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| A system of communication through which we code and express our feelings, thoughts, ideas, and experiences. |
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1. Need to communicate is powerful.
2. Everyone with normal capacities develop language and learn to follow its complex rules.
3. Language is universal across cultures.
4. Language development is similar across cultures.
5. Languages differ but are "unique but the same." |
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| The field concerned with the psychological study of language. |
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| Parts of Psycholinguistics |
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1. Comprehension
2. Speech Production
3. Representation
4. Acquisition |
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| How people process language sounds; how they understand words, sentences, and stories expressed in writing, speech, or sign language; and how people have conversations with one another. |
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| Physical and mental processes that occur as a person creates speech. |
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| How people group words together into phrases and make connections between different parts of a story. |
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| A person's knowledge of what words mean, how they sound, and how they are used in relation to other words. |
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| The shortest segment of speech that, if changed, changes the meaning of a word. |
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The smallest unit of language that has a definable meaning or grammatical function.
Ex. Trucks consists of a number of phonemes but only one morpheme. |
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| Phonemic Restoration Effect |
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| When a phoneme in a word is heard even though it is obscured by a noise, such as a cough. This typically occurs when the word is part of a sentence. |
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| The process of perceiving individual words within the continuous flow of the speech signal. |
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| The idea that letters are easier to identify when they are part of a word than when they are seen in isolation or in a string of letters that do not form a word. |
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The relative usage of words in a particular language.
Ex. Home is more frequent than hike. |
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| The phenomenon of faster reading time for high-frequency words than for low-frequency words. |
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| A procedure in which a person is asked to decide as quickly as possible whether a particular stimulus is a word or a non-word. |
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Priming that involves the meaning of words. Typically occurs when a word is followed by another word with a similar meaning.
Ex. Ant >> Bug respond faster
Bug on its own will have a slower response. |
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| The meanings of words and sentences. |
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| The rules for combining words into sentences |
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| The mental grouping of words in a sentence into phrases. The way a sentence is parsed determines its meaning. |
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A situation in which the meaning of sentences, based on its initial words, is ambiguous because a number of meanings are possible, depending on how the sentence unfolds.
Ex. "Castiron sinks quickly rust" |
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| A sentence in which the meaning that seems to be implied at the beginning of the sentence turns out to be incorrect, based on information that is presented later in the sentence. |
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| Syntax-First Approach to Parsing |
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| The approach to parsing that emphasizes the role of syntax (Interactionist approach to parsing) |
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| In parsing, when a person encounters a new word, the parser assumes that this word is part of the current parse. |
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| Interactionist Approach to Parsing |
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| The approach to parsing that takes into account all information - both semantic and syntactic - to determine parsing as a person reads a sentence. This approach assigns more weight to semantics than does the syntax - first approach to parsing. |
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| The process by which readers create information that is not explicitly stated in the text. |
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| The representation of a text or story in a reader's mind so that information in one part of the text or story is related to information in another part. |
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| An inference that connects an object or person in one sentence to an object or person in another sentence. |
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| An inference about tools or methods that occurs while reading text or listening to speech. |
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| An inference that results in the conclusion that the events described in one clause or sentence were caused by events that occurred in a previous clause or sentence. |
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| A mental representation of what a text is about. |
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| In a conversation a speaker should construct sentences so that they contain both given information and new information. |
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| Hearing a statement with a particular syntactic construction increases the chances that a statement that follows will be produced with the same construction |
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