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1
Purba, Norita. "The Role of Psycholinguistics in Language Learning and Teaching". Tell : Teaching of English Language and Literature Journal 6, n.º 1 (2 de febrero de 2018): 47. http://dx.doi.org/10.30651/tell.v6i1.2077.
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Psycholinguistics has provided numerous theories that explain how a person acquires a language, produces and perceives both spoken and written language. The theories have been used in the field of language teaching. Some experts use them as the basic theories in developing language teaching methods. It is known as psycholinguistics approach. Psycholinguistic approach views learning as a cognitive individual process happening within the individual and then moves to the social dimension. As an approach, there are some methods which were developed based on psycholinguistics theories such as natural method, total physical response method, and suggestopedia method. These methods apply psycholinguistic principles that how a person acquires his/her mother tongue or first language (First Language Acquisition), learns his/her second or third language (Second Language Learning), perceives a language (Language Perception), and produces language (Language Production). Language perception refers to listening and reading, while the language production refers to speaking and writing. Listening, reading, speaking and writing are called as the four of language skills. Specifically, psycholinguistics helps to understand the difficulties of these four skills both intrinsic difficulties and extrinsic difficulties. Psycholinguistics also helps to explain the errors students do in the language learning. Moreover psycholinguistics also defines some kinds of brain disorders that affect language learning performance such as agraphia and aphasia which must be treated properly. Psycholinguistics mainly helps teachers to consider the use of appropriate method to teach that four language skill.
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Privalova, I. V. "Psycholinguistics, Corpus Linguistics, and Text Analytics: Potential for Interaction". Uchenye Zapiski Kazanskogo Universiteta Seriya Gumanitarnye Nauki 165, n.º 3 (14 de diciembre de 2023): 43–54. http://dx.doi.org/10.26907/2541-7738.2023.3.43-54.
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This article explores the possibilities of interaction between psycholinguistics, corpus linguistics, and text mining. When it comes to big data processing, the recent advances in psycholinguistics must be taken into account. In our digital reality, we should no longer view text as a mere sum of individual language units that are assembled based on their similarities in meaning. The insights of psycholinguistics into text have been revised, as in-depth text analysis unravels the new roles of the sender and the recipient, bringing to the fore qualitative methods for processing large data arrays. Without studying the mechanisms of speech generation and perception, it is impossible to improve language neural networks and machine translation engines. Here, the potential of psycholinguistics for training specialists in text analytics is discussed. As an example, the advantages of integrating the disciplines “Psycholinguistics” and “Psycholinguistic Methods for Studying Language and Text” into the psychological and linguistic module of the Master’s program “Text Analytics in Education and Science”, which has been launched at Kazan Federal University (Russia), are shown. The psycholinguistic component of the discipline “Corpus Linguistics” for Master’s students is described.
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Kryuchkov, Vladimir P., Olga A. Konstantinova y Tatyana V. Esipova. "Saratov Speech Therapy School: Origins and Current Directions of Research". Siberian Pedagogical Journal, n.º 6 (17 de diciembre de 2023): 141–52. http://dx.doi.org/10.15293/1813-4718.2306.13.
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To the statement of the problem. The article represents the origins and current state of research, scientific, methodological, and educational activities of the Department of Speech Therapy and Psycholinguistics of Saratov State University named after N.G. Chernyshevsky – Saratov speech therapy school. The purpose of the article is to reflect on the process of formation, the origins of the Saratov speech therapy school and the directions of modern scientific research of teachers of the department of speech therapy and psycholinguistics. Main content – the definitions and characteristics of the concept of a scientific school are clarified, including a university scientific school in connection with the topic of the article; the origins of the Saratov speech therapy school in the field of medicine, speech therapy, linguistics and psycholinguistics are considered, the scientific heritage of SSU scientists is considered, whose works played a significant role in the formation of the Saratov psycholinguistic school – L. P. Doblaeva on the semantic structure of the educational text and I. N. Gorelov on the relationship between verbal and nonverbal components of speech and the universal subject code; analyzes the contribution to the formation of the department of speech therapy and psycholinguistics by V. I. Balaeva, who took an active part in the creation of the department, an authoritative teacher, methodologist, scientist, author of the method of model training for older preschoolers with delayed speech development, and K. F. Sedov, the first head of the department of speech therapy and psycholinguistics, the author of scientific and scientific-methodological works on general psycholinguistics, ontolinguistics in the aspect of the development of human communicative competence, and the theory of genres – henistics, which has become a distinctive feature of the Saratov psycholinguistic school; The main directions of activity of the department at present are characterized – linguistic and speech therapy, research in the field of communicative linguistics, psycholinguistic research, research in the field of bilingualism and bilingual education, research in the field of medical speech therapy, and the significant works of teachers of the department of speech therapy and psycholinguistics are given in this regard. In conclusion, further prospects for the development of the department of speech therapy and psycholinguistics in the scientific, scientific-methodological, educational field are determined, it is noted that the linguistic, psycholinguistic, ontolinguistic components in the work of the department are supported by close cooperation with other departments of Saratov University, with leading speech therapy departments in Moscow and St. Petersburg , a number of other universities, there is an active involvement and familiarization of bachelors and masters in the scientific traditions of the Saratov speech therapy school.
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R, Rexmart y Binu Gold. "Congruence of Psycholinguistic Sagacity in Human Language (English) Learning and Teaching". Praxis International Journal of Social Science and Literature 6, n.º 8 (25 de agosto de 2023): 10–15. http://dx.doi.org/10.51879/pijssl/060802.
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Several concepts have occurred in the field of psycholinguistics to elucidate in what way a person absorbs, creates, and observes both spoken and written language. The theories in language studies have been used in psycholinguistic instruction. Approximately experts apply them as the footing for building language instruction theories and approaches. Learning is seen as a development process in the psycholinguistic method. Distinct cognitive processes take place within the individual before entering the social dimension. By means of a technique, numerous approaches based on psycholinguistic thoughts have been formed. Natural approaches, total physical retort approaches, and suggestopedia approaches are some instances. These methods use psycholinguistic notions to clarify how an individual learns his or her mother tongue (Acquisition of First Language), second or third language (Learning of Second Language), observes a language (Perception of a Language), and generates language (Production of Language). Listening (hearing) and reading are instances of language perception, however speaking and writing are instances of language creation. Psycholinguistics, in specific, supports the understanding of both intrinsic and extrinsic challenges in these four skills. Psycholinguistics might as well be used towards clearing up why pupils make mistakes or errors when learning a language.
