An Introduction to Psycholinguistics
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Second Language Acquisition Through Neurolinguistic Programming: a Psychoanalytic Approach
International Journal of Engineering & Technology, 7 (4.36) (2018) 624-629 International Journal of Engineering & Technology Website: www.sciencepubco.com/index.php/IJET Research paper Second Language Acquisition Through Neurolinguistic Programming: A Psychoanalytic Approach A. Delbio1*, M. Ilankumaran2 1Research Scholar in English, Noorul Islam Centre for Higher Education, Kumaracoil. 2Professor of English, Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamilnadu, India. E-mail:[email protected] *Corresponding author E-mail: [email protected] Abstract English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills. This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming. -
What Is the Relationship Between Language Production and Comprehension?
Journal of Memory and Language 89 (2016) 1–7 Contents lists available at ScienceDirect Journal of Memory and Language journal homepage: www.elsevier.com/locate/jml Editorial Same, different, or closely related: What is the relationship between language production and comprehension? The historical tradition in psycholinguistics has largely became a hot issue through Lee’s (1950) discovery of the been to study either language production or comprehen- delayed auditory feedback (DAF) effect. When you hear your sion. Almost all of nineteenth century psycholinguistics, own speech delayed by some 150 ms, speech fluency dra- for instance, concerned the production of language, culmi- matically breaks down. Based on these observations, Lee nating in Wundt’s two-volume Die Sprache of 1900. This designed an engineering model of self-monitoring, which also held for research in language acquisition which, lar- required feedback to take place within the syllable being gely based on diary data, almost exclusively concerned spoken. the child’s production of speech until Eimas, Siqueland, Almost simultaneously, Broadbent (1952) demon- Jusczyk, and Vigorito (1971) introduced the experimental strated that participants were unable to understand a study of speech perception in infants. During the 1970s new question while answering a previous question. Atten- psycholinguistics became almost exclusively comprehen- tion can focus on one or the other task, but not on both sion research. Johnson-Laird opened his review of experi- simultaneously. This insight led to Broadbent’s famous fil- mental psycholinguistics in the 1974 Annual Review of ter model of selective attention. The issue kept returning in Psychology with the statement: ‘‘The fundamental problem psycholinguistics. -
Statistical Language Learning: Learning-Oriented Theories Is That Mechanisms and Constraints Such Accounts Seem at Odds with One of the Central Observations 1 Jenny R
110 VOLUME 12, NUMBER 4, AUGUST 2003 most important arguments against Statistical Language Learning: learning-oriented theories is that Mechanisms and Constraints such accounts seem at odds with one of the central observations 1 Jenny R. Saffran about human languages. The lin- Department of Psychology and Waisman Center, University of Wisconsin–Madison, guistic systems of the world, de- Madison, Wisconsin spite surface differences, share deep similarities, and vary in non- arbitrary ways. Theories of language Abstract guage, it seems improbable that chil- acquisition that focus primarily on What types of mechanisms dren could ever discern its structure. preexisting knowledge of language underlie the acquisition of hu- The process of acquiring such a sys- do provide an elegant explanation man language? Recent evidence tem is likely to be nearly as com- for cross-linguistic similarities. suggests that learners, includ- plex as the system itself, so it is not Such theories, which are exempli- ing infants, can use statistical surprising that the mechanisms un- fied by the seminal work of Noam properties of linguistic input to derlying language acquisition are a Chomsky, suggest that linguistic uni- discover structure, including matter of long-standing debate. One versals are prespecified in the child’s sound patterns, words, and the of the central focuses of this debate linguistic endowment, and do not re- beginnings of grammar. These concerns the innate and environ- quire learning. Such accounts gener- abilities appear to be both pow- mental contributions to the lan- ate predictions about the types of erful and constrained, such that guage-acquisition process, and the patterns that should be observed some statistical patterns are degree to which these components cross-linguistically, and lead to im- more readily detected and used draw on information and abilities portant claims regarding the evolu- than others. -
