Journal articles: 'Mental lexikon'

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Bühringer, Gerhard. "Dorsch – Lexikon der Psychologie." SUCHT 59, no. 6 (January 2013): 367. http://dx.doi.org/10.1024/0939-5911.a000279.

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Kovács, László. "Die Repräsentation von Fachsprache im mentalen Lexikon. Empirische Ergebnisse zur Wortassoziation." Fachsprache 37, no. 1-2 (May 23, 2017): 24–43. http://dx.doi.org/10.24989/fs.v37i1-2.1297.

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The main purpose of the paper is to show how the psycholinguistic method of word association analysis can provide new insights into the mental representation of languages forspecific purposes. Languages for specific purposes and their use have been thoroughly analysed in the past decades. Despite the extensive research carried out in the field, just a few papers analyse the cognitive representation of these languages. The present paper shows that some characteristics of the cognitive representation of these languages can be obtained on the basis of word association tests. Tests have been carried out in Hungarian for two languages for specific purposes: Economy and Sports. In the investigation of the language of Economy we collected associations with a research webpage specially created for collecting word association data from internet users. The associations of 593 subjects are analysed for 19 stimuli. For the language of Sports 100 people gave associations to 100 stimuli, of which 20 are examined in the paper. The analyses of the associations show that the cognitive organization depends not only on education level in a specialised field: it seems that (at least up to a certain level) age also plays an important role in the cognitive organization structure of specialised languages. The final part of the paper shows how a better understanding of the cognitive representation of languages for specific purposes can help to improve selected aspects of specialised communication.

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Chen, Yao, and Rong Zhou. "The Mental Lexicon Features of the Hakka-Mandarin Dialect Bilingual." Brain Sciences 12, no. 12 (November 28, 2022): 1629. http://dx.doi.org/10.3390/brainsci12121629.

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The current study investigated the mental lexicon features of the Hakka-Mandarin dialect bilingual from two perspectives: the structural features of lexicons and the relations between lexicons. Experiment one used a semantic fluency task and complex-network analysis to observe the structural features of lexicons. Experiment two used a cross-language long-term repetition priming paradigm to explore the relations between lexicons, with three sub-experiments focusing on conceptual representation, lexical representation, and their relations, respectively. The results from experiment one showed that the dialect bilingual lexicons were small-world in nature, and the D2 (Mandarin) lexicon was better organized than the D1 (Hakka) lexicon. Experiment two found that D1 and D2 might have partially shared conceptual representations, separate lexical form representations, and partially shared lemma representations. Based on the findings, we tentatively proposed a two-layer activation model to simulate the lexicon features of dialect bilingual speakers.

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Im, Mijin. "A Study on the Role of Mental Lexicon in Teaching Movie English." STEM Journal 23, no. 3 (August 31, 2022): 16–26. http://dx.doi.org/10.16875/stem.2022.23.3.16.

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The purpose of this study is twofold: firstly, to investigate whether memorization is improved if the L1 mental lexicon (in this case, Korean) is dependent on the L2 mental lexicon (English), or vice versa; secondly, to observe whether L1 and L2 lexicons stay in the same state or whether they remain in different modular conditions. To do this, a case study was undertaken with four college students. Two participants (A and B) had a beginner level of English and two (C and D) had an intermediate level of English. Two movies were used for this study. A similar procedure was performed on both levels. Recall tests of 50 items were administered to both levels. The results showed that participants A, B, and C were successful in memorization and recall, but participant D was unsuccessful. The suggested reason is that A, B, and C depended on the L1 lexicon whereas D depended on the L2 lexicon. It turns out that the primary use of L1 lexicon was effective for memorization. For the second question, it is proposed that less proficient students have a close integration of L1 and L2 lexicons, and that more proficient students have more separation of L1 and L2 lexicons.

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Blömer, Freya, Anna Pesch, Klaus Willmes, Walter Huber, Luise Springer, and Stefanie Abel. "Das sprachsystematische Aphasiescreening (SAPS): Konstruktionseigenschaften und erste Evaluierung." Zeitschrift für Neuropsychologie 24, no. 3 (January 2013): 139–48. http://dx.doi.org/10.1024/1016-264x/a000101.

