Introduction to Psycholinguistics - Matthew J. Traxler

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Introduction to Psycholinguistics (eBook)

Understanding Language Science

Matthew J. Traxler (Autor)

eBook Download: EPUB

2023 | 2. Auflage
704 Seiten
Wiley (Verlag)
978-1-119-85298-8 (ISBN)

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The new edition of the popular introduction to the field of psycholinguistics, providing a solid foundation for understanding how people produce and comprehend language

Introduction to Psycholinguistics: Understanding Language Science, Second Edition, presents a comprehensive overview of the cognitive processes involved in language acquisition, production, and comprehension. Balancing depth and accessibility, this bestselling textbook adopts a multidisciplinary approach to the study of language that incorporates perspectives from psychology, linguistics, philosophy, computer science, neurology, neurophysiology, and related fields. Student-friendly chapters explain the core components of speech, discuss how the brain receives and applies the basic building blocks of language, review leading research in psycholinguistics, describe the experimental evidence behind major theories, and more.

Fully updated to incorporate recent developments in the field, the second edition of Introduction to Psycholinguistics includes a new section devoted to language and cognitive disorders, two entirely new chapters on language as aspects of autism and schizophrenia, updated illustrations and learning objectives, and new coverage of language acquisition, the cognitive neuroscience of language, bilingualism, and sign language. This valuable textbook:

Reviews leading research and theory in psycholinguistics, including in-depth descriptions of the experimental evidence behind theories
Describes phonology, morphology, semantics, syntax, pragmatics, and other key components of language
Covers bilingualism, second-language acquisition, sign language comprehension, reading comprehension, and non-literal language interpretation
Discusses cognitive disorders such as autism, aphasia, schizophrenia, and specific language impairment (SLI)
Offers clear learning objectives, engaging thought exercises, chapter review questions, and step-by-step explanations of all key concepts
Provides resources for instructors and students, including a companion website with review exercises, quizzes, PowerPoint slides, test banks, and other supplementary materials

Introduction to Psycholinguistics: Understanding Language Science, Second Edition, is an excellent textbook for upper-level undergraduate courses in psycholinguistics, language processing, and cognitive or communication disorders, as well as related courses in psychology, linguistics, cognitive science, neuroscience, language education, and computational linguistics.

MATTHEW J. TRAXLER is Professor of Psychology at the University of California, Davis, USA, where he teaches courses in Language and Cognition, Psycholinguistics, and General Psychology. He has served in various editorial capacities at the Journal of Memory and Language, the Journal of Experimental Psychology: Learning, Memory, and Cognition, Language and Linguistics Compass, the Quarterly Journal of Experimental Psychology, and Memory and Cognition. His research uses eye-tracking and ERP methods to investigate language processing and comprehension in healthy younger and older adults, deaf readers, and patients with schizophrenia.

The new edition of the popular introduction to the field of psycholinguistics, providing a solid foundation for understanding how people produce and comprehend language Introduction to Psycholinguistics: Understanding Language Science, Second Edition, presents a comprehensive overview of the cognitive processes involved in language acquisition, production, and comprehension. Balancing depth and accessibility, this bestselling textbook adopts a multidisciplinary approach to the study of language that incorporates perspectives from psychology, linguistics, philosophy, computer science, neurology, neurophysiology, and related fields. Student-friendly chapters explain the core components of speech, discuss how the brain receives and applies the basic building blocks of language, review leading research in psycholinguistics, describe the experimental evidence behind major theories, and more. Fully updated to incorporate recent developments in the field, the second edition of Introduction to Psycholinguistics includes a new section devoted to language and cognitive disorders, two entirely new chapters on language as aspects of autism and schizophrenia, updated illustrations and learning objectives, and new coverage of language acquisition, the cognitive neuroscience of language, bilingualism, and sign language. This valuable textbook: Reviews leading research and theory in psycholinguistics, including in-depth descriptions of the experimental evidence behind theories Describes phonology, morphology, semantics, syntax, pragmatics, and other key components of language Covers bilingualism, second-language acquisition, sign language comprehension, reading comprehension, and non-literal language interpretation Discusses cognitive disorders such as autism, aphasia, schizophrenia, and specific language impairment (SLI) Offers clear learning objectives, engaging thought exercises, chapter review questions, and step-by-step explanations of all key concepts Provides resources for instructors and students, including a companion website with review exercises, quizzes, PowerPoint slides, test banks, and other supplementary materials Introduction to Psycholinguistics: Understanding Language Science, Second Edition, is an excellent textbook for upper-level undergraduate courses in psycholinguistics, language processing, and cognitive or communication disorders, as well as related courses in psychology, linguistics, cognitive science, neuroscience, language education, and computational linguistics.

