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Objectives: This is an introductory course to Psycholinguistics. The objectives are:

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JHHSU

Psycholinguistics 2011

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 the five typical questions. (1) How can we describe the knowledge of the language that we can 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 do we learn and use language to communicate ideas? (5) Do we share this ability to acquire and use language with other animals?

[2] You will be able to design and conduct a psycholinguistic research after exploring the basic psycholinguistic theories, 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 class presentations and participation (30%), term paper (40%) and final examination (30%).

Course Syllabus

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

H

OWCANWEDESCRIBETHEKNOWLEDGEOFTHELANGUAGETHATWECANSPEAK

?

[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)

*Strohner & Brose. "A cognitive systems approach to linguistic knowledge."

Language Science, Vol 14, No. 1/2, 1992.

Steinberg. "Semantic based grammar" pp.48-58 Steinberg. "Chomsky's syntactic based grammar"

Steinberg. "Grammar, speaker performance, and psychological reality"

Fromkin, V. "The sentence patterns of language," (#3)

H

OWDOWEPERCEIVE

,

COMPREHEND

,

STORE

,

RECALL

,

ANDPRODUCELANGUAGE

?

[3] Psycholinguistic studies of sentence processing: perception and comprehension; some experimental demonstrations of the role of syntax in understanding speech; and linguistic 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” 181-211 Carroll. 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 and memory;

processing models for speech comprehension and the nature of recoding in memory.

*Clark: "Syntactic and semantic approaches to the construction process," (#6) to p.80

*Sachs, J.S. "Recognition memory for syntactic and semantic aspects of connected

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discourse." (#11)

*Foss & Hakes: "Memory and Comprehension," pp. 133-154 (#10)

*Taylor: chapter 3. (Discourse) Comprehension and memory, pp. 53-62, 66-75 Taylor. Chapter 5. Sentence: comprehension and memory, pp. 117-143

Denhiere-Dubois. "Recent issues in semantics,"

IJP

78/5-2 Clark & 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 and

Recall," Cognitive Psychology 9, 1977, pp. 111-135, 148-150. (#14) Chafe, "The recall and verbalization of past experience." Current issues in linguistic

theory.

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

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

IJP

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

IJP

78/5-2 [10]

[6] Psycholinguistic studies of sentence processing (II): production of speech. How do we map 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. 663-698

Winegrad, 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

OWDOWEACQUIRETHEKNOWLEDGEOFLANGUAGEANDTHEABILITYTOUSEIT

? H

OWDOWE LEARNANDUSELANGUAGETOCOMMUNICATEIDEAS

?

[7] Biological foundations of language: anatomical specializations of the human speech apparatus; brain specialization for language; evidence from aphasia, dichotic listening, and split-brain studies.

*Taylor. "Language and brain" pp. 363-384 (skip “Physiological Measurements”)

*Tzeng, et al. "Processing Chinese logographs by Chinese brain damaged patients," in Graphonomics. pp. 357-374

Curtis, et al. "The linguistic development of Genie." (#25)

Wang. “The Language Mosaic and its Biological Bases,” in 輔仁外語學報,No. 5 Slobin: "Biological foundations of language" (#24)

[8] What does the child mean to say? Language before grammar: one-word utterances and their 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.

[9] *Clark & Clark: "How young children use their utterances," 312-320 (#18), and Taylor. "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

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*Carroll. Chapter 12: “Processes of Language Acquisition”

*Gleason. “Theories of child language acquisition,” pp. 375-393

Howell et als. “A model of grounded language acquisition: Sensorimotor features

improve lexical and grammatical learning.” Journal of Memory and Language 53 (2005) 258-276

Slobin: "Language development in the child," pp. 74-83 (#17)

Clark. “How language acquisition builds on cognitive development.” Trends in Cognitive Sciences, Vol. 8, No. 10, October 2004

Bowerman: "Semantic factors" pp. 136-165 (#20)

Bowerman, M. "Semantic factors in the acquisition of rules for word use and sentence 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; The Whorfian hypothesis of linguistic relativity and linguistic determinism from the current perspective of psycholinguistics and cognitive psychology; and the effects of literacy on thought and language use.

*Slobin: chapter 6, "Language and cognition" (#29) skip pp.148-153; 156-160; 167-185.

*Slobin: chapter 6, “Linguistic relativity and determinism” (#29) pp. 174-185

*Steinberg: chapter 6: language and thought

*Rosch: "Linguistic relativity." Human communication: Theoretical explorations. pp. 95- 121 (#31)

Slobin: “Language and thought online: Cognitive consequences of linguistic relativity,”

in D. Gentner & S. Goldin-Meadow (Eds.), 2003. pp. 1-14, 17-18 Cook-Gumperz: “From oral to written culture: the transition to literacy” (#32) Carston, Robyn. "Language and cognition," in Language: psychological and

biological aspects.

D

OWESHARETHISABILITYTOACQUIREANDUSELANGUAGEWITHOTHERANIMALS

? [10] Can chimpanzees learn human language? A detailed examination of the nature of

language and its acquisition in the light of three different kinds of attempts to train chimpanzees to use a symbolic system for communication with human beings.

*Patterson, F. "Conversations with a Gorilla." National Geographic, Vol. 15 No. 4, October 1978, pp. 438-465 (#37)

*Gardner: "Comparing the early utterances of child and chimpanzee." (#26)

*Premack: "Teaching Sarah to read," Why chimps can read. (#27)

Rumbaugh & Gill: "The mastery of language-type skills by the chimpanzee." Annals of the N.Y. Academy of Sciences, '76, 280, 562-578 (#28)

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