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Das sprachsystematische Aphasiescreening (SAPS) ist ein neu entwickeltes diagnostisches Instrument, mit dem die Verarbeitungsebenen Phonetik/Phonologie, Lexikon/Semantik und Morphologie/Syntax nach ansteigendem Schwierigkeitsgrad rezeptiv und expressiv geprüft werden, um darauf aufbauend störungsspezifische Behandlungen ableiten und evaluieren zu können. Ziel der vorliegenden Pilotstudie war eine erste Erprobung und Evaluation des SAPS bei 31 Patienten mit Aphasie vor und nach stationärer Intensivtherapie. Die Konstruktionseigenschaften des Screenings konnten größtenteils empirisch abgesichert werden. Die Leistungen der Patienten und signifikante Veränderungen im Verlauf wurden zuverlässig dargestellt, und es konnten Therapieschwerpunkte aus dem Störungsprofil abgeleitet werden. Nicht ausreichend nach Schwierigkeit abgestufte Aufgabenstellungen wurden bereits modifiziert. Insgesamt hat sich das SAPS in der praktischen Anwendung für die Neurorehabilitation bewährt. Die sprachsystematische Ausrichtung eignet sich zur Diagnostik und störungsspezifischen Aphasietherapieplanung.

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Charles-Luce, Jan, and Paul A. Luce. "Similarity neighbourhoods of words in young children's lexicons." Journal of Child Language 17, no. 1 (February 1990): 205–15. http://dx.doi.org/10.1017/s0305000900013180.

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ABSTRACTSimilarity neighbourhoods for words in young children's lexicons were investigated using three computerized databases. These databases were representative of three groups of native English speakers: 5-year-olds, 7-year-olds, and adults. Computations relating to the similarity neighbourhoods of words in the children's and adult's lexicon revealed that words in the 5- and 7-year-olds' lexicons have many fewer similar neighbours than the same words analyzed in the adult lexicon. Thus, young children may employ more global recognition strategies because words are more discriminable in memory. The neighbourhood analyses provide a number of insights into the processes of auditory word recognition in children and the possible structural organization of words in the young child's mental lexicon.

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Li, Li. "L1 Role in Bilinguals’ Mental Lexicon: A Comparative Study between Chinese-English and Alphabetic Bilinguals." Theory and Practice in Language Studies 6, no. 8 (August 1, 2016): 1584. http://dx.doi.org/10.17507/tpls.0608.09.

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This study is to compare L1 (first language) roles between Chinese-English and alphabetic bilinguals’ mental lexicons through reviewing empirical studies. L1 lexicon plays an important role in L2 (second language) processing in two aspects for alphabetic bilinguals, automatic activation of similar L1 to sensory input of L2, and that of L1 translation equivalent. While for Chinese English learners, L1 lexicon basically influences L2 by equivalent activation only, and the effect may persist throughout their lives, which is dramatically different from the developmental pattern of alphabetic bilinguals. The differences may come from different typological distance between the two languages, different composition of L2 mental lexicon, and their unique English acquisition experience in China.

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Legutko-Marszałek, Iwona. "Abhängigkeitsrelation zwischen Übersetzungsqualität und Organisation von mentalen Lexika." Glottodidactica. An International Journal of Applied Linguistics 45, no. 1 (September 10, 2018): 105–15. http://dx.doi.org/10.14746/gl.2018.45.1.07.

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I have discussed cognitive aspects of translation and have attempted to pay particularattention to the cognitive conditions guaranteeing the correct process of translation. Translating from one language into another is, in my opinion, possible thanks to reference to the conceptual ground and information processing outside language. The division of a single mental lexicon common to two languages into two separate mental lexicons influences the quality of translation. The condition of a successful translation is the correct identification of the conceptual structure and this, in turn, is possible only after the division of the mental lexicons so that the lexical units have direct access to concepts beyond language and are able to activate them.

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Acha, Joana, and Manuel Carreiras. "Exploring the mental lexicon." Mental Lexicon 9, no. 2 (November 21, 2014): 196–231. http://dx.doi.org/10.1075/ml.9.2.03ach.

