Gotowe bibliografie tematyczne / Psycholinguistics

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Gotowa bibliografia na temat „Psycholinguistics”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 31 lipca 2024

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Artykuły w czasopismach na temat "Psycholinguistics"

Purba, Norita. "The Role of Psycholinguistics in Language Learning and Teaching". Tell : Teaching of English Language and Literature Journal 6, nr 1 (2.02.2018): 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, nr 3 (14.12.2023): 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 i Tatyana V. Esipova. "Saratov Speech Therapy School: Origins and Current Directions of Research". Siberian Pedagogical Journal, nr 6 (17.12.2023): 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, i Binu Gold. "Congruence of Psycholinguistic Sagacity in Human Language (English) Learning and Teaching". Praxis International Journal of Social Science and Literature 6, nr 8 (25.08.2023): 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, i Murad Hassan Sawalmeh. "Psychological Processes in Language Learning and Teaching: Methods and Approaches of Psycholinguistics". British Journal of Applied Linguistics 1, nr 1 (25.11.2021): 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, nr 2 (20.12.2021): 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 i А. Zh Nazarova. "MODERN KAZAKH PSYCHOLINGUISTICS: ASSOCIATIVE ASPECTS". Tiltanym 92, nr 4 (25.03.2024): 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 (30.12.2022): 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 i Abu Hanifa. "The Contribution to Understanding the Study of Psycholinguistics in Facilitating Balaghah Learning". Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 15, nr 1 (11.06.2023): 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 i Manar Almanea. "The Landscape of Vocabulary Acquisition Research: A Psycholinguistic Exploration through Citation Metrics". PSYCHOLINGUISTICS 34, nr 2 (24.10.2023): 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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Rozprawy doktorskie na temat "Psycholinguistics"

Mankin, Jennifer Lauren. "The psycholinguistics of synaesthesia". Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/76640/.

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To most people, a question like “What colour is the letter A?” may seem nonsensical, but to a grapheme-colour synaesthete, each letter and word has an automatically evoked colour sensation associated with it. This thesis asks whether the synaesthetic colours for letters and words are shaped by the same influences that inform the typical use of language – that is, if grapheme-colour synaesthesia is fundamentally psycholinguistic in nature. If this is the case, the colour experiences of synaesthetes for letters and words can also be used to investigate long-standing questions about how language acquisition and processing work for everyone. This thesis addresses two aspects of the psycholinguistic roots of synaesthesia: structure/morphology and meaning/semantics. The first two studies on word structure collected colour responses from synaesthetes for compound words (e.g. rainbow), the constituent morphemes of those words separately (e.g. rain and bow), and the letters that in turn form those words (e.g. R, A, B, etc.). These studies showed that synaesthetic word colouring does indeed encode linguistic properties such as word frequency and morphological structure. Furthermore, both linguistic and colour elements of words were important in determining their synaesthetic colour. The second two studies turned to the semantic aspect of language, asking how the meanings associated with words (e.g. red, fire) and even individual letters (e.g. A, Q) can influence the colours that a synaesthete experiences for them. The first of these studies indicated that the synaesthetic colour for a word like red or fire was measurably influenced by the colour that word typically evokes (e.g. the red of red and the orange of fire). The second showed that trends in letter-colour associations in large-scale studies (e.g. A is typically red) may be rooted in connections to particular words (e.g. A is red because A is for apple and apples are red). Overall, this thesis shows that both word structure and meaning have a systematic, measureable effect on synaesthetic colour, which allows these colours to then be used as a new tool to investigate psycholinguistic questions.

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Горлатова, О. М. "Psycholinguistics, development, modern issues". Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15234.

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Blohm, Stefan [Verfasser]. "Literary Psycholinguistics and the Poem / Stefan Blohm". Mainz : Universitätsbibliothek Mainz, 2020. http://d-nb.info/1204388660/34.

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Love-Geffen, Tracey E. "The processing of dependency relationships /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 1998. http://wwwlib.umi.com/cr/ucsd/fullcit?p9904728.

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Cylke, Virginia Ann. "Language in Social Contexts: An Examination of the Effects of the Linguistic Intergroup Bias on Social Categorization and Interpersonal Behavior". Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/CylkeVA2003.pdf.

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Pinard, Minola. "Non-linguistic versus linguistic processes in speech perception". Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72057.

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Four studies were conducted in which three sets of tasks were devised which tapped in a standard format, progressively refined, nonlinguistic versus linguistic processes in speech processing. The third set of tasks gave the clearest results. In it, male and female franco-phone subjects of different ages and of varying degree of knowledge of English were tested. Three sets of consonant contrasts were used. A dichotomization into two separate processes was possible by finding expected differential patterns of development for the two tasks; we were able to postulate that the two processes were non-linguistic versus linguistic by finding expected specific patterns of development, specific patterns of sex by age similarities and differences, differential patterns of correlations between degree of bilingualism and consonant contrasts, and unexpectedly a different pattern of performance on one contrast, all according to task. The results are discussed mainly in relation to other experiments on "the phonetic mode".

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Johnson, Samantha Jayne. "Stimulus equivalence and exposure learning : a cross-disciplinary study of rapid vocabulary acquisition". Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364583.

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Pinheiro, Angela M. V. "Reading and spelling development in Brazilian Portuguese". Thesis, University of Dundee, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283860.

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Nordmann, Emily. "The nature of lexical representation in language production". Thesis, University of Aberdeen, 2013. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=192283.

