NAMA: FAHRIA ASUAD

NPM: 06211811044

STRONGE AND LEXICAL ACCESS

Psycholinguistic: lexical stronge

1. Lexical Stronge: how the words are storage and its relationship to others words.
2. Whwn we said an ‘orange’. Then our mind will find other close words which are related to the
word of ‘orange’.
3. Retrieve: is a process of finding a new word in our mind when we gwt the word. We can use a
close meaning or a close form to get a close relationship in our new word.

Stronge assist access

1. Word storage is not independent and abound with the mind.

2. For example: when we said ‘apple’ then our mind will thinking about ‘orange, pear’. We also will
try finding another meaning o the word ‘ apple’, we will rhinking about the ‘fruit’ or theform o
the ‘apple’, round fruit.
3. Form of retrieving: ‘pear’, then our mind will not thinking about ‘tear’ or ‘wear’.
4. Access process: form, mind, and sensory ( the more sense recognize the word, the more easier
we will remember).

Step in storage

Collocation: a close word related others words

1. Identify the words in question
2. Organize the words into a syntactic pattern
3. Turn the qustion into a proposition ( an abstract idea)
4. Search your memory for information
5. Retrieve the information
6. Turn the information into words
7. Utter the words

Psycholinguistic: lexical access

1. Lexical access (or lexical retrieval): how we reach a word when we need it.
2. Words are not stored in the mind indenpendently, on the contrarary, every word appears to
have close links to others. LET US CONSIDER WHY THIS IS NECESSARY.
 3. Assume a speaker is seeaking a word for a fruit. Using the meaning as a point of departure, the
speaker might retrieve the whole set of fruit.
4. APPLE-PLUM-PEAR-GRAPE-BANANA-ORANGE- PEACH -CHERRY
5. The words show the fruit is yellowish, which restricts the search to the first five. It is roundish
and of medium size, which limits us to the firs three.
6. So far, speaker has only tried to access the word trough meaning. But the word can also be
found trough its form. It is possible that, in parallel (example, at the same time as exploring the
lexicon trough meaning sets), the speaker has associated the sound/e/with the word that is
being sought.
7. BEAR-CARE-DARE-FARE-PEAR-RARE—SHARE-TEAR-WEAR
8. The word show there is only one word which fits both criteria-PEAR
9. This is an extremely simplified version of what happenes. But it illustrates the way which form
and meaning can interact in helping us to retrieve a word that we need. Now consider the
process in reverse-from the point view of a listener who ears the word CARROT.
10. So, we can conclude that “ lexical access” refers to this act retrieval. In a reading situation., the
orthographically presented stimulus needs to be matched with the televant stored
representation in the mental lexicon, as does the phonological form of the presented acoustic
stimulus when apeech is to be understood.

What is speed of lexical access?

1. Thw ability access the vocabulary in ine’s lexicon quickly and accurately plays a part in all four
language skills. This is aovious in the production of fluent speech, when we have about 200 to
400 millisecond to choose a word from the mental lexicon (de bot 1992.1992.)

An information processing approach

1. Identify the words in the question

2. Organise the words into syntactic pattern
3. Turn the question into a proposition ( an abstract idea)
4. Search your memory for information
5. Turn the information into words
6. Utter the words