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Visual word recognition is a capital stage in reading. It involves accessing a mental representation of a written word, including processes such as perception, letter coding and selection of the proper candidate in our mental lexicon. One key issue for researchers on this field is to shed light on the role of phonological and orthographic processes in lexical access, as well as the choice of an input coding scheme for orthographic representations. In this paper we will review the state of the art about sublexical and lexical processes involved in lexical access. We will discuss behavioral, eye movement and electrophysiological evidence to understand: (i) which are the most important coding units, (ii) how our visual system codes identity and position of such units, (iii) which factors modulate the way we access lexical information in our minds, and (iv) the time course of such processes. We will do so from a methodological perspective, exploring a broad range of paradigms and effects that provide a complete framework about how printed words are coded and represented in our minds.

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Begby, Endre. "Deranging the Mental Lexicon." Inquiry 59, no. 1 (November 27, 2015): 33–55. http://dx.doi.org/10.1080/0020174x.2015.1115276.

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Sousa, Lucilene Bender de, and Rosangela Gabriel. "Does the mental lexicon exist?" Revista de Estudos da Linguagem 23, no. 2 (September 18, 2015): 335. http://dx.doi.org/10.17851/2237-2083.23.2.335-361.

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Treiman, Rebecca. "Reading and the Mental Lexicon." Language and Speech 35, no. 3 (July 1992): 347–50. http://dx.doi.org/10.1177/002383099203500305.

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Miozzo, Michele. "The mental lexicon: An introduction." Cognitive Neuropsychology 25, no. 4 (June 2008): 459–62. http://dx.doi.org/10.1080/02643290802038113.

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Teichmann, M., G. Turc, M. Nogues, S. Ferrieux, and B. Dubois. "A mental lexicon without semantics." Neurology 79, no. 6 (August 7, 2012): 606–7. http://dx.doi.org/10.1212/wnl.0b013e3182635749.

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Vitevitch, Michael S., and Rutherford Goldstein. "Keywords in the mental lexicon." Journal of Memory and Language 73 (May 2014): 131–47. http://dx.doi.org/10.1016/j.jml.2014.03.005.

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红新, 徐. "Mental Lexicon and Vocabulary Teaching." Modern Linguistics 02, no. 01 (2014): 12–18. http://dx.doi.org/10.12677/ml.2014.21003.

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Geiger, Odie, and Lawrence M. Ward. "Metaphors and the Mental Lexicon." Brain and Language 68, no. 1-2 (June 1999): 192–98. http://dx.doi.org/10.1006/brln.1999.2080.

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Gasparri, Luca. "Mental Files and the Lexicon." Review of Philosophy and Psychology 7, no. 2 (April 25, 2015): 463–72. http://dx.doi.org/10.1007/s13164-015-0262-3.

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Shapoval, Anna, and Leonid Velitchenko. "PECULIARITIES OF THE CHARACTER’S INDIVIDUAL LEXICON OF THE LITERARY TEXT." Naukovy Visnyk of South Ukrainian National Pedagogical University named after K. D. Ushynsky: Linguistic Sciences 2019, no. 29 (November 2019): 292–308. http://dx.doi.org/10.24195/2616-5317-2019-29-20.

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Learning the character's linguistic personality is impossible without exploring its individual vocabulary. The study was based on the novels Pearl Buck "Imperial woman" and Pavlo Zagrebelniy "Roxolana". The main theoretical aspects of the concept of "character’s individual lexicon" are considered in the article. The terms "individual lexicon", "mental lexicon" and "internal lexicon" are specified. The comparative analysis of the individual lexicon of the real linguistic personality and character’s linguistic personality is carried out. The independent value of the character’s individual lexicon is determined. Analysis of the individual lexicon is performed at the morphological and syntactic level. For both heroines, concepts such as knowledge, hope, children, freedom, greatness (triumph), painting (singing) are most essential. In other cases, Roxolana's priorities are faith, native land, happiness, salvation. For Tzu Hsi - peace, triumph, debt, people. The individual lexicon of the character is characterized by the distinctive characteristics of the linguistic personality (the closeness of the list of lexical units, statical state of the system). The individual lexicons of the characters share common morphological indicators (nouns and verbs predominate). From the point of view of syntax the prevailing use of direct imperative forms in the communicative acts of the characters has been revealed (order, requirement Tzu Hsi - 48%, Roxolana -35%). In the speech of both characters in the analysis of the affirmative form of imperative is dominated by verbs of movement and auditory perception. Direct imperative forms testify to the highest situational and status position of both ladies. Threat sentences are more typical of Tzu Hsi. Indirect imperative forms (request, offer, advice, persuasion, praise, support and consolation) are dominant in Roxolana’s individual lexicon.

