语言心理学名词解释附答案

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exclusivity bias It is a cognitive constraint which refers to the fact that a child who knows the name of a

particular object will then generally reject applying a second name to that object.

2. Motherese Adult-to-child language, which has been called motherese, differ in a number of ways from

adult-to-adult language. In general, speech to children learning language is shorter, more concrete, more directive,

and more intonationally exaggerated than adult-directed speech.

3. Critical period hypothesis The view that there is a period early in life in which we are especially prepared to

acquire a language is referred to as the critical period hypothesis. Many investigators who favor the critical period

hypothesis suggest that there are neurological changes in the brain that leave a learner less able to acquire a

language, although the nature of these supposed changes is not well understood. Most commonly, these changes are

assumed to occur near puberty.

4. Language bioprogram hypothesis On version of how innate processes operate in child language has been called

the Language bioprogram hypothesis by Bickerton. Bickerton’s claim, in brief, is that we, as children, have an

innate grammar that is available biological if our language input is insufficient to acquire the language of our

community. It is something like a linguistic backup system.

5. Pidgin A pidgin is “an auxiliary language that arises when speakers of several mutually unintelligible languages

are in close contact〞. Typically this occurs when workers from diverse countries are brought in as cheap labor in

an agricultural community. Immigrant workers come to speak a simpler form of the dominant language of the area

—just enough to get by.

6. Language transfer In second-language acquisition, the process in which the first language influences the

acquisition of a subsequent language.

7. Overregularization An overregularization is the child’s use of a regular morpheme in a word that is irregular,

such as the past-tense morpheme in breaked and goed. There are two theories about how children acquire

overregularizations: the rule-and-memory model and the parallel distributed processing model.

8. Holophrase A holophrase has been defined as a single-word utterance that is used by a child to express more

than the meaning usually attributed to that single word by adults.

9. Idiomorph A sound or sound sequence used consistently by a child to refer to someone or something, objects or

events in their environment even though it is not the sound sequence conventionally used in the language for that

purpose.

10. Coalescence Coalescence occurs when phonemes from different syllables are combined into a single syllable.

11. Reduction A phonological process in child language in which one or more phonemes are deleted. Also called

cluster reduction because consonant clusters are often reduced, such as saying take for steak.

12. Assimilation Assimilation is a phonological process. Assimilation occurs when children change one sound to

make it similar to another sound in the same word, such as saying nance for dance or fweet for sweet. In the latter

case, the f is articulated closer to the front of the mouth than s, making it more similar to the bilabial w.

13. Common ground Common ground refers to the shared understanding of those involved in the conversation.

For knowledge to qualify as common ground, person A must know a given information X, and person B must know

X, and A must know that B knows, and B knows that A knows, and so on. That is, both parties are aware that they

share the information.

14. Semantic bootstrapping The process of using semantics to acquire syntax. (Ultimately children must grasp

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categories that are defined in syntactic terms, and there has been much debate concerning

how they do this. One suggestion is that they use their knowledge of semantic

relations to learn syntactic relations. This process is known as semantic bootstrapping )

15. Accommodation A phonological process in which elements that are shifted or deleted are adapted to their

error-induced environments.

16. Incremental processing The notion that we are planning one portion of our utterance as we articulate another

portion.

17. Speech errors =slip of tongue Speech errors refer to faults made by speakers during the production of sounds,

words and sentences. Both native and non-native speakers of a language make mistakes when speaking. There are

eight types of speech errors: exchange, substitution, addition, deletion, anticipation, perseveration, blend, and shift.

18. Assemblage errors The correct choice or word has been made, but the utterance has been faultily assembled.

Eg. writtening threat letters---writing threatening letters

19. Selection errors A wrong item (or items) is chosen, where something has gone wrong with the selection

process. Eg. tooth hache---tooth paste

20. Psycholinguistics Psycholinguistics is the study of how individuals comprehend, produce, and acquire

psychological study of language is called psycholinguistics. The study of psycholinguistics is part of

the field of cognitive science. It deals with the mental processes that are involved in language use. Psycholinguistics

stresses the knowledge of language and the cognitive processes involved in ordinary language use. Psycholinguists

are also interested in the social rules involved in language use and the brain mechanisms associated with language.

