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Journal articles on the topic 'Psycholinguistik'
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1
Florin, Karl-Walter. "Psycholinguistik." Informationen Deutsch als Fremdsprache 31, no. 2-3 (June 1, 2004): 353–55. http://dx.doi.org/10.1515/infodaf-2004-2-380.
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Babur, Ezel, Monika Rothweiler, and Solveig Kroffke. "Psycholinguistik." Linguistische Berichte (LB) 2007, no. 212 (December 1, 2007): 3–28. http://dx.doi.org/10.46771/2366077500212_1.
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Pürschel, Heiner. "Psycholinguistik des fremdsprachenunterrichts." System 20, no. 1 (February 1992): 102–4. http://dx.doi.org/10.1016/0346-251x(92)90014-t.
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Arndt, Horst. "Einführung in die psycholinguistik." System 19, no. 1-2 (January 1991): 115–17. http://dx.doi.org/10.1016/0346-251x(91)90015-h.
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BALAN, Mihail BALAN. "PRAKTISCHE BENUTZUNG DER PSYCHOLINGUISTIK ZUM ERARBEITEN EINER KOMPLEXEN ÜBUNGSSEQUENZ." ANALELE UNIVERSITĂȚII DIN CRAIOVA SERIA ȘTIINȚE FILOLOGICE LIMBI STRĂINE APLICATE 2024, no. 1 (July 19, 2024): 24–34. http://dx.doi.org/10.52744/aucsflsa.2024.01.04.
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Psycholinguistik ist ein ziemlich junger Teilbereich der Sprachwissenschaft. Die Sprachwissenschaft ist eine umfangreiche Wissenschaft, die menschliche Sprachfähigkeiten studiert. Das Ziel der Psycholinguistik ist die Erforschung des Prozesses, der „menschlicher Spracherwerb” heißt. Abgesehen davon studiert sie die Bedingungen für das Produzieren und Verstehen von Sprache sowie der Repräsentation von Sprache im Gehirn. Das Fachgebiet ist eng mit anderen wissenschaftlichen Disziplinen wie Sprachpsychologie, Neurolinguistik und Kognitionswissenschaft verbunden. Um diese Arbeit schreiben zu können, habe ich mich verschiedener Methoden bedient. Diese Methoden basieren sich auf den Ideen, die die Psycholinguistik in sich beinhaltet. Da die Hauptidee der Psycholinguistik ein linguistisches Experiment ist, habe ich versucht, dieses Experiment durchzuführen. Als Mittel habe ich verschiedene Übungen genommen und ich habe versucht, sie zu verbessern, um den Lernprozess zu vereinfachen und ihn interessanter zu machen. Ich habe diese Methoden so konzipiert, dass sie den Prozess des Spracherwerbs bei den Lernenden imitieren. Das bedeutet, dass die Studenten sich in die Sprachumgebung vertiefen sollen und die Bedeutung aller Wörter selbst aus dem Kontext extrahieren sollen
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Rickheit, Gert. "Alignment und Aushandlung im Dialog." Zeitschrift für Psychologie / Journal of Psychology 213, no. 3 (July 2005): 159–66. http://dx.doi.org/10.1026/0044-3409.213.3.159.
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Zusammenfassung. Im Dialog sind zwei unterschiedliche Koordinationsarten zu beobachten, nämlich das explizite Aushandeln und das implizite Alignment, das keiner bewussten Steuerung oder Kontrolle unterliegt. In jüngster Zeit ist der Alignment-Begriff - angeregt durch die Studie von Pickering und Garrod (2004) - verstärkt in der Psycholinguistik diskutiert worden. Es kann gezeigt werden, dass zwar das Phänomen bereits früher in der Psycholinguistik partiell von Bühler (1934) , Hörmann (1976) und Herrmann (1982 , 1985 ) beschrieben worden ist, dass aber erst durch die derzeitige Diskussion die Tragweite von Alignmentprozessen erkannt wird. Der vorliegende Beitrag versucht, im Rahmen dieser Diskussion einige Forschungsperspektiven aufzuzeigen.
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Nold, Günter. "Psycholinguistik und fremdsprachliches Lernen. Von Lehrplänen zu Lernprozessen." System 24, no. 4 (December 1996): 555–57. http://dx.doi.org/10.1016/s0346-251x(97)88217-6.