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Dey, Manna y Murad Hassan Sawalmeh. "Psychological Processes in Language Learning and Teaching: Methods and Approaches of Psycholinguistics". British Journal of Applied Linguistics 1, n.º 1 (25 de noviembre de 2021): 01–07. http://dx.doi.org/10.32996/bjal.2021.1.1.1.
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The field of psycholinguistics has produced many hypotheses which explain how a person speaks and understands the language spoken or written. In the area of language, instruction theories have been employed. In designing language education approaches, several professionals adopt them as their fundamental theories. It is called a method of psycholinguistics. The psycholinguistic method considers learning as an individual cognitive process that takes place within the individual and then moves to the social dimension. There are various ways, such as natural method, whole physical response methods, and suggested contemporary method, which are founded on the theory of the psycholinguist. These methods utilise psychological concepts, such as learning your first or second language (second language learning), learning a language (linguistic perception), and language (second language learning). The perception of languages refers to hearing and reading, while the creation of languages refers to speaking and writing. The four language skills are listening, reading, speaking, and writing. In particular, psycholinguistics helps comprehend the difficulty of intrinsic and extrinsic problems in these four skills. Psycholinguistics also contributes to explaining the language learning faults of students. In addition, psycholinguistics describes certain types of cerebral illnesses, such as graphics and aphasia, which must be treated appropriately, that influence language development. The use of the suitable approach for teaching these four linguistics teaches mainly psycholinguistic skills.
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Dey, Manna. "Psychological processes in language learning and teaching: Scoping review and future research directions". Journal of Psychological Perspective 3, n.º 2 (20 de diciembre de 2021): 105–10. http://dx.doi.org/10.47679/jopp.321532021.
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The field of psycholinguistics has produced many hypotheses which explain how a person speaks and understands the language spoken or written. In the area of language, instruction theories have been employed. In designing language education approaches, several professionals adopt them as their fundamental theories. It is called a method of psycholinguistics. The psycholinguistic method considers learning as an individual cognitive process that takes place within the individual and then moves to the social dimension. There are various ways, such as natural method, whole physical response methods, and suggested contemporary method, which are founded on the theory of the psycholinguist. These methods utilise psychological concepts, such as learning your first or second language (second language learning), learning a language (linguistic perception), and language (second language learning). The perception of languages refers to hearing and reading, while the creation of languages refers to speaking and writing. The four language skills are listening, reading, speaking, and writing. In particular, psycholinguistics helps to comprehend the difficulty of both intrinsic and extrinsic problems in these four skills. Psycholinguistics also contributes to explaining the language learning faults of students. In addition, psycholinguistics describes certain types of cerebral illnesses, such as graphics and aphasia, which must be treated appropriately, that influence language development. The use of the suitable approach for teaching these four linguistics teaches mainly psycholinguistic skills.
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Fazylzhanova, А. М., N. V. Dmitryuk, E. А. Orynbetova, М. K. Аbayeva y А. Zh Nazarova. "MODERN KAZAKH PSYCHOLINGUISTICS: ASSOCIATIVE ASPECTS". Tiltanym 92, n.º 4 (25 de marzo de 2024): 120–32. http://dx.doi.org/10.55491/2411-6076-2023-4-120-132.
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The article presents a brief history of the emergence of psycholinguistics as a new branch of knowledge in American, European, Russian and Kazakh science; describes the origins and content of Kazakh psycholinguistics of its Soviet and modern period; gives a summary of the ideas and main research vectors of the Moscow psycholinguistic school of A.A. Leontiev and Tver psycholinguistic school of A.A. Zalevskaya; identifies heuristic value and prognostic the potential of psycholinguistic research in the field of associative lexicography in international databases and, including, the Kazakh corpus of associative dictionaries; the theoretical developments and practical results obtained within the framework of various scientific directions of dissertation research and project activities of recent decades are described in a concise form; associative methods of studying the linguistic consciousness of an ethnic group by structuring its core and periphery are briefly outlined; the problems of analyzing the content of universal/basic values of Kazakh society on the empirical material of associative experiments and dictionaries of associative norms created on their basis are discussed; in conclusion, the tasks and possible prospects of psycholinguistic associative research in Kazakhstan are outlined.
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Gabryś-Barker, Danuta. "(Applied) Psycholinguistics for Foreign Language Teachers: A Diachronic Perspective". Anglica Wratislaviensia 60 (30 de diciembre de 2022): 151–69. http://dx.doi.org/10.19195/0301-7966.60.9.
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In discussing any scholarly discipline in both its theoretical and empirical dimensions, there is value in taking a diachronic view to determine the starting point, the direction and to assess achievements leading to new developments. The aim of this article is to outline the evolutionary character of psycholinguistics (and applied psycholinguistics), with emphasis on those areas of psycholinguistic research which are relevant for language practitioners: teachers, learners and users of foreign languages. The choice of topics made is by no means exhaustive, as psycholinguistics over decades has been—and still is—is a vast multidisciplinary domain of study. Only selected topics are discussed here, and the selection is based on the personal assessment of the author as to their importance and the evolutionary and dynamic impact they have had on language education and practical FL classroom instruction across time. This overview offers a brief discussion of psycholinguistic research from the fifties of the previous century to the present day. In each of the areas outlined, implications relevant for foreign language teachers, learners and users are discussed to create an overall picture of the developing contribution of (applied) psycholinguistics to foreign language education.
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Sokip, Sokip, Ahmad Nurcholis, Kojin Kojin, Muhammad Zaenal Faizin y Abu Hanifa. "The Contribution to Understanding the Study of Psycholinguistics in Facilitating Balaghah Learning". Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 15, n.º 1 (11 de junio de 2023): 133–50. http://dx.doi.org/10.24042/albayan.v15i1.14462.