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Zhao, Congmin. "Translation in Light of Bilingual Mental Lexicon: A Psycholinguistic Approach." International Journal of Applied Linguistics and English Literature 7, no. 3 (May 1, 2018): 165. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.3p.165.

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This paper gives insight into the translating process of second language learners in language use in light of the mechanism of bilingual mental lexicon. Structure and development of second language mental lexicon explains the existence of first language items and translation equivalents. Conversely translation can promote the construction of second language mental lexicon and ultimately second language acquisition.

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Paivio, Allan. "Dual coding theory and the mental lexicon." Words and their meaning: A deep delve from surface distribution intounderlying neural representation 5, no. 2 (December 10, 2010): 205–30. http://dx.doi.org/10.1075/ml.5.2.04pai.

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The dual coding theoretical (DCT) approach to the mental lexicon differs radically from standard approaches to the concept in linguistics and psychology. The differences are related to a long-standing dispute concerning the nature of the mental representations that mediate perception, comprehension, and performance in cognitive tasks. The issue contrasts what have been described as common coding and multiple coding views of mental representations. The common coding view is that a single, abstract form of representation underlies language and other cognitive skills. The standard approach to the mental lexicon is in that category. The multiple coding interpretation is that mental representations are modality specific and multimodal. The DCT view of the mental lexicon is in that camp. The general theories are first summarized; subsequently, their approaches to the mental lexicon and its relation to cognition are compared.

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Mihajlovic, Milica. "Noun Antonyms in a Mental Lexicon." Филолог – часопис за језик књижевност и културу 21, no. 21 (June 30, 2020): 200–216. http://dx.doi.org/10.21618/fil2021200m.

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Hyeyeon Chung. "Syntagma in professional interpreters' mental lexicon." Journal of Translation Studies 18, no. 1 (March 2017): 147–69. http://dx.doi.org/10.15749/jts.2017.18.1.006.

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Turvey, M. T., and Miguel A. Moreno. "Physical metaphors for the mental lexicon." Mental Lexicon 1, no. 1 (May 5, 2006): 7–33. http://dx.doi.org/10.1075/ml.1.1.04tur.

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A variety of metaphors inspired by contemporary developments and issues in physics are identified as potentially helpful to theory and experiments directed at the mental lexicon. The developments are very much in respect to systems regarded as complex from the perspective of established physical explanation. The issues are primarily those associated with the context dependencies of properties and functions broadly evident in natural systems at both macroscopic and microscopic scales. Ideally, the metaphors may bring new questions, methods, principles, and formalisms to bear on the investigation of the mental lexicon. Minimally, they should enhance appreciation for the scientific challenges posed by the mental lexicon’s diverse structures and functions.

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Sutton, Tina M., and Jeanette Altarriba. "Emotion words in the mental lexicon." Emotion words in the monolingual and bilingual lexicon 3, no. 1 (April 7, 2008): 29–46. http://dx.doi.org/10.1075/ml.3.1.04sut.

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The representation of emotion words in memory is a relatively new area of research within the cognitive domain. In the present paper, these words will be examined with the use of the Stroop paradigm. In the past, this paradigm has been used to investigate a wide variety of word types, including color words and color-related words. Only a few studies have examined emotion words. The current study investigates a particular set of emotion words that were either congruent or incongruent with the color they were presented in (e.g., ENVY in green ink or red ink), much like standard Stroop stimuli (RED in red ink or green ink). The results of Experiment 1 revealed that emotion stimuli can be studied in the same manner as color words and color-related words, such as fire. When the congruent and incongruent items were presented together, within the same block in Experiment 2, the color items and color-related emotion items still produced a Stroop interference effect, but the color-related emotionally neutral items did not. The results of Experiment 2 suggest that evaluative information (i.e., negative valence) is automatically accessed regardless of the task at hand. The current study speaks to the need to include negative valence as an important factor in models of word recognition.

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Schwieter, John W. "The bilingual mental lexicon: interdisciplinary approaches." International Journal of Bilingual Education and Bilingualism 14, no. 3 (May 2011): 361–64. http://dx.doi.org/10.1080/13670050.2010.538260.