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Kovács, László. "Kognitive Markenrepräsentationen im interkulturellen Vergleich – Gemeinsamkeiten und Unterschiede bei deutschen und ungarischen Verbrauchern." Germanica Wratislaviensia 141 (February 15, 2017): 245–65. http://dx.doi.org/10.19195/0435-5865.141.17.
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Vorliegender Beitrag versteht sich als explorativer Ansatz zum interdisziplinären Forschungsfeld der Markenforschung: es soll gezeigt werden, wie die aus der Psycholinguistik bekannte Methode der Wortassoziationsforschung dazu beitragen kann, die kognitive Repräsentation der Marken besser verstehen zu können. Zu diesem Ziel wurden zu 300 deutschen, ungarischen und internationalen Marken die häufigsten Assoziationen abgefragt und die Assoziationen miteinander verglichen. Im Beitrag werden die ersten Ergebnisse und Analysen gezeigt und Unterschiede in den kognitiven Markenrepräsentationen der deutschen und ungarischen Versuchspersonen eruiert – mit besonderem Hinblick auf ausgewählte Automarken und Lebensmittelmarken.Differences in the cognitive brand representationof Hungarian and German consumersThe present paper explores how the psycholinguistic method of word association research can be used in the interdisciplinary field of brand research for a better understanding of the mental representation of brands. Brand associations for 300 German, Hungarian and international brands were collected from Hungarian and German students to show the differences and similarities in the mental representation of brands. The paper shows the first results and analyses with a particular focus on automobile and food brands.
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Dey, Manna, and Murad Hassan Sawalmeh. "Psychological Processes in Language Learning and Teaching: Methods and Approaches of Psycholinguistics." British Journal of Applied Linguistics 1, no. 1 (November 25, 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, no. 2 (December 20, 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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Wildner-Bassett, Mary E., and Wolfgang Butzkamm. "Psycholinguistik des Fremdsprachenunterrichts. Natürliche Künstilichkeit: Von der Muttersprache zur Fremdsprache." Die Unterrichtspraxis / Teaching German 24, no. 2 (1991): 237. http://dx.doi.org/10.2307/3531045.
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Diukar, Kateryna. "EVOLUTION OF PSYCHOLINGUISTIC THEORIES IN WORD-MAKING PROCESSES." Scientific Journal of Polonia University 46, no. 3 (November 12, 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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Teuchert, Brigitte. "Kegel, Gerd u.a. (Hrsg.): Sprechwissenschaft und Psycholinguistik 4. Wiesbaden : Westdeutscher Verlag, 1990." Informationen Deutsch als Fremdsprache 18, no. 5-6 (December 1, 1991): 591–92. http://dx.doi.org/10.1515/infodaf-1991-185-652.
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R, Rexmart, and Binu Gold. "Congruence of Psycholinguistic Sagacity in Human Language (English) Learning and Teaching." Praxis International Journal of Social Science and Literature 6, no. 8 (August 25, 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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Lachout, Martin. "Zum Bilingualismus im tschechischen Bildungssystem. Tschechisch-deutsche Bildungsgänge an tschechischen Schulen und die Charakteristik der SchülerInnen." Brünner Hefte zu Deutsch als Fremdsprache 8, no. 1 (June 30, 2015): 15–35. http://dx.doi.org/10.5817/bhdf2015-1-15.
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Der vorliegende Beitrag widmet sich der Problematik des tschechisch-deutschen Bilingualismus in der Tschechischen Republik von heute. In der Einleitung definiert der Autor zunächst die Termini „Vielsprachigkeit“, „Mehrsprachigkeit“ und „Bilingualismus“, anschließend grenzt er dieses Phänomen aus Sicht der Psycholinguistik ab, um im zweiten Schritt ganz kurz die soziolinguistische Perspektive zu thematisieren. Im Anschluss an die theoretischen Einführung präsentiert der Autor seine Pilotstudie, in deren Rahmen er sich vor allem auf diejenigen Institutionen konzentriert hat, die die beschriebene Art des tschechisch-deutschen Bilingualismus mit ihren bilingualen Bildungsgängen unterstützen, d. h. auf zweisprachige Kindergärten, Haupt- und Mittelschulen in der Tschechischen Republik. Die in diesen Bildungsinstitutionen geförderte Mehrsprachigkeit wird dann im Hinblick auf das jeweilige Verhältnis der sog. simultan und sukzessiv bilingualen Kinder/Schüler zu den monolingualen untersucht.
