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JHHSU

Psycholinguistics

2007

Objectives

: This is an introductory course to Psycholinguistics. The objectives are:[1]You will be able to state the nature and scope of psycholinguistics after examining thefive typical questions. (1) How can we describe the knowledge of the language that wecan speak? (2) How do we perceive, comprehend, store, recall, and produce language?(3) How do we acquire the knowledge of language and the ability to use it? (4) How dowe learn and use language to communicate ideas? (5) Do we share this ability to acquireand use language with other animals?[2]You will be able to design and conduct a psycholinguistic research after exploring the basic psycholinguistic constructs, approaches and methods.

Class Procedures:

You are expected to do assigned readings as preparation for class discussion. There will be lectures and student’s presentations in class. Your course grade will be based on your classreports, participation, term paper and final examination.

Course Syllabus

[1]Orientation:(1) The nature and scope of psycholinguistics(2) A brief history of psycholinguisticsH

CAN

DESCRIBE

THE

KNOWLEDGE

THE

LANGUAGE

THAT

CAN

SPEAK

?[2]Why are psychologists interested in grammar? Implications of linguistic theories for psychological processes of language comprehension and production.*Slobin: Chapter one (#1) pp.1-27*Carroll: Chapter 2, (skip section on

sign language

).+Steinberg. "Semantic based grammar" pp.48-58Steinberg. "Chomsky's syntactic based grammar"Strohner & Brose. "A cognitive systems approach to linguistic knowledge."

LanguageScience,

Vol 14, No. 1/2, 1992.Steinberg. "Grammar, speaker performance, and psychological reality"Fromkin, V. "The sentence patterns of language," (#3)H

PERCEIVE

COMPREHEND

STORE

RECALL

AND

PRODUCE

LANGUAGE

?[3]Psycholinguistic studies of sentence processing: perception and comprehension; someexperimental demonstrations of the role of syntax in understanding speech; andlinguistic approaches to the meanings and functions of sentence.*Carroll: Chapter 3, read up to

Development of the processing system.

*Gleason-Ratner: “Speech perception beyond a single segment,” pp. 136-147*Gleason-Ratner: “The Study of Words” pp. 159-181

*Gleason-Ratner: “Meaning” 181-211Carroll. Chapter 5: The internal lexicon.Carroll. Chapter 4, (skip section on

written language

)

Slobin: Chapter 2, pp. 33-43 (#5)Slobin: "Psycholinguistic constraints on the form of grammar"[4]Psycholinguistic studies of sentence and text processing (I): comprehension andmemory; processing models for speech comprehension and the nature of recoding inmemory.*Clark: "Syntactic and semantic approaches to the construction process," (#6) to p.80*Sachs, J.S. "Recognition memory for syntactic and semantic aspects of connecteddiscourse." (#11)*Foss & Hakes: "Memory and Comprehension," pp. 133-154 (#10)*Taylor: chapter 3. (Discourse) Comprehension and memory, pp. 53-62, 66-75Taylor. Chapter 5. Sentence: comprehension and memory, pp. 117-143Denhiere-Dubois. "Recent issues in semantics,"

IJP

78/5-2Clark & Clark: "Memory for substance," pp. 153-173 (#9)[5]How is knowledge stored? How is information encoded or recalled?*Schank & Abelson, "Scripts, Plans, and Knowledge" (#13)*Mandler-Johnson, "Remembrance of Things Parsed: Story Structure andRecall,"

Cognitive Psychology

9, 1977, pp. 111-135, 148-150.(#14)Chafe, "The recall and verbalization of past experience."

Current issues in linguistictheory.

Chafe, "The flow of thought and the flow of language."

Discourse and syntax.

Kintsch-Kintsch, "The role of schemata in text comprehension,"

IJP

78/5Allan Paivio. "Imagery, language, and semantic theory."

IJP

78/5-2 [10][6]Psycholinguistic studies of sentence processing (II): production of speech. How do wemap out abstract thoughts onto a string of perceptible sounds? How is language processed with computers?*Clark & Clark, "Plans for What to Say," pp. 237-258, in

Psychology and Language.

(#8)*Gleason & Ratner, “Speech production: issues,” pp. 312-327, in

Psycholinguistics.

*Gleason & Ratner, “Speech production: models,” pp.327-338, in

Psycholinguistics.

*O’Grady, Chapter 17, “Computational Linguistics,” pp. 663-698Winegrad, T. "Artificial intelligence: when will computers understand people?"

Psychology Today

, 1974, 7(12), 73-79 (#12)Taylor, "Sentence: basic syntax and production," pp. 98-115.Carroll, Chapter 8, skip section on

sign language.

Foss & Hakes, "Sentence production," pp. 172-201 (#7)H

ACQUIRE

THE

KNOWLEDGE

LANGUAGE

AND

THE

ABILITY

USE

? H

LEARN

AND

USE

LANGUAGE

COMMUNICATE

IDEAS

[7]Biological foundations of language: anatomical specializations of the human speechapparatus; brain specialization for language; evidence from aphasia, dichotic listening,and split-brain studies.*Taylor. "Language and brain" pp. 363-384*Curtis, et al. "The linguistic development of Genie." (#25)*Tzeng, et al. "Processing Chinese logographs by Chinese brain damaged patients," in

Graphonomics.

pp. 357-374Slobin: "Biological foundations of language" (#24)[8]What does the child mean to say? Language before grammar: one-word utterances andtheir relation to sensory-motor intelligence. The growth of grammar. The emergence of grammar and the strategies for grammatical development. Development from surface(pivot) to "rich semantic" descriptions of early utterances. The development of inflections and word order, and so on.*Clark & Clark: "How young children use their utterances," 312-320 (#18), andTaylor. "Phonological development," pp. 240-248*Taylor. "Syntactic development," pp. 290-320*Slobin: "Language development in the child," pp. 83-100 (#17)*Taylor. "Semantic and discourse skills," pp. 260-282*Carroll. Chapter 12: “Processes of Language Acquisition”*Gleason. “Theories of child language acquisition,” pp. 375-393Howell et als. “A model of grounded language acquisition: Sensorimotor featuresimprove lexical and grammatical learning.”

Journal of Memory and Language

53 (2005) 258-276Slobin: "Language development in the child," pp. 74-83 (#17)Clark. “How language acquisition builds on cognitive development.”

Trends inCognitive Sciences,

Vol. 8, No. 10, October 2004Bowerman: "Semantic factors" pp. 136-165 (#20)Bowerman, M. "Semantic factors in the acquisition of rules for word use andsentence construction," pp. 99-136 (#20)Slobin. "Cognitive pre-requisites for the development of grammar." (#21)Bates et al. "The acquisition of performatives prior to speech,"

Merrill-Palmer Quarterly

, 1975, 21, 205-226 (#19)Stark et al. "Vocal communication in the first 18 months of life."

Journal of Speech and Hearing Research.

Vol 36, 548-558, June 1993[9]Relations between language and thought. The role of verbal coding in memory; TheWhorfian hypothesis of linguistic relativity and linguistic determinism from the current perspective of psycholinguistics and cognitive psychology; and the effects of literacy onthought and language use.*Slobin: chapter 6, "Language and cognition" (#29)*Steinberg: chapter 6: language and thought*Slobin: “Language and thought online: Cognitive consequences of linguistic relativity,”in D. Gentner & S. Goldin-Meadow (Eds.), 2003Rosch: "Linguistic relativity."

Human communication: Theoretical explorations.

pp. 95-121 (#31)