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The difficulty of the dauq al-lughat approach to be applied in balaghah learning for non-Arabic speakers like Indonesia raised alternative psycholinguistic approaches as a follow-up in maximizing language acquisition and language production. This article intended to conduct in-depth research on the urgency of psycholinguistics, especially in Balaghah learning. Library research was the research method of this article. Primary data sources were the book entitled ”An Introduction to Psycholinguistics” by Steinberg and Natalia and ”Jawahirul Balaghah” by Sayyid Ahmad Al-Hasyimy. The source of secondary data were obtained from other books and journals related to psycholinguistics and balaghah learning. Data collection techniques were carried out through two ways of reading data, namely symbolic level and semantic level. Data analysis techniques included data reduction, data display and conclusion drawing/verification. This article showed that the important role of psycholinguistics in balaghah learning was to examine the background of the problem from errors in understanding the meaning of language and the steps for handling it (problem solving). Psycholinguistic implications in learning Balaghah was to provide a more effective learning atmosphere in strengthening students’ competence and to encourage students’ achievement.
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Mohsen, Mohammed, Hassan Saleh Mahdi y Manar Almanea. "The Landscape of Vocabulary Acquisition Research: A Psycholinguistic Exploration through Citation Metrics". PSYCHOLINGUISTICS 34, n.º 2 (24 de octubre de 2023): 48–81. http://dx.doi.org/10.31470/2309-1797-2023-34-2-48-81.
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Goal. This study undertakes a comprehensive synthesis of vocabulary acquisition research through the lens of psycholinguistics. A targeted analysis was conducted on articles published in four premier psycholinguistic journals indexed in Scopus: Applied Psycholinguistics, Journal of Psycholinguistic Research, Psycholinguistics Journal, and East European Journal of Psycholinguistics.
Methods. Utilizing the Dimensions database, we scrutinized the abstracts of 2,001 articles spanning the period from 1971 to 2022. Our analysis centered on emerging research themes and employed various citation metrics.
Results. Our findings identified several prominent clusters of research themes, including the challenges of reading comprehension, the verbal behaviors exhibited by learners during vocabulary acquisition, the cognitive awareness of morphological functions in acquired vocabulary, and the neuropsychological mechanisms underpinning bilingual language production and comprehension. Notably, the Spanish language emerged as the most frequently studied target language across the selected journals. In terms of academic influence, our analysis revealed that, apart from one of the targeted journals serving as a leading co-cited source, other major co-cited journals predominantly belonged to the fields of neurolinguistics and psychology. The article concludes by proposing multiple avenues for future research in this dynamic and interdisciplinary domain.
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Koval, Natalia. "Cognitive Algorithms for Learning Foreign Languages: Psycholinguistics Approach". Educational Challenges 26, n.º 1 (31 de marzo de 2021): 64–73. http://dx.doi.org/10.34142/2709-7986.2021.26.1.06.
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The relevance of the undertaken research consists in considering psycholinguistics an interdisciplinary field, which studies the interrelation between mind and language. It is important to perceive learning foreign language as an act of cognition, experience, and creativity in the psycholinguistic aspect of studying. Psycholinguistics concerns with the study of the cognitive process that supports the acquisition and use of language.
The purpose of the paper is to reveal the importance of psycholinguistics approach and cognitive science for learning a foreign language in the context of psycholinguistic approach and cognitive methods for learning second language, based on achievements of the “Scientific School of A.V. Khutorsky”.
Methodology is of an overview-analytical nature with an attempt to apply cognitive techniques to learning. Our observations on the psycholinguistic approach and the cognitive methods are based on the “Myth of Niels Bohr and the barometer question” by Alexander Calandra.
Results. The analysis made it possible to determine how the logic of reflections has been explored from the lens of psycholinguistics and how the range of cognitive methods can be enlisted to learn a foreign language. It turns next to an overview of cognitive techniques used in psycholinguistics as applied to study. The verbal presentation of the idea is not only a form of compressed thought or interactive, creative cognition, but it also has a literary quality and makes use of a range of devices in a way. In the article, the solution formation reflects the features of transforming mental representations about the multidimensional space of life.
Conclusions. According to the research, the paper concludes that cognitive methods are the ability to create judgments that are paradoxical in form and deep in content, perceived as deviating from the norm, and humor also presupposes the presence of the inverse ability to perceive such judgments in their entirety and depth and emotional brightness.
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Musthofa, Tulus y Zulfa Amalia Wahidah. "Psycholinguistics in Arabic Learning: History and Urgency". ALSINATUNA 6, n.º 1 (16 de diciembre de 2020): 67–82. http://dx.doi.org/10.28918/alsinatuna.v6i1.2946.
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This study is expected to minimize the stigma attached to the students’ minds about the complexity in the structure and grammar of Arabic, as well as the difficulty of finding the Arabic equivalent in Indonesian. These difficulties can be resolved through psycholinguistic understanding. This study tried to describe solutions to problems in learning Arabic as a second language based on a psycholinguistic perspective. This article offers three principles that guide successful language learning. They are principles of education, psychology, and linguistics. This study used a qualitative method with a library research. The main references included books, journals, articles, proceedings, and researches related to the role of psycholinguistics in Arabic learning. The results of psycholinguistic studies are widely used to understand students’ second-language learning in formal education. The scope of psycholinguistics has proven to be very beneficial for language learning.
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Bochkareva, Tatiana A. y Olga V. Koshcheeva. "Implementation and development of K. F. Sedov’s scientific ideas in the content of the technology of professional training of speech therapists". Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology 13, n.º 2 (50) (21 de junio de 2024): 104–15. http://dx.doi.org/10.18500/2304-9790-2024-13-2-104-115.