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Musthofa, Tulus, and Zulfa Amalia Wahidah. "Psycholinguistics in Arabic Learning: History and Urgency." ALSINATUNA 6, no. 1 (December 16, 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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Kirillova, Elena I., and Wolfgang W. Keil. "Welche Absichten verfolgte Rogers in seinen therapeutischen Äußerungen?" PERSON 17, no. 1 (May 1, 2013): 5–16. http://dx.doi.org/10.24989/person.v17i1.2602.
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Bei der hier referierten Studie wurde untersucht, welche Intentionen Rogers in seinen therapeutischen Äußerungen verfolgte und welche Entwicklungen und Veränderungen über die Zeit seiner Tätigkeit hinweg dabei festgestellt werden können. Nach einem kurzen Überblick über bisherige Untersuchungen der dokumentierten Therapiegespräche von Rogers wird dargestellt, wie mittels der „Intent-Analyse“ von T. Ushakova (Laboratorium für Sprachpsychologie und Psycholinguistik der Akademie der Wissenschaften Russlands) ein System von 30 für psychotherapeutische Diskurse relevanten Intentionen definiert werden konnte. Neben mehreren Transkripten von Gesprächen von Psychotherapeuten verschiedener Schulen wurden Transkripte von Rogers früher Therapie mit Bryan, vom Gespräch mit Gloria und vom noch späteren Gespräch mit Jan hinsichtlich dieser Intentionen untersucht. Bei den abschließend referierten Ergebnissen kann die zunehmende Bedeutung der häufigsten Intentionen „zur Selbstexploration helfen“, „bedingungsfrei annehmen“ und „Selbsteinbringung des Therapeuten“ besonders hervorgehoben werden.
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Privalova, I. V. "Psycholinguistics, Corpus Linguistics, and Text Analytics: Potential for Interaction." Uchenye Zapiski Kazanskogo Universiteta Seriya Gumanitarnye Nauki 165, no. 3 (December 14, 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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Bolten, Jürgen, and Dietmar Rösler. "Butzkamm, Wolfgang: Psycholinguistik des Fremdsprachenunterrichts. Natürliche Künstlichkeit. Von der Muttersprache zur Fremdsprache. Tübingen : UTB (Francke), 1988." Informationen Deutsch als Fremdsprache 16, no. 5-6 (December 1, 1989): 526–29. http://dx.doi.org/10.1515/infodaf-1989-165-612.
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Kryuchkov, Vladimir P., Olga A. Konstantinova, and Tatyana V. Esipova. "Saratov Speech Therapy School: Origins and Current Directions of Research." Siberian Pedagogical Journal, no. 6 (December 17, 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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Purba, Norita. "The Role of Psycholinguistics in Language Learning and Teaching." Tell : Teaching of English Language and Literature Journal 6, no. 1 (February 2, 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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Fazylzhanova, А. М., N. V. Dmitryuk, E. А. Orynbetova, М. K. Аbayeva, and А. Zh Nazarova. "MODERN KAZAKH PSYCHOLINGUISTICS: ASSOCIATIVE ASPECTS." Tiltanym 92, no. 4 (March 25, 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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Koval, Natalia. "Cognitive Algorithms for Learning Foreign Languages: Psycholinguistics Approach." Educational Challenges 26, no. 1 (March 31, 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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Gabryś-Barker, Danuta. "(Applied) Psycholinguistics for Foreign Language Teachers: A Diachronic Perspective." Anglica Wratislaviensia 60 (December 30, 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, and Abu Hanifa. "The Contribution to Understanding the Study of Psycholinguistics in Facilitating Balaghah Learning." Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 15, no. 1 (June 11, 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, and Manar Almanea. "The Landscape of Vocabulary Acquisition Research: A Psycholinguistic Exploration through Citation Metrics." PSYCHOLINGUISTICS 34, no. 2 (October 24, 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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Bochkareva, Tatiana A., and 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, no. 2 (50) (June 21, 2024): 104–15. http://dx.doi.org/10.18500/2304-9790-2024-13-2-104-115.