MATTHEW J. TRAXLER is Professor of Psychology at the University of California, Davis, USA, where he teaches courses in Language and Cognition, Psycholinguistics, and General Psychology. He has served in various editorial capacities at the Journal of Memory and Language, the Journal of Experimental Psychology: Learning, Memory, and Cognition, Language and Linguistics Compass, the Quarterly Journal of Experimental Psychology, and Memory and Cognition. His research uses eye-tracking and ERP methods to investigate language processing and comprehension in healthy younger and older adults, deaf readers, and patients with schizophrenia.

List of Illustrations xiii

Acknowledgments xxi

Preface xxix

About the Companion Website xxxi

PART I: KEY CONCEPTS IN LANGUAGE PRODUCTION, COMPREHENSION, AND ACQUISITION 1

1 AN INTRODUCTION TO LANGUAGE SCIENCE 3

2 SPEECH PRODUCTION AND COMPREHENSION 39

3 WORD PROCESSING 83

4 SENTENCE PROCESSING 145

5 DISCOURSE PROCESSING 191

6 REFERENCE 245

7 NONLITERAL LANGUAGE PROCESSING 271

8 DIALOGUE 309

9 LANGUAGE DEVELOPMENT IN INFANCY AND EARLY CHILDHOOD 331

10 READING 377

11 BILINGUAL LANGUAGE PROCESSING 421

12 SIGN LANGUAGE 455

PART II: LANGUAGE DISORDERS 489

13 APHASIA 491

14 DEVELOPMENTAL LANGUAGE DISORDER 529

15 LANGUAGE AND AUTISM 563

16 LANGUAGE DYSFUNCTION AND SCHIZOPHRENIA 605

Index 647

LIST OF ILLUSTRATIONS

Figures

1.1 Nim Chimpsky gestures “me,” “hug,” and “cat” to his trainer as an increasingly worried tabby (Felis catus) looks on

2.1 A schematic of Levelt and colleagues’ speech production model

2.2 An example stimulus from a picture–word interference experiment

2.3 Representation of an interactive, spreading activation model for speech production

2.4 Sound spectrograms of the phrase to catch pink salmon created from real (top) and simplified, artificial speech (bottom)

2.5 The pattern playback machine

2.6 Artificial spectrogram for the syllables /di/ and /du/

2.7 Simplified acoustic stimuli that are perceived as /da/ or /ga/. Researchers edited the stimuli so that a formant transition would be played to one ear, while the “base” (the rest of the signal) was played to the other ear. People perceived the stimulus as consisting of a “whistle” or a “chirp” at one ear and the complete syllable (/da/ or /ga/, depending on which formant transition was played) at the other ear

2.8 Japanese quail (left) and Chinchilla (right). They perceive differences between different phonemes, they look good, and they taste good

3.1 A two-object universe

3.2 Another two-object universe

3.3 A piece of a semantic network

3.4 ERP results for a priming experiment involving associatively related and semantically related pairs of words. The ERP waveforms in the box show that associated pairs (the orange lines) decreased the magnitude of the N400 effect, but semantically related pairs (the black and gray lines) did not. The response to semantically related pairs (dashed black line) diverges from the response to the unrelated word pairs (solid gray line) at a later point in time

3.5 Connectivity for dinner and dog

3.6 A hypothetical “semantic” network

3.7 Another hypothetical “semantic” network

3.8 TMS and lexical decisions. The top picture shows where TMS was applied in the left and right hemispheres. Response times on the lexical decision task appear below the brain. Left-hemisphere stimulation affected lexical decision latencies, but right-hemisphere stimulation did not. In the left hemisphere, arm words were responded to more quickly following TMS over the part of the motor cortex that controls arm movements. A similar effect was observed for leg-related words after leg-area stimulation. Sham TMS had no effect

3.9 A hypothetical bottom-up model of lexical access (for simplicity, only some of the possible connections are illustrated). Information flows in the direction indicated by the arrows

3.10 A schematic of the information flow in John Morton’s logogen model

3.11 The TRACE model of lexical access. The top part shows the basic architecture. Connections with arrows at the end indicate excitatory influences; connections with round ends indicate inhibitory influences

3.12 An example of degraded input that TRACE is good at processing

3.13 A schematic of Elman’s simple recurrent network model of auditory word processing: (a) the architecture of the network; (b) the semantic space that emerged after the model was trained

3.14 Results from PET neuroimaging experiments. Triangles indicate greater neural activity when participants passively looked at words, compared to a fixation cross baseline condition (solid black shapes indicate left-hemisphere activity, open shapes indicate right-hemisphere activity). Squares indicate areas with greater activity in the action-generation task versus repeating nouns out loud. Circles indicate areas with greater activity during the dangerous animals task than passive viewing of nouns