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The relevance of the research is due to the necessity to generalize the scientific research of K. F. Sedov in the context of formation of ontolinguistic, psycholinguistic and other areas of development of the Department of Speech Therapy and Psycholinguistics of Saratov State University, as well as in the aspect of implementing the research in the content of the technology of speech therapists’ professional training. Purpose: to summarize the scientific and methodological heritage of K. F. Sedov and the experience of its practical application in training the students majoring in ‘Speech Therapy’ qualification at Saratov State University and in the research of teachers of the Department of Speech Therapy and Psycholinguistics. Methods (tools): comparative analysis of the data from scientific and bibliographic sources such as dissertations, monographs, articles, programs and educational materials of the Department of Speech Therapy and Psycholinguistics. Results. For the first time, the analysis of the scientific heritage of K. F. Sedov was carried out from the point of view of its implementation and development in the content of the technology of professional training of speech therapists at the Department of Speech Therapy and Psycholinguistics, particularly, in the courses taught by the Department, in the works of teachers, and in the topics of graduation papers. The study has revealed the continuity of the conceptual approaches of Prof. K. F. Sedov in the methodological and practical activities of the Department, in the content of the technology of professional training of bachelors and masters majoring in Speech therapy. The study also presents the development of K. F. Sedov’s ideas in the scientific activities of teachers and students of the Department of Speech Therapy and Psycholinguistics in psycholinguistic, ontogenetic, speech genre and pragmasemiotic directions. The prospects for the development of scientific directions of the Department of Speech Therapy and Psycholinguistics in this perspective are outlined. They include further study of the peculiarities of speech and thinking activity of children with severe speech disorders (TNR), of the psycholinguistic foundations of speech therapy, of the peculiar use of psycholinguistic experiment in teaching speech therapy disciplines, as well as of the active inclusion of a speech genre approach in developing the professional competencies of speech therapists. Practical significance. The practical significance of the research lies in the possibility of using the results of analytics in the development of the content of the technology of professional training of speech therapists in other universities.
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Popova, Velka. "Picture of the Most Important Issues of General Psycholinguistics". Chuzhdoezikovo Obuchenie-Foreign Language Teaching 49, n.º 3 (20 de junio de 2022): 308–13. http://dx.doi.org/10.53656/for22.310kart.
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Yuliana Stoyanova’s book provides a complete overview of the most important issues in general psycholinguistics, especially in the field of developmental psycholinguistics. The Bulgarian contributions in this relatively young interdisciplinary field are clearly highlighted. An emphasis is placed on the acquisition of the Bulgarian language, which not only fills a gap in the psycholinguistic research worldwide, but also provides an opportunity to verify existing models by attracting plentiful data from another language.
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Gibbs, Raymond W. y Herbert L. Colston. "What psycholinguistic studies ignore about literary experience". Scientific Study of Literature 9, n.º 1 (31 de diciembre de 2019): 72–103. http://dx.doi.org/10.1075/ssol.18009.gib.
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Abstract Multiple decades of psycholinguistic research exploring people’s reading of different types of language has delivered much improved understanding of textual comprehension experience. Psycholinguistic studies have typically focused on a few cognitive and linguistic processes presumed to be central in reading comprehension of language, but this emphasis has omitted other processes and products readers commonly experience in their imaginative, aesthetic encounters with literature. Our paper describes some of the limitations of psycholinguistics for explaining people’s literary experiences. Nonetheless, we argue that recent research on embodied simulation processes may help close the gap between psycholinguistics, with its emphasis on generic processes of non-literary language use, and studies associated with the scientific study of literature with their focus on phenomenological, lived reactions to literary texts.
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Prasad, Pournamy y N. Ravikumar. "Breaking Barrier: Exploring Psycholinguistics Through Cinematic Analysis". International Journal of English Literature and Social Sciences 9, n.º 2 (2024): 096–103. http://dx.doi.org/10.22161/ijels.92.16.
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Many people in this world suffer from various type of learning disorders. Dyslexia is one such condition with which a lot of people struggle. This abstract presents a psycholinguistic analysis of the films, Taare Zameen Par and Mical exploring the portrayal of language development and its psychological implications. Drawing on psycholinguistic theory, this analysis examines how language acquisition, communication disorders, and the socio-emotional aspects of language are depicted in these cinematic narratives. Psycholinguistics theory is a multidisciplinary field that studies the relationship between language and the mind including how people produce comprehend and acquire language. Dyslexia is a condition that often intersects with the field of psycholinguistics and it examines how this condition affects various aspects of language processing, such as phonological awareness, decoding skills, reading fluency and comprehension. Psycholinguistics theory helps to understand the underlying cognitive processes involved in reading and language difficulties experienced by individuals with dyslexia. The movie Taare Zameen Par and Mical portrays different perspectives on dyslexia highlighting the challenges and strength of individuals with the condition and promoting awareness of understanding. Through the analysis of these movies, this abstract underscore the power of cinema as a medium for exploring the intricacies of language and cognition. By examining the portrayal of language development and communication in Taare Zameen Par and Mical through a psycholinguistic lens, this abstract offers insights into the complex interplay between language, cognition, and culture, enriching our understanding of the human experience.
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Kholod, Alexander. "The Problems of Psycholinguistic Research Methodology and Quantum Approach". PSYCHOLINGUISTICS 25, n.º 2 (18 de abril de 2019): 338–70. http://dx.doi.org/10.31470/2309-1797-2019-25-2-338-370.
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In the article, the author analyzes the problem of lack of knowledge about what could be the research methods in psycholinguistics from the standpoint of quantum theories.
The purpose of the study is to establish the possibility of combining the theoretical potential of modern psycholinguistics and the proven tenets of quantum theories and the formulation of the tasks of the intended combination.
Both the dialectic and the metaphysical methods have become the research methodology. From among the general scientific the author chose methods of analysis and synthesis, classification. The research methodology included the following main procedures: identification of criteria by which it is possible to further classify existing methods related to the study of human nature, self-actualization of its internal resources to improve their own health, luck and safety; defining the tasks of the psycholinguistic research methodology within the framework of the quantum theories and areas of knowledge methodology; determination of the probabilistic correlation of psycholinguistic research methods and the potential of the methods of the quantum approach to the study of human nature and the construction of a table based on the mentioned correlation; identification of the tasks of the psycholinguistic research methodology, taking into account the potential of the methods associated with the study of quantum processes, paradoxes and effects; presentation of recommendations and tasks of psycholinguistics in the application of quantum-method methods.
In the conclusions of his study, the author found that the methods of psycholinguistics are based on a materialistic basis and cannot be adequate and relevant for quantum psychology, the methods of which are close to non-materialistic. That is why, according to the author, the methodology of quantum psychology should be adopted, declaring that the human brain is not a place of generation of his consciousness, but only an instrument of perception and interpretation of the products of consciousness.
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Diukar, Kateryna. "EVOLUTION OF PSYCHOLINGUISTIC THEORIES IN WORD-MAKING PROCESSES". Scientific Journal of Polonia University 46, n.º 3 (12 de noviembre de 2021): 15–19. http://dx.doi.org/10.23856/4602.