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McQueen, James M., Anne Cutler, and Dennis Norris. "Phonological Abstraction in the Mental Lexicon." Cognitive Science 30, no. 6 (November 12, 2006): 1113–26. http://dx.doi.org/10.1207/s15516709cog0000_79.

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Krause, Helena, Sina Bosch, and Harald Clahsen. "MORPHOSYNTAX IN THE BILINGUAL MENTAL LEXICON." Studies in Second Language Acquisition 37, no. 4 (October 21, 2014): 597–621. http://dx.doi.org/10.1017/s0272263114000564.

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Although morphosyntax has been identified as a major source of difficulty for adult (nonnative) language learners, most previous studies have examined a limited set of largely affix-based phenomena. Little is known about word-based morphosyntax in late bilinguals and of how morphosyntax is represented and processed in a nonnative speaker’s lexicon. To address these questions, we report results from two behavioral experiments investigating stem variants of strong verbs in German (which encode features such as tense, person, and number) in groups of advanced adult learners as well as native speakers of German. Although the late bilinguals were highly proficient in German, the results of a lexical priming experiment revealed clear native-nonnative differences. We argue that lexical representation and processing relies less on morphosyntactic information in a nonnative than in a native language.

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Downie, Robyn, Dan Milech, and Kim Kirsner. "Unit definition in the mental lexicon." Australian Journal of Psychology 37, no. 2 (August 1985): 141–55. http://dx.doi.org/10.1080/00049538508256394.

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Belov, V. A. "Semantic Studies of Organisation and Functioning of Mental Lexicon." Nauchnyi dialog 1, no. 8 (August 31, 2020): 29–51. http://dx.doi.org/10.24224/2227-1295-2020-8-29-51.

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The review article discusses the key problems of semantic organization of the mental lexicon. It is understood as a dynamic, cognitively organized semantic network of lexical units. The paper presents the characteristics of the main models of semantic organization of mental vocabulary, highlights the advantages and disadvantages of each approach. It is noted that currently connectionist models are developing most actively. Among them there are the following: the small world network, which considers a certain fragment of the lexicon; thesaurus models that combine all units of the lexicon; computational and distributive models that build relationships between a large number of units based on corpus data about shared usage. The author analyses the sources of information about the organization of the mental lexicon, among which the leading position is occupied by the results of associative experiments and priming. It is revealed that research is also carried out on the subjects’ intuitive assessments of word similarity, analysis of unintentional speech errors. Neuropsychological technologies are used to study the mental lexicon. The problem of semantic relations in the mental lexicon, which are described using a “spatial” metaphor, is discussed separately: semantic proximity is considered as a distance or a vector.

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Bahns, Jens. "Kognitive Linguistik und Fremdsprachenerwerb. Das mentale Lexikon." Informationen Deutsch als Fremdsprache 23, no. 2-3 (April 1, 1996): 214–18. http://dx.doi.org/10.1515/infodaf-1996-232-317.

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Allen, Heidi A., Peter F. Liddle, and Christopher D. Frith. "Negative Features, Retrieval Processes and Verbal Fluency in Schizophrenia." British Journal of Psychiatry 163, no. 6 (December 1993): 769–75. http://dx.doi.org/10.1192/bjp.163.6.769.

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Twenty chronic schizophrenic patients, ten matched normal controls and nine depressed controls performed categorical verbal fluency tasks for three minutes each on five separate occasions. On each occasion the schizophrenic patients generated significantly fewer words than the controls. Comparison of the different occasions showed that the schizophrenic patients had as many words available in their inner lexicons but were inefficient in retrieving them. The schizophrenic patients also generated fewer clusters of related words and more words outside the specified category. Reduced ability to generate words while the lexicon remained intact was more marked in patients with negative features. Patients with incoherence, in contrast, were more likely to produce inappropriate words. We propose that both poverty of speech and incoherence of speech reflect problems in the retrieval of words from the lexicon. To cope with these problems patients with poverty of speech terminate their search prematurely while the patients with incoherence commit errors in selecting words for output.

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Zhang, Qi. "A Theoretically Psychological Analysis of Semantic Representation of Bilinguals’ Mental Lexicon." JOURNAL OF ADVANCES IN LINGUISTICS 13 (July 28, 2022): 4–9. http://dx.doi.org/10.24297/jal.v13i.9255.