Full textAbstract:
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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Gibbs, Raymond W., and Herbert L. Colston. "What psycholinguistic studies ignore about literary experience." Scientific Study of Literature 9, no. 1 (December 31, 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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Ismoilov, Khurmatillo. "THE PYSCHOLINGUISTIC RESEARCH OF COURT VERDICT TEXT." INTERNATIONAL JOURNAL OF WORD ART 2, no. 3 (February 28, 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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Prasad, Pournamy, and N. Ravikumar. "Breaking Barrier: Exploring Psycholinguistics Through Cinematic Analysis." International Journal of English Literature and Social Sciences 9, no. 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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Neto Carvalho, Isabel, Mandy Schiefner-Rohs, and Carina Troxler. "Eye-Viewing als Verfahren der erziehungswissenschaftlichen Medienforschung. Fokussierte Videographie mit Eye-Tracking-Technologie am Beispiel der Erforschung von medienbezogenen Praktiken in Schule und Unterricht." ZQF – Zeitschrift für Qualitative Forschung 23, no. 2 (December 20, 2022): 262–77. http://dx.doi.org/10.3224/zqf.v23i2.09.
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Im folgenden Beitrag soll an Fällen aus der Schul- und Unterrichtsforschung gezeigt werden, wie es ein neues qualitatives Verfahren schafft, durch eine Fokussierungsbewegung an stärker ‘objektivierten’ – und somit von der eigenen Zuschreibung distanzierteren – Daten zu kommen, ohne die Setzung durch das Feld vorwegzunehmen. Hierzu nutzt das Verfahren die Eye-Tracking-Technologie als Ergänzung videographischer Feldzugänge. Die vor allem aus der quantifizierenden Eye-Movement-Forschung der Psychologie und Psycholinguistik bekannte Technologie birgt für ethnographisch angelegte Studien hohes Innovationspotenzial. Der folgende Beitrag skizziert dieses Potenzial, indem er unter dem Stichwort des Eye-Viewing das so entstehende Verfahren näher beschreibt. Dabei wird Fokussierte Videographie (eine an ethnographische Verfahren der Videodatenerhebung angelehnte Methode) durch Eye-Tracking-Technologie so ergänzt, so dass ein «Sehen durch die Augen Anderer» ermöglicht wird. Mittels Kombination von Aufzeichnungen aus Videokameras und Eye-Tracking-Brillen werden audiovisuelle Daten produziert, die die Perspektive der jeweiligen Akteur*innen viel stärker als bisher der Analyse zugänglich macht. Dies kann v.a. in der Erforschung medienbezogener Praktiken einen Beitrag leisten.
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Popova, Velka. "Picture of the Most Important Issues of General Psycholinguistics." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 49, no. 3 (June 20, 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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Kholod, Alexander. "The Problems of Psycholinguistic Research Methodology and Quantum Approach." PSYCHOLINGUISTICS 25, no. 2 (April 18, 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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Tadjibaeva, Adila. "Challenges in psycholinguistic research of the Uzbek language: a comprehensive review." Общество и инновации 4, no. 9/S (November 7, 2023): 280–89. http://dx.doi.org/10.47689/2181-1415-vol4-iss9/s-pp280-289.
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This study delves into the intricate landscape of psycholinguistic research on the Uzbek language, aiming to uncover and address the challenges inherent in this fascinating field of study. As the intersection of psychology and linguistics, psycholinguistics explores the cognitive processes involved in language comprehension, production, and acquisition. In the context of the Uzbek language, which holds a rich linguistic and cultural tapestry, understanding the nuances of psycholinguistic phenomena becomes a complex endeavour. The abstract explores key challenges faced by researchers in the psycholinguistic examination of the Uzbek language, considering factors such as linguistic diversity, cultural influences, and the evolving nature of language use. The study also investigates methodological hurdles, technological limitations, and the need for context-specific approaches in psycholinguistic experimentation. Through a thorough examination of these challenges, this research aims to contribute valuable insights to the field, providing a foundation for future studies and fostering a deeper understanding of the psycholinguistic intricacies inherent in the Uzbek language.