Contemporary interest in psycholinguistics began in the 1950s, although important precursors existed earlier in the

20

th

century.

21. Aphasia A language disorder produced by brain damage is called an begin

by examining some of the more common types of aphasia. One type is Broca’s Aphasia. The

disorder Broca’s aphasia,also known as expressive aphasia, was discovered by and named after the French surgeon

Paul Broca. The second type is Wernicke’s results from damage to a region in the left temporal lobe near

the auditory cortex.A third major type of aphasia is conduction aphasia,

which is a disturbance of repetition, and other aphasias.

22. Behaviorism

By the 1920s, behaviorism took over the mainstream of experimental psychology. Behaviorist favored the study

of objective behavior, often in laboratory animals, as opposed to the study of mental processes. Moreover,

behaviorists had a strong commitment to the role of experience in shaping behavior. Emphasis was placed on the

role of environmental contingencies (such as reinforcement and punish-ment) and on models present in the

immediate environment.

23. Distinctive features A distinctive feature is a characteristic of a speech sound whose presence or absence

distinguishes the sound from other sounds.

24. Observational adequacy First, the grammar must specify what is and what is not an acceptable sequence in the

language. This criterion, referred to as observational adequacy, applies at several levels of language. A grammar is

observationally adequate if it generates all of the acceptable sequences in a language and none of the unacceptable

sequences.

25. Descriptive adequacy The second criterion is that the grammar must specify the relationships between various

sequences in the language, a criterion known as descriptive adequacy. It is not enough for the grammar to mark a

sequence as permissible; it must also explain how it relates to other sentences that are similar in meaning, opposite

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in meaning and so on.

26. Explanatory adequacy The extent to which a grammar can explain the facts of language acquisition. See also

descriptive adequacy and observational adequacy. The third criterion is called explanatory adequacy. That children

choose one particular grammar implies that certain innate language constraints enable the child to deduce the

correct grammar. This level of adequacy involves the ability to explain the role of linguistic universals in language

acquisition.

27. Transformational-generative grammar Transformational grammar discusses a historically significant theory

of grammar. Transformational grammar assumes that sentences have a deep structure and a surface structure. The

deep structure is derived by a series of phrase-structure rules, and the surface structure is derived from the deep

structure by a series of transformational rules.

28. Psychological reality A grammar or theory of language that takes psychological or processing considerations

into account.

29. Core grammar Core grammar is the grammar that rules the essence of the syntax of a language (principle and

parameters). It is an innate ability.

30. Working memory Working memory has been defined as referring to “the temporary storage of information that

is being processed in any range of cognitive tasks〞 (Baddeley, 1986, p. 34). Working memory is measured in

several ways. The most simple is a memory span test (or simple span test) in which participants are given a series of

items (words, letters, numbers, and so forth) and asked to recall the items in the order presented. Sometimes they

are asked to recall them in backward order.

31. Memory span :it is the number of items that can be reliably recalled in the correct order. This simple test not

only is a common method in psychological experiments but also is included in most commonly used intelligence

tests.

32. Episodic memory The division of permanent memory in which personally experienced information is

dealt with personally experienced facts

33. Semantic memory It dealt with general ic memory refers to our organized knowledge of words,

concepts, symbols, and objects. It includes such broad classes of information as motor skills (typing, swimming,

bicycling), general knowledge (grammar, arithmetic), spatial knowledge (the typical layout of a house), and social

skills (how to begin and end conversations, rules for self-confidence).

