语言学讲义-考研-6-Psycholinguistics

考研讲义6PsycholinguisticsTeachingobjectives:thelearnerswillbebetterabletoknowsomebasictheoriesinpsycholinguisticsandcognitivelinguistics.TeachingFocus:languageacquisition,languagecomprehension,languageproduction,categorizationandmetaphorTeachingMethodsandStrategies:teacherpresentationandclassdiscussionChapter6LanguageandCognitionTeachingProcedures1.Cognition2.Psycholinguistics2.1Languageacquisition2.2Languagecomprehension2.3Languageproduction3.CognitiveLinguistics3.1Categorization3.2Metaphor3.3Metonymy4.Task1.WhatisCognition?•Mentalprocesses,informationprocessing•Mentalprocessorfacultyofknowing,includingawareness,perception,reasoning,andjudgment.Theformalapproach（形式法）:structuralpatterns,includingthestudyofmorphological,syntactic,andlexicalstructure.Thepsychologicalapproach（心理学方法）:languagefromtheviewofgeneralsystemsrangingfromperception,memory,attention,andreasoning.Theconceptualapproach（认知法）:howlanguagestructures(processes&patterns)conceptualcontent.2.Psycholinguistics•Psychologicalaspectsoflanguage.•Psychologicalstatesandmentalactivitywiththeuseoflanguage.•Languageacquisition,languageproduction&comprehension.•Languageacquisition(L1/L2)•Languagecomprehension•Languageproduction•Languagedisorders•LanguageandThought•NeurocognitionSixsubjectsofresearch2.1LanguageAcquisition---Howlanguageisrepresentedinthemindandhowlanguageisacquired?(1)Holophrasticstage（单词句阶段）–Language’ssoundpatterns–Phoneticdistinctionsinparents’language.–One-wordstage:objects,actions,motions,routines.(2)Two-wordstage:around18mChildutteranceMaturespeakerPurposeWantcookieIwantacookieRequestMoremilkIwantsomemoremilkRequestJoeseeI(Joe)seeyouInformingMycupThisismycupWarningMommychairThischairbelongstoMWarningBigboyIamabigboyBraggingRedcarThatcarisredNamingThatcarThatisacarNamingChildutteranceMaturespeakerPurposeNosleepIdon’twanttogotosleepRefusalNottiredIamnottiredRefusalWheredoll?Whereisthedoll?QuestionTrucktableThetruckisonthetableInformingDaddyrunDaddyisrunningInformingJoepushI(Joe)pushed(thecat)InformingPushcatIpushedthecarInformingGivecandyGivemethecandyRequest(3)Three-word-utterancestage–Givedoggiepaper.–Puttruckwindow.–Tractorgofloor.(4)Fluentgrammaticalconversationstage•Embedoneconstituentinsideanother:–Givedoggiepaper.–Givebigdoggiepaper.•Usemorefunctionwords:missingfunctionwordsandinflectioninthebeginningbutgooduse(90%)bytheageof3,withafullrangeofsentencetypes.•Allpartsofalllanguageareacquiredbeforethechildturnsfour.2.2Languagecomprehension---Howdopeopleusetheirknowledgeoflanguage,andhowdotheyunderstandwhattheyhearorread?•Mentallexicon:informationaboutthepropertiesofwords,retrievablewhenunderstandinglanguage.Itincludes–linguisticknowledge:meaning,spelling,pronunciation,collocationoftheword.–non-linguisticknowledge:encyclopedicknowledge,personalexperience,etc.•Wordretrievalmodel(1)Wordrecognition1）Cohortmodel（群集模式）2）Interactivemodel（交互模式）3）Racemodel（竞争模式）•1)Cohorttheory（集群理论）–Marslen-Wilson&Welsh(1978,1980,1981,1990)–Ithypothesizesthatauditorywordrecognitionbeginswiththeformationofagroupofwordsattheperceptionoftheinitialsoundandproceedssoundbysoundwiththecohortofwordsdecreasingasmoresoundsareperceived.eg.,Paulgotajobattheca-…Wordcandidates:candy,cash,candle,cashier,camp…2)Interactivemodel（交互模式）•Theoreticalbasis:connectionism联结主义理论•Interactiveactivation:proposedbyRumelhart&McClelland（1981）“交互作用模型”这个模型假设语言的加工过程不仅包含自下而上的加工过程(bottom-upprocess)，也包含自上而下（top-downprocess）的过程。而且这两种过程可以在同一时间互相作用。eg:a)“小明和小张在切蛋糕”b)word-superiorityeffect“词优效应”•2)Interactivemodel（交互理论）:–Higherprocessinglevelshaveadirect,“top-down”influenceonlowerlevels.–Lexicalknowledgecanaffecttheperceptionofphonemes.Thereisinteractivityintheformoflexicaleffectsontheperceptionofsub-lexicalunits.–Incertaincases,listeners’knowledgeofwordscanleadtotheinhibitionofcertainphonemes;inothercases,listenerscontinueto“hear”phonemesthathavebeenremovedfromthespeechsignalandreplacedbynoise.•3)Racemodel:–Pre-lexicalroute:computesphonologicalinformationfromtheacousticsignal–Lexicalroute:thephonologicalinformationassociatedwithawordbecomesavailablewhentheworditselfisaccessed•Whenword-levelinformationappearstoaffectalower-levelprocess,itisassumedthatthelexicalroutewontherace.•Factorsinvolvedinwordrecognition:–Frequencyeffect（频率效应）:theeasewithwhichawordisaccessedduetoitsmorefrequentusageintheL.–Recencyeffects（近期效应）:theeasewithwhichawordisaccessedduetoitsrepeatedoccurrenceinthediscourseorcontext.–Context:Werecognizeawordmorereadilywhentheprecedingwordsprovideanappropriatecontextforit.Lexicalambiguity(词汇歧义)•Allthemeaningsrelatedtothewordareaccessed获取.•Onlyonemeaningisaccessedinitially.•Areyouengaged?•Myfrienddrovemetothebank.•Theypassedtheportatmidnight.•Pleasegivemeacamel.•上课•做手术Theclerk(entering):Areyouengaged?Augustus:Whatbusinessisthatofyours?However,ifyouwilltakethetroubletoreadthesocietypapersforthisweek,youwillseethatIamengagedtotheHonourableLucyPopham,youngestdaughterof...Theclerk:Thatisn’twhatImean.Canyouseeafemale?Augustus:Ofcourse,Icanseeafemaleaseasilyasamale.DoyousupposeIamblind?(GeorgeBernard