbal cues such as changes in body language or facial expressions. 48. Psycholinguistic analysis of handwriting (psycho-graphology). Psycholinguistic analysis of handwriting, also known as psycho-graphology, involves examining handwriting patterns and characteristics to infer psychological traits, personality attributes, or mental states. It applies psycholinguistic principles to interpret handwriting as a form of expressive communication and to understand the relationship between language processing and motor skills involved in writing.