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Due to the limitations of the existing research methods per se, studies probing into the semantic representation of bilinguals’ mental lexicon from the dimension of metrology yield no convincing results. This paper explores the semantic representation of bilinguals’ mental lexicon by analyzing the relationship between language and thoughts, the production of language from a theoretically psychological perspective. Such a conclusion can be drawn that 1) there is but one semantic system shared by natural languages and 2) the semantic information of mental lexicon is not attached to one specific vocabulary but stored separately in the cognitive system. The study of the semantic representation of bilinguals’ mental lexicon is conducive to the investigation into the universality and particularity of language itself and to the exploration of the nature of language, thought and human behavior.

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Mardhiah, Ainun, Gusdi Sastra, and Fajri Usman. "KAJIAN LEKSIKON MENTAL SUBJEK TUNGGAL LAKI-LAKI DAN PEREMPUAN MELALUI ASOSIASI KATA." SeBaSa 5, no. 1 (May 13, 2022): 45–57. http://dx.doi.org/10.29408/sbs.v5i1.5498.

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This research aims to analyze the mental lexicon capacity of a male and a female subject using word association test. Distributional and identity methods were used in analyzing the data. This research employed Kent-Rosanoff word association test to measure and analyze the mental lexicon capacity and investigate the word class and conceptual areas. The findings of this research show that the mean of male and female mental lexicon capacity are significantly different, with male producing 11.26 words and female 13.39 words per stimulus. The female subject gave 213 more responses than the male subject. In this research, word class association forms uncovered striking similarities between the two sexes based on the response percentage hierarchy. The order from the highest number of word class association form to the lowest one is fairly the same: N-N ± 40%, A-N ± 20%, N-A ± 15%, N-V ± 8%, A-N ± 4%, V-N ± 3%, and A-V ± 2%. This research found that the male and female subjects' differences in mental lexicon capacity were due to psychological and social factors. Keywords: Mental lexicon capacity, male language, female language, word association

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Mikołajczak-Matyja, Nawoja. "The superordination relation and the symmetry of verbal associations in selected parts of the mental lexicon." Psychology of Language and Communication 14, no. 2 (January 1, 2010): 15–35. http://dx.doi.org/10.2478/v10057-010-0008-3.

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The superordination relation and the symmetry of verbal associations in selected parts of the mental lexicon The paper discusses the role of the superordination relation in the semantic organization of the mental lexicon. The method of three consecutive free association tests (reactions from the previous test are stimuli in the next one, so lists of stimuli are prepared for each respondent separately) was used to determine the role of different kinds of semantic relations in building some fragments of the lexicon. A detailed semantic analysis made in 1200 recurrent (symmetrical) and non-recurrent "chains" built with associations given by 50 secondary school students (Polish language users) revealed the relative importance of the superordination relation as a factor connecting elements of the mental lexicon: the hyponymy/hyperonymy relation occurs more regularly in various lexicon parts than other paradigmatic relations.

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It-ngam, Suparuthai, and Sudaporn Luksaneeyanawin. "An Interlanguage Study of L2 Mental Lexicon." Journal of Pan-Pacific Association of Applied Linguistics 23, no. 1 (June 30, 2019): 15–36. http://dx.doi.org/10.25256/paal.23.1.2.

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Barinova, Irina A., Tamara I. Dotsenko, Irina G. Ovchinnikova, and Tatiana N. Chugaeva. "Mental Lexicon Modeling in Bilingualism and SLA." Journal of Psycholinguistic, no. 2 (June 1, 2019): 186–99. http://dx.doi.org/10.30982/2077-5911-2019-40-2-186-199.

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ten Hacken, Pius. "Terms between Standardization and the Mental Lexicon." Roczniki Humanistyczne 66, no. 11 (2018): 59–77. http://dx.doi.org/10.18290/rh.2018.66.11-4.

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Zhou, Xiaolin, and William Marslen-wilson. "Morphological Structure in the Chinese Mental Lexicon." Language and Cognitive Processes 10, no. 6 (December 1995): 545–600. http://dx.doi.org/10.1080/01690969508407114.

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Fricke, Melinda, Melissa M. Baese-Berk, and Matthew Goldrick. "Dimensions of similarity in the mental lexicon." Language, Cognition and Neuroscience 31, no. 5 (January 18, 2016): 639–45. http://dx.doi.org/10.1080/23273798.2015.1130234.