3.15 PET data showing the neural response to a semantic judgment task (top) and a phonological judgment task (bottom)

3.16 The visual word form area. The left hemisphere appears on the right side of the figure

4.1 The garden path model of syntactic parsing

4.2 Sample visual displays and eye-movement patterns

4.3 A constraint-based outlook on syntactic parsing

5.1 Contextual prerequisites for understanding: some investigations of comprehension and recall

5.2 Three turtles, a fish, and a log

5.3 Estimated activation of inappropriate meanings based on a semantic judgment task. RT = reaction time; hphone = homophone; nonhphone = nonhomophone

5.4 ERP data

5.5 Goal failure and goal success

5.6 The effect of discourse cohesion on the brain’s response to discourse

5.7 Brain regions that were analyzed by Mason and Just

5.8 The average number of activated voxels in left-hemisphere brain regions (left-most bars), right-hemisphere brain regions (middle bars), and the dorsolateral prefrontal cortex on both sides of the brain. The medium gray bars show data from the highly related condition. The dark gray bars show data from the moderately related condition. And the light gray bars show activity in the distantly related condition

6.1 Quick, what does space cowboy mean? And who does it refer to?

6.2 Visual-world eye-tracking results

8.1 Picture depicting “weird” ice pick instrument (left) or no instrument (right; the control condition)

8.2 Experimental set-up. The “occluder” prevents the listener (“addressee”) from seeing one of the objects. The speaker’s job is to get the listener to identify the target object, without being able to guess what is behind the occluder

8.3 Examples of grids. The listener’s (addressee’s) view is shown on the left. The director’s view is on the right. Note that some of the objects were visible to both participants (e.g. the truck), but some were visible only to the listener (e.g. the apple, the block, and the smallest of the three candles)

9.1 Sonogram of the question Where are the silences between words? Note that there are no silent gaps between words in the signal

9.2 Patterns of dogs used to train and test 7-month-old infants

9.3 Stills from a video depicting a two-participant event (left) and a one-participant event (right) used to test young children’s interpretation of the novel verb blicking

10.1 A representative pattern of fixations and saccades. The asterisks mark the positions of stable fixations, while the arrows mark saccade trajectories

10.2 How some speed-reading courses suggest you should move your eyes in order to increase your reading speed

10.3 Schematic of the E-Z reader model of eye-movement control in reading

10.4 Schematic diagram of the SWIFT eye-movement system

10.5 fMRI data from English (left) and Chinese (right) bilinguals reading English (top) and Chinese (bottom) script. Activations for both nationalities and both scripts include parts of the fusiform gyrus commonly known as the visual word form area

10.6 The dual-route cascaded (DRC) model of word reading. The model accesses word meanings from print either using a visual code (medium gray shading), via the orthographic input lexicon, or an auditory code (light gray shading), via a grapheme-to-phoneme conversion mechanism that maps letters or groups of letters onto speech sounds and uses the speech sounds to activate entries in the semantic (meaning) system

10.7 A general framework for lexical access (left) and a more specific mechanism for generating pronunciations from visual input (right)

10.8 Comparison of nonword reading by 11–12-year-old children and the FAN single-route neural network model

10.9 Accuracy at reading exception words (e.g. have, pint) and nonwords (e.g. bint, tade) for surface and phonological dyslexics compared to reading level (left) and age-matched controls (right). Notice that surface dyslexics are about equally impaired on exception and nonwords, while phonological (deep) dyslexics are far more impaired at reading nonwords than familiar exception words. Both groups of dyslexics are impaired on both kinds of targets compared to age-matched controls

11.1 The word association (WAM) and concept mediation (CM) models of L1-to-L2 links

11.2 The revised hierarchical model (RHM)

11.3 When this black bear (Ursus Americanus) walked through a parking lot at Yellowstone National Park in 2008, a German tourist told the author, in German, that the bear was limping. The German tourist switched to English right away because the author’s German is nicht so gut

11.4 A schematic of Green’s (1998, p. 69) inhibitory control model. G represents the system’s current goal. The conceptualizer represents nonlinguistic semantic representations or concepts. SAS stands for Supervisory Attention System that monitors the current goal and the current language task schema. A language task schema is a set of mental processes that can satisfy the current goal (such as translate from L2 to L1; make a lexical decision, encode a concept in your second language). The lexico-semantic system contains the lemma and lexeme representations that the bilingual speaker needs to express or decipher meanings in the two languages. I stands for input. O stands for output

11.5 Difference between congruent and incongruent trials in the Simon task by...

Erscheint lt. Verlag	11.4.2023
Sprache	englisch
Themenwelt	Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen
Themenwelt	Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft
Schlagworte	Angewandte Linguistik • Applied Linguistics • Kognitive Psychologie • Linguistics • Psycholinguistics • Psycholinguistik • Psychologie • Psychologie der Sprache • Psychology • Psychology of Language • Sprachwissenschaften
ISBN-10	1-119-85298-6 / 1119852986
ISBN-13	978-1-119-85298-8 / 9781119852988

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