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Tkach, Tamara, Anatoliy Tkach, and Ivan Rekun. "Multidisciplinary Nature of the Psycholinguistic Discourse Neuroeconomics." PSYCHOLINGUISTICS 27, no. 1 (April 16, 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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Hatzidaki, Anna. "The Process of Comprehension from a Psycholinguistic Approach – Implications for Translation." Une approche cognitive de la traductologie 52, no. 1 (March 12, 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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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, no. 18 (March 18, 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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Дорофеєва, Маргарита, and Тетяна Андрущенко. "Information Entropy in Translation: Psycholinguistic Aspects." PSYCHOLINGUISTICS 26, no. 2 (November 12, 2019): 91–113. http://dx.doi.org/10.31470/2309-1797-2019-26-2-91-113.
Full textAbstract:
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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Evtushenko, Oksana Aleksandrovna, Ekaterina Yur’evna Ionkina, and Olga Aleksandrovna Shestakova. "Psycholinguistic aspect of analyzing the language personality of an English leader." Philology. Issues of Theory and Practice 16, no. 9 (September 11, 2023): 3057–62. http://dx.doi.org/10.30853/phil20230478.
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The article can be classified as a review-analytical work that considers the question of the relevance of describing the language personality of a leader and defines important tasks for the methodology of describing this personality within the framework of psycholinguistic research. The aim of the research is to develop a scheme for psycholinguistic analysis of the language personality of a leader, taking into account national specifics. One of the significant problems is considered to be the psycholinguistic analysis of texts produced by leaders. Solving this problem involves using a multidimensional-functional analysis methodology of speech activity. The scientific novelty of the research lies in the comprehensive approach to the investigated problem, drawing on related fields such as linguistics, psycholinguistics, sociolinguistics, linguistic-cultural studies, and psychology. It also involves the development of a list of fundamental psycholinguistic tasks that need to be addressed when studying the language personality of a leader. The obtained results have shown that in order to construct a psycholinguistic model of the language personality of an English leader, it is necessary to conduct a psycholinguistic analysis of texts produced by leaders, discern subject-object relationships from a psychological perspective, and identify linguistic-cultural peculiarities of the language personality of a leader.
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Roberts, Leah. "Psycholinguistic techniques and resources in second language acquisition research." Second Language Research 28, no. 1 (January 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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Tkach, Tamara. "ДИСКУРСИВНИЙ АНАЛІЗ МУЛЬТИДИСЦИПЛІНАРНИХ ДОСЛІДЖЕНЬ У ПСИХОЛІНГВІСТИЦІ." Psycholinguistics in a Modern World 15 (December 25, 2020): 246–49. http://dx.doi.org/10.31470/10.31470/2706-7904-2020-15-246-249.
Full textAbstract:
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 (December 25, 2020): 246–49. http://dx.doi.org/10.31470/2706-7904-2020-15-246-249.
Full textAbstract:
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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Jacob, Gunnar, Moritz Schaeffer, Katharina Oster, Silvia Hansen-Schirra, and Shanley E. M. Allen. "Towards a methodological toolset for the psycholinguistics of translation." Developments in Cognitive Translation and Interpreting Studies 8, no. 2 (November 22, 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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Frauenfelder, Ulrich, and Herbert Schriefers. "A psycholinguistic perspective on Simultaneous Interpretation." Interpreting. International Journal of Research and Practice in Interpreting 2, no. 1-2 (January 1, 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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Aloairdhi, Nafilah M., and Noureddine Kahlaoui. "Linguistic, Cognitive, and Psycholinguistic Perspectives on Metaphors." Theory and Practice in Language Studies 10, no. 9 (September 1, 2020): 1078. http://dx.doi.org/10.17507/tpls.1009.10.
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Language is full of metaphors by nature. Metaphors have been heavily studied in relation to language. However, less attention has been paid to metaphors in relation to cognition and psycholinguistics. This article begins by looking at the idea of metaphors in a general sense. It then considers three perspectives on metaphors as follows: 1) the linguistics perspective, 2) the cognitive perspective, and 3) the psycholinguistic perspective. The aim is both to understand different perspectives on metaphors and to provide more insights about how cognitive and psycholinguistic developments have contributed to the linguistic study of metaphors. This article adopts a descriptive approach in which the focus will be on the theoretical descriptions and explanations. It is hoped that the insights and recommendations shown at this article may contribute to deep understanding of this topic.