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This article analyzes the evolution of linguists' views on the psycholinguistic nature of the grammatical structure of language, in particular the word-formation system, from single observations and individual thoughts of scientists to specialized studies of monograph and dissertation level. The question of singling out grammar, including word-formation, as a self-sufficient object of research in the context of the formation of psycholinguistics as an autonomous scientific branch is considered. Attention is drawn to the fact that Ukrainian academic community is less interested in psycholinguistic aspects of word-creation of an individual than their foreign colleagues. The problem of analysis of word-formation innovations from the point of view of modern psycholinguistic concepts is touched upon. A special interest of psycholinguists to consider children's speech word-creation, as well as derivational features of an individual's speech during ontogenesis is highlighted. Mention is made of the empirical side of considering word-formation as a complex psycholinguistic process of verbal unit generation and reception. It is indicated on the remarkable promise and importance of this scientific field for further research, especially in the aspect of expanding the theoretical and methodological basis for further empirical study and description of the psycholinguistic nature of wordsmithing.
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Nikitina, Elena S. "Semiotic Approach in Psycholinguistics". RUDN Journal of Language Studies, Semiotics and Semantics 14, n.º 2 (30 de junio de 2023): 435–45. http://dx.doi.org/10.22363/2313-2299-2023-14-2-435-445.
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The study is devoted to psycholinguistics as one of the angles of the study of consciousness. The relevance of the study is due to the fact that psycholinguistics has not yet succeeded in constructing a valid ontological picture defining the specific “reality” of a given science, and finding a place for it in the scientific picture of the world. If we take into account the spatial structure of the sign, then we can assume the presence of at least three points of view on semiotics as a subject of study of the sign organization of consciousness. These are linguistic semiotics, philosophical semiotics and psychological-hermeneutical semiotics. The novelty of the study lies in the introduction of psycholinguistics into the intersubject communicative space of disciplines that study consciousness in order to highlight its subject-methodological features. The symbolic nature of consciousness makes it possible to consider semiotics not only as a scientific subject of study, but also as a method of organizing and transferring experience. As a result of the analysis of the problem, the statement can be proposed that psycholinguistics methodically explores understanding as an accompanying function of text creation. In culture, relations between people are reified, and this reification is semiotic. In the psyche, these relationships are psycholinguistic. The socio-cultural encounter of these relationships occurs at the metacognition level.
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Ganguly, Ishika. "PSYCHOLINGUISTICS". International Journal of English Learning & Teaching Skills 3, n.º 4 (1 de julio de 2021): 2577–81. http://dx.doi.org/10.15864/ijelts.3409.
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Psycholinguistics, is a branch of psychology that deals with language and cognitive development. It is primarily concerned with how the language is presented and processed in the brain. It also projects similarities between different languages, compares their history and explains the relation between two languages sharing similar history or place of origin. The term “Psycholinguistics” was first coined by American psychologist Jacob Robert Cantor in 1936 in his book “An Objective Psychology Of Grammar”, where he refers to psycholinguistics as the bridge between psychology and linguistic study. Later, it was researched on again in 1940 by Charles E. Osgood and Thomas A. Sebeok, who performed a series of experiments and concluded that psycholinguistics plays a huge role in cognitive development of children and almost all children, irrespective of any linguistic community, show the same pattern of development.
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Gerrig, Richard J. y Michael Garman. "Psycholinguistics". Language 68, n.º 3 (septiembre de 1992): 639. http://dx.doi.org/10.2307/415802.
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Garman, Michael. "Psycholinguistics". Child Language Teaching and Therapy 8, n.º 1 (febrero de 1992): 102–4. http://dx.doi.org/10.1177/026565909200800110.
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Tkach, Tamara, Anatoliy Tkach y Ivan Rekun. "Multidisciplinary Nature of the Psycholinguistic Discourse Neuroeconomics". PSYCHOLINGUISTICS 27, n.º 1 (16 de abril de 2020): 262–86. http://dx.doi.org/10.31470/2309-1797-2020-27-1-262-286.
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Introduction. The article is devoted to the issues of multidisciplinary interaction in new scientific fields, which involve a wide variety of convergences, no matter how strange at first glance they may seem. One of these phenomena is the interaction of psycholinguistics and neuroeconomics.
The goal. The article examines the transition of modern science to multidisciplinary discourse, which makes it necessary to conceptualize and possibly operationalize methods of psycholinguistics. The conceptualization of new areas of neuroeconomics, in a psycholinguistic context, presupposes a certain mental experience that includes, in addition to the processes of creating new concepts and contextual economic knowledge, also defining the role of interests, intentions, emotions in human economic activity.
Methods. Multivariate analysis, comparative analysis, extrapolation.
Results. It is proved that in recent decades the development of new areas of economic science, namely those related to the development of neuroeconomics, has significantly expanded the field of psycholinguistics. The production of new paradigms of economic theory, the formation of the corresponding definitions, objects requires the design and definition of them both in form and in content. It considers the need for a theoretical and orderly definition of the functional meaning of the psycholinguistic context of new definitions, the result of which can be a conceptual system for communication between specialists in various fields of science at the level of their professional understanding. It seems that the central issues in the psycholinguistic discourse of neuroeconomics have become the relationship between economics, psychology, linguistics and psycholinguistics. Such connection is undoubtedly of a multidisciplinary nature, which contributes to the deepening of the relationship between scientific thought, culture and language and became the impetus for understanding the nature of human cognition at a higher, multidisciplinary level of development of science. This is a necessary component for understanding the meanings and structure of concepts, terms and definitions, as well as communications at a higher scientific level.
Conclusions. It is concluded that new areas of neuroeconomics such as behavioral economics, behavioral finance, emotional economics, psychological economics, have become areas of economic theory that, explicitly or implicitly, take into account the psychological characteristics of human perception and behavior in the process of economic activity. These definitions catalyze the theoretical integration of various scientific fields, and, above all, psycholinguistic science.
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Jacob, Gunnar, Moritz Schaeffer, Katharina Oster, Silvia Hansen-Schirra y Shanley E. M. Allen. "Towards a methodological toolset for the psycholinguistics of translation". Developments in Cognitive Translation and Interpreting Studies 8, n.º 2 (22 de noviembre de 2021): 440–61. http://dx.doi.org/10.1075/cogls.00085.jac.