Language Acquisition Device and the Origin of Language Briana Sobecks
Language Acquisition Device and the Origin of Language Briana Sobecks In the early twentieth century, psychologists re- a particular language, the universal grammar can be refined alized that language is not just understanding words, but to fit a specific language. Even if some children may hear a also requires learning grammar, syntax, and semantics. specific language pattern more than others, the fact that all Modern language is incredibly complex, but young chil- children know it indicates a poss ble innate language sense. dren can understand it remarkably well. This idea supports One of Chomsky’s main tenants in his LAD theory Chomsky’s idea that language learning is innate. According is the Poverty of Stimulus argument. Though children do to his hypothesis, young children receive “primary linguistic collect data to learn a language, it is unlikely that the data data” from what is spoken around them, which helps them they are exposed to is enough to master an entire lan- develop knowledge of that specific language (Cowie 2008). guage. Instead, they must infer grammatical rules through Children passively absorb language from adults, peers, an internal sense. There are several cognitive factors that and exposure to media. However, this data is not sufficient support this argument. Underdetermination states that the to explain how children can learn unique constructions finite data is applicable in infinite situations. In context, of words and grammar patterns. Previously structuralists this means that children utilize the finite amount of data created a list of “phrase structure rules” to generate all they hear to generate any possible sentence. -
Literature and the Cognitive Revolution: an Introduction
Literature and the Cognitive Revolution: An Introduction Alan Richardson English, Boston College Francis F. Steen Communication Studies, UCLA Literary studies and the cognitive sciences, pursuing common interests in language, mental acts, and linguistic artifacts, have developed markedly different approaches to similar phenomena of reading, imaginative involve- ment, and textual patterning. Until quite recently, the distance between them has drawn more attention than their possible convergence (Franchi and Güzeldere ). A number of literary theorists and critics, however, have steadily been producing work that finds its inspiration, its method- ology, and its guiding paradigms through a dialogue with one or more fields within cognitive science: artificial intelligence, cognitive psychology, post- Chomskian linguistics, philosophy of mind, neuroscience, and evolution- ary biology. Reuven Tsur () has been developing his ‘‘cognitive poet- ics’’ since the s; the prominent psychoanalytic critic Norman Holland (: ) demonstrated the advantages of attending to the ‘‘more powerful psychology’’ emerging from cognitive neuroscience in ; Mark Turner (: viii) advanced his far-reaching project of a ‘‘cognitive rhetoric’’ in ; and Ellen Spolsky (: ) trenchantly brought a theory of ‘‘cogni- tive instability’’ to bear on literary interpretation in . These and like- minded critics respond to the limitations (or, in Spolsky’s case, missed op- portunities) of poststructuralist conceptions of meaning and interpretation by questioning the reigning models in the field, whether in the interest of Poetics Today : (Spring ). Copyright © by the Porter Institute for Poetics and Semiotics. Downloaded from http://read.dukeupress.edu/poetics-today/article-pdf/23/1/1/458295/01.pdf by guest on 25 September 2021 2 Poetics Today 23:1 displacing, reworking, supplementing, or fundamentally regrounding them (Hart ). -
Toward a Mechanistic Psychology of Dialogue