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Kameneva, Veronika, Irina Morozova, Nadezhda Rabkina, Anastasiya Kargina, and Inna Tubalova. "Comprehensive Analysis of Associations Extracted from Language Consciousness by Heterosemiotic (Verbal-Emblematic) Stimuli: Coats of Arms of the City of Kemerovo and the Kemerovo Region." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2023, no. 2 (July 4, 2023): 149–60. http://dx.doi.org/10.21603/2542-1840-2023-7-2-149-160.
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he present research featured associations triggered by a stimulus that combines verbal and emblematic elements. The directed psycholinguistic experiment included 200 students of the Kemerovo State University who gave 735 associations to two heterosemiotic stimuli, i.e., the coat of arms of Kemerovo verbally marked as "Kemerovo" and the coat of arms of the Kemerovo region marked as "Kemerovo Region". A coat of arms is a metaphorical emblem that combines iconic signs, symbols, and attributes that designate both concrete and abstract concepts. The study relied on the conceptual and terminological approaches and methods of psycholinguistics, as well as on general scientific methods. The material was obtained using a directed chain psycholinguistic experiment. The obtained associations made it possible to identify the specifics of decoding the visual elements of the heterosemiotic stimulus, namely object, shape, color, and idea. The verbal element of the heterosemiotic stimulus directs the correct decoding of the information encoded in the stimulus. However, a psycholinguistic experiment based on a verbal-emblematic stimulus may lead to a partial blockage in some respondents, who may experience difficulties in generating associative meanings. Further cognitive research based on psycholinguistic experiments with heterosemiotic systems may provide new scientific data on the interaction of perception, representation, and verbal coding of processed information.
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Kemper, Susan, and Cheryl Anagnopoulos. "Language and Aging." Annual Review of Applied Linguistics 10 (March 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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Kegel, Arnold, and Sonja Klug. "Sprechwissenschaft & Psycholinguistik 2: Beiträge aus Forschung und Praxis. Opladen: Westdeutscher Verlag, 1988.- ISBN 3-531-12015-8. 355 Seiten, DM 52." Informationen Deutsch als Fremdsprache 15, no. 5-6 (December 1, 1988): 614–15. http://dx.doi.org/10.1515/infodaf-1988-155-657.
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Kegel, Arnold, and Brigitte Teuchert. "Sprechwissenschaft & Psycholinguistik 2: Beiträge aus Forschung und Praxis. Opladen: Westdeutscher Verlag, 1988. - ISBN 3-531-12015-8. 355 Seiten, DM 52,." Informationen Deutsch als Fremdsprache 15, no. 5-6 (December 1, 1988): 615–16. http://dx.doi.org/10.1515/infodaf-1988-155-658.
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Yusuf, Muhammad. "PSIKOLINGUISTIK DALAM METODOLOGI PEMBELAJARAN BAHASA ARAB DI ERA POSTMETODE." Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban 2, no. 2 (August 30, 2019): 183. http://dx.doi.org/10.35931/am.v2i2.123.
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This paper aims to present the theory of psycholinguistics as a basis for developing the methodology of learning Arabic in the post methods era. This study encouraged by the emergence of new trends related to the Arabic learning methodology. In this trend, the methodology was formulated based on academic readings from various perspectives, one of which is psycholinguistics. This paper relies on bibliographic sources in the form of books and articles (literature studies) that are in scientific journals related to the subject matter. Reading the data of thought by academics using a critically constructive approach and meaning of the substance using content analysis. Based on the studies that have been conducted, in the context of post methods, the psycholinguistic theory was seen as a building that used as a foundation in developing learning models. Where in this era is marked by the reduction of the role of methods in language learning? The learning model that was born based on this assumption is active, cooperative learning, and (pakem) learning. Furthermore, in applying this model, the teacher is required to play an optimal role. The integral form, the teacher is required to have personal competence, social competence, and professional competence. This study has a significant urgency considering the post-method trend is a formula that results from the academic reading of a psycholinguistic-based teacher to utilize learning activities in the classroom.