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Abstract The manuscript provides readers with a basic methodological toolset for experimental psycholinguistic studies on translation. Following a description of key methodological concepts and the rationale behind experimental designs in psycholinguistics, we discuss experimental paradigms adopted from bilingualism research, which potentially constitute a methodological foundation for studies investigating the psycholinguistics of translation. Specifically, we show that priming paradigms possess several inherent advantages which make them particularly suitable for research on translation. The manuscript critically discusses key methodological problems associated with such paradigms and illustrates the opportunities they may offer for translation research, concludes with a review of past and current translation process research highlighting ways in which these can contribute to the issues raised by cross-linguistic priming studies.
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Ismoilov, Khurmatillo. "THE PYSCHOLINGUISTIC RESEARCH OF COURT VERDICT TEXT". INTERNATIONAL JOURNAL OF WORD ART 2, n.º 3 (28 de febrero de 2020): 24–31. http://dx.doi.org/10.26739/2181-9297-2020-2-4.
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Psycholinguistics have been succeeding in solving textual research problems by looking at speech in a broad sense and evaluating it as a result of human speech and cognitive activity. The object of psycholinguistic research is the process of speech activity, speech units, verbal text and verbal delivery of information through texts. There are also non-fiction texts, the psycholinguistic analysis of which reflects the governing status of the state, the legal level of society
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Coulardeau, Jacques. "Psycholinguistics of AI, Psycholinguistics versus Machine code". Signo 47, n.º 88 (3 de enero de 2022): 27–43. http://dx.doi.org/10.17058/signo.v47i88.16945.
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Abstract: I will examine the background of the language phylogeny in emerging Homo Sapiens as a fast, bipedal, long-distance runner in Black Africa;, followed by language psychogenesis in children from their gestation twenty-fourth week onward. I will concentrate on the audio-visual machiness impact, Lacan’s mirror stage, AV machines, the discontinuity between real and virtual realities, the remote control and AI machines as smart speakers and smart homes. In addition, I will discuss the following questions: Is the Machine beyond human intelligence? Is the human individual beyond Homo Sapiens? Is the human community beyond social contract? My working hypotheses on education within phylogenetic psycholinguistics are built on the following topics: Tomorrow’s AI class (unit and room); guided self-learning and who is the guide; can transference and countertransference take place in AI-guided self-learning? Can a human subject develop such transference/countertransference with a machine? Can a machine “play the game”? In conclusion, I will debate “The utopian vision of an improved human being versus the dystopic vision of human beings and human communities totally enslaved to AI machines. Keywords: AI; linguistic phylogeny; guided self-learning; (counter)-transference; enslaved-to-machines
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Frauenfelder, Ulrich y Herbert Schriefers. "A psycholinguistic perspective on Simultaneous Interpretation". Interpreting. International Journal of Research and Practice in Interpreting 2, n.º 1-2 (1 de enero de 1997): 55–89. http://dx.doi.org/10.1075/intp.2.1-2.03fra.
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Experimental psycholinguistics investigates the cognitive processes underlying our ability to comprehend and produce language using empirical tools similar to those used in experimental psychology. In so doing, it adopts the strategy of cognitive decomposition (see also Massaro & Shlesinger, this volume). It first studies the component language processes in isolation, and only later are these processes investigated in the larger context of other component processes. In the present paper, we attempt to illustrate how the complex cognitive skill of simultaneous translation can fruitfully be examined from this psycholinguistic perspective, despite the scepticism from some of the SI community towards such an experimental enterprise. Inversely, we will also show that studies of the processes underlying simultaneous translation promise to provide us with important insights in psycholinguistics.
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Pаpish, Vitalіia. "LVIV SCIENTIFIC CENTRE OF PSYCHOLINGUISTICS: ASPECTUAL HISTORIOGRAPHY". Theory and Practice of Teaching Ukrainian as a Foreign Language, n.º 18 (30 de mayo de 2024): 221–38. http://dx.doi.org/10.30970/ufl.2024.18.4409.
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The article presents the first attempt to give description of the process of creation, evolvement and operation of the Lviv Scientific Centre of Psycholinguistics since its foundation till present time within the context of historiography. It provides the generalized information about activity of the sciences who have worked at the Centre, and sets out problems of psycholinguistics they have dealt with, it gives an account of the significance of the contribution made by I. Franko in the theory of psycholinguistics who is considered the founder of Psycholinguistic as a science in Ukraine . The article outlines the specifics of the scientific achievements reached by T. Kosmedi and F.Batsevych in the sphere of psycholinguistics with reference to the problems they focused on while studied traditional and weird texts , characteristics of psychology of iconic linguistic personalities and major problems of linguodidactics. Special attention focused on specifics of selection of texts in the educational methodical manuals what presents perception of the language as phenomenon of collective psychology and culture and complies with the principle of national centrism . It demonstrates theoretical and practical value of the updated content of the educational manuals for study of the Ukrainian language as foreign one what helps foreign students to comprehend Ukrainian language as assets of the Ukrainian ethnic group. It presents achievements of the Ukrainian associative lexography developed, in particular, by N. Butenko , S. Martinek, V, Mitkov, the linguistic factual material implying naïve ( routine) vision of the world what helps to percept language as a psychological phenomenon and simultaneously promotes the Ukrainian theory of lexicography. The above stuff presents tenacity of traditions and potential of promotion of the above addressed problems. The prospective of this studies calls for introduction of the advanced experience of the Ukrainian psycholoquistics in the theory and practice of study of the Ukrainian language and promotes scientific discourse while investigation of the news centers of psycholinguistics demonstrating successes of the national science is significant as well. Key words: associative lexography, Ukrainian historiography, linquodidactics, educational and methodological manuals ,psycholinguistics’, Ukrainian language as foreign language.
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Bialystok, Ellen, Renzo Titone y Marcel Danesi. "Applied Psycholinguistics". Modern Language Journal 69, n.º 4 (1985): 425. http://dx.doi.org/10.2307/328439.
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Foss, D. J. "Experimental Psycholinguistics". Annual Review of Psychology 39, n.º 1 (enero de 1988): 301–48. http://dx.doi.org/10.1146/annurev.ps.39.020188.001505.
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Burmeister, Hartmut. "Applied psycholinguistics". System 15, n.º 2 (enero de 1987): 234–36. http://dx.doi.org/10.1016/0346-251x(87)90080-7.