Edinburgh Research Explorer Toward a mechanistic psychology of dialogue Citation for published version: Pickering, MJ & Garrod, S 2004, 'Toward a mechanistic psychology of dialogue', Behavioral and Brain Sciences, vol. 27, no. 02, pp. 169-225. https://doi.org/10.1017/S0140525X04000056 Digital Object Identifier (DOI): 10.1017/S0140525X04000056 Link: Link to publication record in Edinburgh Research Explorer Document Version: Publisher's PDF, also known as Version of record Published In: Behavioral and Brain Sciences Publisher Rights Statement: ©Pickering, M. J., & Garrod, S. (2004). Toward a mechanistic psychology of dialogue. Behavioral and Brain Sciences, 27(02), 169-225doi: 10.1017/S0140525X04000056 General rights Copyright for the publications made accessible via the Edinburgh Research Explorer is retained by the author(s) and / or other copyright owners and it is a condition of accessing these publications that users recognise and abide by the legal requirements associated with these rights. Take down policy The University of Edinburgh has made every reasonable effort to ensure that Edinburgh Research Explorer content complies with UK legislation. If you believe that the public display of this file breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Download date: 28. Sep. 2021 BEHAVIORAL AND BRAIN SCIENCES (2004) 27, 169–226 Printed in the United States of America Toward a mechanistic psychology of dialogue Martin J. Pickering Department of Psychology, University of Edinburgh, Edinburgh EH8 9JZ, United Kingdom [email protected] http://www.psy.ed.ac.uk/Staff/academics.html#PickeringMartin Simon Garrod Department of Psychology, University of Glasgow, Glasgow G12 8QT, United Kingdom [email protected] http://staff.psy.gla.ac.uk/~simon/ Abstract: Traditional mechanistic accounts of language processing derive almost entirely from the study of monologue. -
Psycholinguistics
11/09/2013 Psycholinguistics What do these activities have in common? What kind of process is involved in producing and understanding language? 1 11/09/2013 Questions • What is psycholinguistics? • What are the main topics of psycholinguistics? 9.1 Introduction • * Psycholinguistics is the study of the language processing mechanisms. Psycholinguistics deals with the mental processes a person uses in producing and understanding language. It is concerned with the relationship between language and the human mind, for example, how word, sentence, and discourse meaning are represented and computed in the mind. 2 11/09/2013 9.1 Introduction * As the name suggests, it is a subject which links psychology and linguistics. • Psycholinguistics is interdisciplinary in nature and is studied by people in a variety of fields, such as psychology, cognitive science, and linguistics. It is an area of study which draws insights from linguistics and psychology and focuses upon the comprehension and production of language. • The scope of psycholinguistics • The common aim of psycholinguists is to find out the structures and processes which underline a human’s ability to speak and understand language. • Psycholinguists are not necessarily interested in language interaction between people. They are trying above all to probe into what is happening within the individual. 3 11/09/2013 The scope of psycholinguistics • At its heart, psycholinguistic work consists of two questions. – What knowledge of language is needed for us to use language? – What processes are involved in the use of language? The “knowledge” question • Four broad areas of language knowledge: Semantics deals with the meanings of sentences and words. -
Psychology, Meaning Making and the Study of Worldviews: Beyond Religion and Non-Religion
Psychology, Meaning Making and the Study of Worldviews: Beyond Religion and Non-Religion Ann Taves, University of California, Santa Barbara Egil Asprem, Stockholm University Elliott Ihm, University of California, Santa Barbara Abstract: To get beyond the solely negative identities signaled by atheism and agnosticism, we have to conceptualize an object of study that includes religions and non-religions. We advocate a shift from “religions” to “worldviews” and define worldviews in terms of the human ability to ask and reflect on “big questions” ([BQs], e.g., what exists? how should we live?). From a worldviews perspective, atheism, agnosticism, and theism are competing claims about one feature of reality and can be combined with various answers to the BQs to generate a wide range of worldviews. To lay a foundation for the multidisciplinary study of worldviews