34. Parallel processing If two or more of the processes take place simultaneously, it is called parallel processing.

35. Categorical perception Categorical perception refers to a failure to discriminate speech sounds any better than

you can identify them. This may be illustrated with an experimental example. On a speech spectrometer, it is

possible to identify the difference between the voiced sound [ba] and the voiceless sound [pa] as due to the time

between when the sound is released at the lips and when the vocal cords begin vibrating. It suggests that categorical

perception is a reflection of the phonetic level of processing in which a phonetic identity is imposed and all other

acoustic features are lost (thus leading to especially poor performance on within-category discrimination).

36. Semantic network A semantic network is an interconnected web of concepts connected by various relations. In

the hierarchical model, we store our knowledge of words in the form of a semantic network, with some words

represented at higher nodes in the network than others. Although the hierarchical network model can explain some

results, it is too rigid to capture all of our tacit knowledge of the lexicon.

37. Typicality effect The fact that it takes longer to verify a statement of the form An A is a B when A is no

t typical

or characteristic of B.

This has generally been called the typicality effect: Items that are more typical

of a given subordinate take less time to verify than atypical items in true statements; the opposite is true for false

statements.

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38. Logogen : Morton (1969) proposed one of the earliest activation models. In Morton’s model, each word (or

morpheme) in the lexicon is represented as a logogen, which specifies the word’s various attributes (semantic,

orthographic, phonological, and so on).The logogen is activated in either of two ways: by sensory input or by

contextual information. Consider first the sensory route. As orthographic or phonological features of the input

stimulus are detected, they are matched to the logogen. The logogen functions as a scoreboard or counter; when the

counter rises above a predesignated threshold, the item is recognized.

39. Cohort Model A model of auditory word recognition in which listeners are assumed to develop a group of

candidates, a word initial cohort, and then determine which member of that cohort corresponds to the presented

word. Marslen-Wilson (1987,1990) and colleagues noticed several aspects of spoken word recognition that needed

to be accounted for in a model of lexical access. First, listeners recognize words very rapidly, perhaps within 200 to

250 milliseconds of the beginning of the word. Second, listeners are sensitive to the recognition point of a word- the

point at which the word diverges from other possible words.

40. Semantic priming Semantic priming occurs when a word presented earlier activates another,

semantically related word. The priming task consists of two phases. The priming task consists of two

phases. In the first phase, a priming stimulus is presented. Often no response to

the prime is required or recorded; in any event, the response to the prime itself

is of little interest. In the second phase, a second stimulus (the target) is presented, the participant makes some

response to it, and the time taken to make this response is recorded

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An experimental procedure in which one

word is presented in advance of another, target word, which reduces the time needed to retrieve or activate the

target word.

41. Parsing Parsing is the process of assigning elements of surface structure to linguistic categories. Because of

limitations in processing resources, we begin to parse sentences as we see or hear each word in a sentence.A first

step in the process of understanding a sentence is to assign elements of its surface structure to linguistic categories,

The result of parsing is an internal representation of the linguistic relationships within a sentence, usually in the

form of a tree structure or phrase marker.

42. Minimal attachment strategy A principle used in parsing. It states that we prefer attaching new items into the

phrase marker being constructed using the fewest syntactic nodes consistent with the rules of the language

43. Coherence The degree to which different parts of a text are connected to one another. Coherence exits at both

local and global levels of discourse.

44. Anaphoric reference

A form of reference cohesion in which one linguistic expression refers back to prior information in

discourse.

In all of these examples, cohesion consists of relating some current expression to one encountered earlier.

This is called anaphoric reference. When we use an expression to refer back to something previously mentioned in

discourse, the referring expression is called an anaphor, and the previous referent is called an antecedent.

45. Schema A schema (plural: schemata) is a structure in semantic memory that specifies the general or expected

arrangement of a body of information. The notion of a schema is not new in psychology. it is generally associated

with the early work on story recall by Bartlett(1932).. An alternative perspective on cognitive development, one that

challenges the notion of invariance, has been described by the Swiss scholar Jean Piaget,Piaget (1952) claimed that

children’s thinking processes are qualitatively different from those of adults. Adults do not merely think faster or

more accurately than children, but in a different way. Piaget referred to the concepts that we use to organize our

experience as schemata.

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