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Haberlandt, Karl F. "Introducing Psycholinguistics". Contemporary Psychology: A Journal of Reviews 36, n.º 10 (octubre de 1991): 884–85. http://dx.doi.org/10.1037/030274.
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Kaplan, Ronald M. "Computational Psycholinguistics". Computational Linguistics 45, n.º 4 (enero de 2020): 607–26. http://dx.doi.org/10.1162/coli_a_00359.
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Fillenbaum, Samuel. "Psycholinguistics at the Max Planck Institute for Psycholinguistics". Psychological Science 4, n.º 1 (enero de 1993): 24–27. http://dx.doi.org/10.1111/j.1467-9280.1993.tb00551.x.
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Tkach, Tamara. "ДИСКУРСИВНИЙ АНАЛІЗ МУЛЬТИДИСЦИПЛІНАРНИХ ДОСЛІДЖЕНЬ У ПСИХОЛІНГВІСТИЦІ". Psycholinguistics in a Modern World 15 (25 de diciembre de 2020): 246–49. http://dx.doi.org/10.31470/10.31470/2706-7904-2020-15-246-249.
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The article examines the transition of modern science to multidisciplinary discourse, which makes it necessary to conceptualize and possibly operationalize methods of psycholinguistics. The conceptualization of new areas in a psycholinguistic context, presupposes a certain mental experience that includes, in addition to the processes of creating new concepts and contextual knowledge, also defining the role of interests, intentions, emotions in human activity.
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Tkach, Tamara. "ДИСКУРСИВНИЙ АНАЛІЗ МУЛЬТИДИСЦИПЛІНАРНИХ ДОСЛІДЖЕНЬ У ПСИХОЛІНГВІСТИЦІ". Psycholinguistics in a Modern World 15 (25 de diciembre de 2020): 246–49. http://dx.doi.org/10.31470/2706-7904-2020-15-246-249.
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The article examines the transition of modern science to multidisciplinary discourse, which makes it necessary to conceptualize and possibly operationalize methods of psycholinguistics. The conceptualization of new areas in a psycholinguistic context, presupposes a certain mental experience that includes, in addition to the processes of creating new concepts and contextual knowledge, also defining the role of interests, intentions, emotions in human activity.
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Abdullaeva, Ch. "Psycholinguistic Features in Advertising Discourse: Understanding the Cognitive Mechanisms behind Persuasion". Bulletin of Science and Practice 10, n.º 6 (14 de junio de 2024): 756–61. http://dx.doi.org/10.33619/2414-2948/103/94.
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Advertising discourse is a powerful tool employed by marketers to persuade consumers and drive purchasing behavior. Understanding the psycholinguistic features embedded within advertising messages is crucial for comprehending how these messages influence consumers' cognitive processes and decision-making. This article explores the intricate relationship between psycholinguistics and advertising discourse, shedding light on the cognitive mechanisms that underpin persuasion in marketing communications. Drawing on theoretical frameworks from psycholinguistics, cognitive psychology, and marketing, we examine how linguistic elements such as language choice, rhetorical devices, and semantic priming impact consumers' perception, comprehension, and evaluation of advertisements. Additionally, we discuss the role of psychological principles such as cognitive fluency, persuasion techniques, and emotional appeals in shaping advertising discourse. By elucidating the interplay between language, cognition, and persuasion, this article contributes to a deeper understanding of the mechanisms driving consumer behavior in the context of advertising.
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Seva, Nada y Aleksandar Kostic. "Annotated corpus and the empirical evaluation of probability estimates of grammatical forms". Psihologija 36, n.º 3 (2003): 255–70. http://dx.doi.org/10.2298/psi0303255s.
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The aim of the present study is to demonstrate the usage of an annotated corpus in the field of experimental psycholinguistics. Specifically, we demonstrate how the manually annotated Corpus of Serbian Language (Kostic, Dj. 2001) can be used for probability estimates of grammatical forms, which allow the control of independent variables in psycholinguistic experiments. We address the issue of processing Serbian inflected forms within two subparadigms of feminine nouns. In regression analysis, almost all processing variability of inflected forms has been accounted for by the amount of information (i.e. bits) carried by the presented forms. In spite of the fact that probability distributions of inflected forms for the two paradigms differ, it was shown that the best prediction of processing variability is obtained by the probabilities derived from the predominant subparadigm which encompasses about 80% of feminine nouns. The relevance of annotated corpora in experimental psycholinguistics is discussed more in detail .
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Hatzidaki, Anna. "The Process of Comprehension from a Psycholinguistic Approach – Implications for Translation". Une approche cognitive de la traductologie 52, n.º 1 (12 de marzo de 2007): 13–21. http://dx.doi.org/10.7202/014715ar.
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AbstractThe present paper provides a psycholinguistic approach to the process of comprehension. Namely, how people represent and make use of the literal and figurative meaning of words and sentences, how they decode the communicative purpose of linguistic elements, and how memory is involved in this decoding. By explaining the findings of psycholinguistic studies on the mental processes that underlie the comprehension of language, we show (i) how closely related translatology and psycholinguistics can be, and (ii) suggest ways in which knowledge of the latter may be used to both enrich theories and practices of the former, and in the instruction of future translators.
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Kemper, Susan y Cheryl Anagnopoulos. "Language and Aging". Annual Review of Applied Linguistics 10 (marzo de 1989): 37–50. http://dx.doi.org/10.1017/s0267190500001203.
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In the late 1970s Gillian Cohen surveyed research on the effects of aging on language and concluded that “geriatric psycholinguistics is virtually an unexplored territory” (1979:412). In the decade since she reached this conclusion, psycholinguists, sociolinguists, speech-language pathologists, and cognitive scientists have begun to explore this territory and to map a wide range of age-related changes to language.
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Дорофеєва, Маргарита y Тетяна Андрущенко. "Information Entropy in Translation: Psycholinguistic Aspects". PSYCHOLINGUISTICS 26, n.º 2 (12 de noviembre de 2019): 91–113. http://dx.doi.org/10.31470/2309-1797-2019-26-2-91-113.
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The article deals with the category of informational entropy in the source text as a matter of translation psycholinguistics. The informational entropy of the lexical units on different levels in the source text refers to subjective factors that reduce the translation quality. Lexical units-carriers of the source text’s informational entropy cause informational deficits in the translator’s consciousness.