that includes psychology and other sciences, we ground them in humans’ evolved world-making capacities. Conceptualizing worldviews in this way allows us to identify, refine, and connect concepts that are appropriate to different levels of analysis. We argue that the language of enacted and articulated worldviews (for humans) and worldmaking and ways of life (for humans and other animals) is appropriate at the level of persons or organisms and the language of sense making, schemas, and meaning frameworks is appropriate at the cognitive level (for humans and other animals). Viewing the meaning making processes that enable humans to generate worldviews from an evolutionary perspective allows us to raise news questions for psychology with particular relevance for the study of nonreligious worldviews. Keywords: worldviews, meaning making, religion, nonreligion Acknowledgments: The authors would like to thank Raymond F. -
Anthropology's Disenchantment with the Cognitive Revolution
Topics in Cognitive Science 4 (2012) 354–361 Copyright Ó 2012 Cognitive Science Society, Inc. All rights reserved. ISSN: 1756-8757 print / 1756-8765 online DOI: 10.1111/j.1756-8765.2012.01199.x Anthropology’s Disenchantment With the Cognitive Revolution1 Richard A. Shweder Department of Comparative Human Development, University of Chicago Received 25 June 2011; received in revised form 3 November 2011; accepted 28 November 2011 Abstract Beller, Bender, and Medin should be congratulated for their generous attempt at expressive aca- demic therapy for troubled interdisciplinary relationships. In this essay, I suggest that a negative answer to the central question (‘‘Should anthropology be part of cognitive science?’’) is not necessar- ily distressing, that in retrospect the breakup seems fairly predictable, and that disenchantment with the cognitive revolution is nothing new. Keywords: Cognitive revolution; Behaviorism; Anthropology; Jerome Bruner; Roy D’Andrade; Clifford Geertz; Roger Shepard Some of the leaders of the cognitive revolution of the late 1950s and 1960s began parting from the cause almost as soon as it triumphed. Jerome Bruner, for example, who always enjoyed writing essays for both the left hand and the right hand, turned to hermeneutics, the study of law, and the interpretation of narratives (see Bruner, 1979, 1990). Even in the early days of the rebellion Bruner was attentive to language pragmatics, which may be one reason he named his 1960s big tent interdisciplinary center at Harvard University the ‘‘Center for Cognitive Studies’’ and not the ‘‘Center for Cognitive Science.’’ Bruner had just as much interest in the humanistic writings of E. H. Gombrich, Nelson Goodman, and Clifford Ge- ertz as in the latest claims about basic ⁄fundamental⁄universal cognitive processes coming out of experimental labs situated in Cambridge, London, or Geneva. -
A Linguistic Perspective on the Acquisition of German As an L2
i A Linguistic Perspective on the Acquisition of German as an L2 A thesis submitted to the Miami University Honors Program in partial fulfillment of the requirements for University Honors with Distinction by Nicholas D. Stoller (December 2006) Oxford, Ohio ii ABSTRACT A LINGUISTIC PERSPECTIVE ON THE ACQUISITION OF GERMAN AS AN L2 by Nicholas D. Stoller It is obvious that the setting of acquisition, the amount and type of input, and the motivation of learners play a large role in adult second language (L2) acquisition. Many of the theories of L2 acquisition unfortunately fail to adequately take these variables into account. This thesis gives an overview of the current and past theories, including evidence for and against each theory. This is supplemented by an error analysis of second year Miami University students to see if this can give support to any of the current theories. Once that is completed, I examine the relation between input and the possibility of a language learning device such as UG and then move on to pedagogical application of my findings. iii Contents Chapter Page 1 Introduction 1 2 2 The Basis of the Study of L2 Acquisition 2 3 Linguistic Theories of L2 Acquisition 7 3.1 Theories without UG 7 3.1.1 Contrastive Analysis Hypothesis 7 3.1.2 Markedness Difference Hypothesis 8 3.1.3 Fundamental Difference Hypothesis 9 3.1.4 Information Processing Approach 10 3.2 Theories with Partial UG 13 3.2.1 Transfer Hypothesis 13 3.2.2 Krashen’s Comprehension Hypothesis 14 3.3 Theories with Full UG use 19 3.3.1 Identity Hypothesis 19 3.3.2 Full Transfer/Full Access Hypothesis 20 3.4 Overview of the Theories 21 4 Error Analysis and Miami University 2nd 22 Year Students 4.1 Errors of Cases Following Verbs 23 4.2 Errors of Gender of Nouns 25 4.3 Errors of Verb Form 26 4.4 Errors of Umlaut Usage 29 5 Relation of UG and Input 30 6.1 Problems with Input in Classroom Instruction 33 6.2 Pedagogy and L2 Acquisition 35 7 Conclusion 40 Bibliography 42 iv 1 A Linguistic Perspective on the Acquisition of German as an L2 1. -