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Boudelaa, Sami, and William D. Marslen-Wilson. "Morphological units in the Arabic mental lexicon." Cognition 81, no. 1 (August 2001): 65–92. http://dx.doi.org/10.1016/s0010-0277(01)00119-6.

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Sonnenstuhl, Ingrid, Sonja Eisenbeiss, and Harald Clahsen. "Morphological priming in the German mental lexicon." Cognition 72, no. 3 (October 1999): 203–36. http://dx.doi.org/10.1016/s0010-0277(99)00033-5.

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Wolter, Brent. "COMPARING THE L1 AND L2 MENTAL LEXICON." Studies in Second Language Acquisition 23, no. 1 (March 2001): 41–69. http://dx.doi.org/10.1017/s0272263101001024.

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This paper explores the possibility that, contrary to the findings of past studies, the L1 and L2 mental lexicon may in fact be structurally similar, with depth of individual word knowledge determining a given word's degree of integration into the mental lexicon. The paper begins by reviewing the body of evidence relevant to the research question, and then presents the design and results of an investigation comparing nonnative and native speaker patterns of responses in light of depth of word knowledge scores. In discussing the results of the study, a tentative model for the process by which words are integrated into the mental lexicon is proposed, and the long-standing belief that a shift from predominantly syntagmatic to predominantly paradigmatic responses is indicative of lexical development is challenged.

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Zora, Hatice, Tomas Riad, and Sari Ylinen. "Prosodically controlled derivations in the mental lexicon." Journal of Neurolinguistics 52 (November 2019): 100856. http://dx.doi.org/10.1016/j.jneuroling.2019.100856.

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Elman, Jeffrey L. "An alternative view of the mental lexicon." Trends in Cognitive Sciences 8, no. 7 (July 2004): 301–6. http://dx.doi.org/10.1016/j.tics.2004.05.003.

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Bastiaanse, Roelien, and Ron van Zonneveld. "Broca’s aphasia, verbs and the mental lexicon." Brain and Language 90, no. 1-3 (July 2004): 198–202. http://dx.doi.org/10.1016/s0093-934x(03)00432-2.

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Anshen, Frank, and Mark Aronoff. "Using Dictionaries to Study the Mental Lexicon." Brain and Language 68, no. 1-2 (June 1999): 16–26. http://dx.doi.org/10.1006/brln.1999.2068.

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Phillips, Betty S. "The Mental Lexicon: Evidence from Lexical Diffusion." Brain and Language 68, no. 1-2 (June 1999): 104–9. http://dx.doi.org/10.1006/brln.1999.2104.

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Libben, Gary, and Gonia Jarema. "Mental Lexicon Research in the New Millennium." Brain and Language 81, no. 1-3 (April 2002): 2–11. http://dx.doi.org/10.1006/brln.2002.2654.

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Wei, Longxing. "The Bilingual Mental Lexicon and Lemmatic Transfer in Second Language Learning." English Language Teaching and Linguistics Studies 2, no. 3 (August 31, 2020): p43. http://dx.doi.org/10.22158/eltls.v2n3p43.

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There have been numerous studies of first Language (L1) transfer in second Language (L2) learning. Various models have been proposed to explore the sources of language transfer and have also caused many controversies over the nature of language transfer and its effects on interlanguage. Different from most previous studies remaining at a surface level of observation, this study proposes an abstract approach, which is abstract because it goes beyond any superficial observation and description by exploring the nature and activity of the bilingual mental lexicon in L2 learning. This approach adopts the Bilingual Lemma Activation Model (BLAM) (Wei, 2006a, 2006b) and tests its crucial assumptions and claims: The bilingual mental lexicon does not simply contain lexemes but abstract entries, called “lemmas”, about them; lemmas in the bilingual mental lexicon are language-specific; language-specific lemmas in the bilingual mental lexicon are in contact in L2 learning, lemmas underlying L1 abstract lexical structure may replace those underlying L2 abstract lexical structure. Lemmas in the bilingual mental lexicon are about three levels of abstract lexical structure: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns. The typical instances of L1 lemma transfer in L2 learning are discussed and explained in support of the BLAM.

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Journal articles on the topic 'Mental lexikon'

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