The aim of the search is to consider the category of informational entropy from the standpoint of psycholinguistics and cognitive translation theory, identify the causes of informational entropy, establish linguistic and genre-stylistic markers of the lexical entropy units in the source text, identify ways to minimize entropy in the specialized translation.
The research procedure involves a psycholinguistic experiment with the participation of 85 informants with semi-professional translation status. The participants produced a German-Ukrainian translation of a specialized text, in which the number of lexical units contained informational entropy as a percentage of the total words’ number was 17.9%.
The results of the translation’s comparative analysis indicate similar psycholinguistic mechanisms for understanding lexical units with informational entropy, leading to false translation solutions in the target texts. Such mechanisms include an incorrect choice of the translation method and a lack of attention to the extralinguistic information in the source text.
The conclusions of the psycholinguistic experiment confirm the universal nature of the informational entropy, resulting in translation quality degradation. The psycholinguistic factor for the false translation solutions is an automatic suppression the contextual meaning of the source text’s lexical item by its subject-logical meaning in the translator’s mind, realized in the incorrect choice of the translation method.
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Barus, Frinawaty Lestarina, Safinatul Hasanah Harahap, Salmah Naelofaria y Emasta Evayanti Simanjuntak. "Discourse Analysis in Developing Multimodal E-Book Teaching Materials using Book Creators in Psycholinguistics Lessons". Journal of Pragmatics and Discourse Research 4, n.º 1 (24 de febrero de 2024): 101–10. http://dx.doi.org/10.51817/jpdr.v4i1.804.
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This study aims to conduct discourse analysis for the development of multimodal ebook teaching materials using book creators in psycholinguistics lessons at Universitas Negeri Medan. Engaging with over a hundred students from the Indonesian Language and Literature Education Study Program, the research embarks on an exploratory journey. Through meticulous discourse analysis, the inquiry seeks to comprehend student engagement and preferences within the domain of psycholinguistics. Employing a thorough methodology involving observations, interviews, and questionnaires, the study unveils prevalent pedagogical trends and identifies avenues for progress. While conventional textbooks and journals remain prominent, students demonstrate a distinct inclination towards digital resources, signaling a burgeoning demand for immersive learning experiences. Introducing multimodal ebooks, poised to revolutionize education with dynamic and interactive content, the research endeavors to leverage state-of-the-art book creation technology. By tailoring teaching materials to the nuances of psycholinguistic pedagogy, the study aims to foster enthusiasm among learners and empower them with engaging educational tools.
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Stefanova, N. O. "Psycho- and Sociolinguistic Tools for Reconstruction of Inference / Association Mechanism as Individual Cognitive Ability". Scientific Journal of National Pedagogical Dragomanov University. Series 9. Current Trends in Language Development, n.º 18 (18 de marzo de 2019): 107–20. http://dx.doi.org/10.31392/npu-nc.series9.2018.18.09.
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The present paper justifies the need to elaborate new methodology in psycholinguistics for the disclosure of such a complex cognitive mechanism of producing senses as an inference based primarily on various human associations. It was assumed that the tools of the empirical method of observation are the most appropriate for the reconstruction of this mechanism. It consists in obtaining data with the help of sensory organs, which are involved in the display of relations between things, objects, phenomena, processes and states both of the surrounding world and the inner subjective state of man. Therefore, the process of empirical study of reality is considered in detail, which provides for three main procedures: 1) actualization of the observed phenomenon, 2) its reflection in the form of scientific hypotheses, and 3) fixation of the obtained facts as the results of the study. Since the reflection process is the most significant, the article provides a critical review of the experimental methods and techniques for its analysis developed in psycholinguistics and partly in sociolinguistics tested in numerous cognitive-oriented works. It is proved that the most relevant results have been obtained by psycholinguists during the experimental study of reflected in native speakers’ consciousness the association meaning of the word as an ordered set of all semantic components: more or less expressive, nuclear and peripheral things etc. The main of these experimental methods of observation (direct and indirect) were the following: free association experiment and targeted association experiment, during which the following methods were developed and applied: Osgood method of semantic differential, Levitsky method of multidimensional scaling, Sternin and Sternina comparative and parametric, Bendix method. As a result of numerous psycholinguistic studies, the experimenters pointed to the advantages (mostly) and disadvantages of the methods, which require further improvement of the developed experimental procedures.
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Roberts, Leah. "Psycholinguistic techniques and resources in second language acquisition research". Second Language Research 28, n.º 1 (enero de 2012): 113–27. http://dx.doi.org/10.1177/0267658311418416.
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In this article, a survey of current psycholinguistic techniques relevant to second language acquisition (SLA) research is presented. I summarize many of the available methods and discuss their use with particular reference to two critical questions in current SLA research: (1) What does a learner’s current knowledge of the second language (L2) look like?; (2) How do learners process the L2 in real time? The aim is to show how psycholinguistic techniques that capture real-time (online) processing can elucidate such questions; to suggest methods best suited to particular research topics, and types of participants; and to offer practical information on the setting up of a psycholinguistics laboratory.
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Munroe, Wade. "Words on Psycholinguistics". Journal of Philosophy 113, n.º 12 (2016): 593–616. http://dx.doi.org/10.5840/jphil20161131240.
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Cairns, Helen Smith y Morton Ann Gernsbacher. "Handbook of Psycholinguistics". Language 72, n.º 4 (diciembre de 1996): 836. http://dx.doi.org/10.2307/416113.
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Nayoung Kwon. "Psycholinguistics expanding eastward". Journal of Cognitive Science 19, n.º 3 (septiembre de 2018): 285–90. http://dx.doi.org/10.17791/jcs.2018.19.3.285.
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Kelly, M. Louise. "Handbook of Psycholinguistics". Language and Speech 39, n.º 1 (enero de 1996): 99–107. http://dx.doi.org/10.1177/002383099603900107.
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Clifton, Charles. "Psycholinguistics for Psychologists". Contemporary Psychology: A Journal of Reviews 41, n.º 5 (mayo de 1996): 438–40. http://dx.doi.org/10.1037/004423.
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Moores, Donald F. "Psycholinguistics and Deafness". American Annals of the Deaf 142, n.º 3 (1997): 80–89. http://dx.doi.org/10.1353/aad.2012.0600.
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