A Neurolinguistic Approach to Beckett's Bilingual Writings Journal
Peer Reviewed Title: Comment Dire: A Neurolinguistic Approach to Beckett’s Bilingual Writings Journal Issue: L2 Journal, 7(1) Author: Kager, Maria, Utrecht University Publication Date: 2015 Permalink: http://escholarship.org/uc/item/9wx9s230 Author Bio: Lecturer, English department. Keywords: Samuel Beckett, bilingualism, neurolinguistics Local Identifier: uccllt_l2_24380 Abstract: Recent studies from the field of neurolinguistics and psycholinguistics suggest that bilinguals and multilinguals are in many ways fundamentally different from monolinguals, a difference that starts with a different cerebral structure for language. This difference will constitute the point of departure for my paper: If multilingual people are intrinsically different from monolingual people, it should follow that multilingual writers must be intrinsically different from monolingual writers. Samuel Beckett’s bilingualism was the governing force of much of his writing and has received ample critical attention. Yet this article will examine a hitherto neglected aspect of this topic: the way Beckett’s bilingualism may have inflected his writing in the first place. It will call on some of the research in neuro- and psycholinguistics to illuminate Beckett’s constant back and forth between English and French and the importance this may have had for his writing as well as to show how Beckett’s bilingual background is organically connected to the writing. Copyright Information: All rights reserved unless otherwise indicated. Contact the author or original publisher for any necessary permissions. eScholarship is not the copyright owner for deposited works. Learn more at http://www.escholarship.org/help_copyright.html#reuse eScholarship provides open access, scholarly publishing services to the University of California and delivers a dynamic research platform to scholars worldwide. -
The Three Meanings of Meaning in Life: Distinguishing Coherence, Purpose, and Significance
The Journal of Positive Psychology Dedicated to furthering research and promoting good practice ISSN: 1743-9760 (Print) 1743-9779 (Online) Journal homepage: http://www.tandfonline.com/loi/rpos20 The three meanings of meaning in life: Distinguishing coherence, purpose, and significance Frank Martela & Michael F. Steger To cite this article: Frank Martela & Michael F. Steger (2016) The three meanings of meaning in life: Distinguishing coherence, purpose, and significance, The Journal of Positive Psychology, 11:5, 531-545, DOI: 10.1080/17439760.2015.1137623 To link to this article: http://dx.doi.org/10.1080/17439760.2015.1137623 Published online: 27 Jan 2016. Submit your article to this journal Article views: 425 View related articles View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=rpos20 Download by: [Colorado State University] Date: 06 July 2016, At: 11:55 The Journal of Positive Psychology, 2016 Vol. 11, No. 5, 531–545, http://dx.doi.org/10.1080/17439760.2015.1137623 The three meanings of meaning in life: Distinguishing coherence, purpose, and significance Frank Martelaa* and Michael F. Stegerb,c aFaculty of Theology, University of Helsinki, P.O. Box 4, Helsinki 00014, Finland; bDepartment of Psychology, Colorado State University, 1876 Campus Delivery, Fort Collins, CO 80523-1876, USA; cSchool of Behavioural Sciences, North-West University, Vanderbijlpark, South Africa (Received 25 June 2015; accepted 3 December 2015) Despite growing interest in meaning in life, many have voiced their concern over the conceptual refinement of the con- struct itself. Researchers seem to have two main ways to understand what meaning in life means: coherence and pur- pose, with a third way, significance, gaining increasing attention.