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This thesis presents an investigation of the three prominent models of language production: Levelt, Roelofs and Meyers (1999) two-stage account; Dell’s (1986) interactive account; and Caramazza’s (1997) Independent Network model. In particular, the thesis investigates four questions. First, is the activation of semantic, syntactic, and phonological representations serial or parallel? Secondly, is the flow of activation strictly modular, or is it cascading? Thirdly, how does the production system deal with the lemma level/syntactic representation of entries that whilst fixed, are larger than single words, e.g., idioms and fixed expressions? Finally, at what time point does the activation of syntactic information occur? Chapter 2 presents a tip-of-the-tongue (TOT) experiment in which support for cascading activation is found. Chapter 3 continues the use of the TOT paradigm to investigate the representation and a homophone advantage suggestive of shared phonological representations was found. Chapter 4 extends the TOT paradigm to the investigation of idiomatic expressions and the results suggest that both the literal and figurative meanings of an idiom are active during production – a finding that is best explained through bi-directional spreading activation. Chapter 5 continues the investigation of idiomatic expressions through a norming study and the results indicate that both native and non-native speakers can make fine-grained distinctions regarding idioms, but that this is heavily influenced by familiarity. Chapter 6 uses the picture-word interference paradigm to investigate the representation of count and mass nouns. The findings suggest that the activation of syntactic information is an early process and that mass nouns require the activation of an additional feature compared to count nouns. Finally, Chapter 8 presents the thesis conclusions, future directions for research, and argues that the evidence presented in the experimental chapters is strongly supportive of the interactive account of language production proposed by Dell (1986).

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Kearns, Ruth Katherine. "Prelexical speech processing by mono- and bilinguals". Thesis, University of Cambridge, 1994. https://www.repository.cam.ac.uk/handle/1810/283696.

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Książki na temat "Psycholinguistics"

Rickheit, Gert, Theo Herrmann i Werner Deutsch, red. Psycholinguistik / Psycholinguistics. Berlin • New York: Walter de Gruyter, 2003. http://dx.doi.org/10.1515/9783110114249.

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Gert, Rickheit, Herrmann Theo i Deutsch Werner, red. Psycholinguistik =: Psycholinguistics : ein internationales Handbuch. Berlin: W. de Gruyter, 2003.

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Harley, Trevor. Psycholinguistics. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2011. http://dx.doi.org/10.4135/9781446263013.

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Harley, Trevor A. Psycholinguistics. Thousand Oaks, CA: SAGE Publications, 2011.

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Berko, Gleason Jean, i Ratner Nan Bernstein, red. Psycholinguistics. Wyd. 2. Fort Worth, Tex: Harcourt Brace College Publishers, 1998.

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T, Slama-Cazacu, i International Association of Applied Linguistics., red. Psycholinguistics. [Amsterdam?]: Association internationale de linguistique appliquée, 1986.

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Sekerina, Irina A., Eva M. Fernández i Harald Clahsen, red. Developmental Psycholinguistics. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/lald.44.

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Crocker, Matthew W. Computational Psycholinguistics. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1600-5.

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Warren, Paul. Introducing psycholinguistics. Cambridge: Cambridge University Press, 2013.

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1963-, Christiansen Morten H., i Chater Nick, red. Connectionist psycholinguistics. Westport, Conn: Ablex Pub., 2001.

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Części książek na temat "Psycholinguistics"

Ritchie, William C., i Tej K. Bhatia. "Psycholinguistics". W The Handbook of Educational Linguistics, 38–52. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470694138.ch4.

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Allan, Keith, Julie Bradshaw, Geoffrey Finch, Kate Burridge i Georgina Heydon. "Psycholinguistics". W The English Language and Linguistic Companion, 103–14. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-349-92395-3_10.

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Kennison, Shelia M. "Psycholinguistics". W Encyclopedia of Child Behavior and Development, 1178–79. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2296.

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Moyne, John A. "Psycholinguistics". W Understanding Language: Man or Machine, 93–136. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4613-2483-6_3.

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Eigsti, Inge-Marie, i James S. Magnuson. "Psycholinguistics". W Encyclopedia of Autism Spectrum Disorders, 2444–45. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_537.

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Savić, Svenka. "Psycholinguistics". W Yugoslav General Linguistics, 321. Amsterdam: John Benjamins Publishing Company, 1989. http://dx.doi.org/10.1075/llsee.26.19sav.

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Schermer, Trude, i Roland Pfau. "Psycholinguistics". W The Linguistics of Sign Languages, 25–50. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/z.199.02sch.

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Sandra, Dominiek. "Psycholinguistics". W Handbook of Pragmatics, 1–98. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/hop.14.psy1.

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Prideaux, Gary D. "Psycholinguistics". W Handbook of Pragmatics, 435–43. Amsterdam: John Benjamins Publishing Company, 1995. http://dx.doi.org/10.1075/hop.m.psy1.

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Sandra, Dominiek. "Psycholinguistics". W Cognition and Pragmatics, 288–368. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/hoph.3.15san.

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Streszczenia konferencji na temat "Psycholinguistics"

Al-Faris, Suhair. ""HE" A Short Story by Katherine Ann Porter, A Psycholinguistic Analysis of Barthesean & Darridean Approaches". W 3rd International Conference on Language and Education. Cihan University-Erbil, 2023. http://dx.doi.org/10.24086/iclangedu2023/paper.956.

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The purpose of the current study is to demonstrate the process of analyzing a text of a short story through adopting the approach of “Readerly text” and “Plurality by employing two analytical theories of Barthes and Darrida respectively. In addition, the researcher adopted a psycholinguistic analysis method along with the two aforementioned approaches in order to add a valuable dimension to the interpretation of these two approaches. The analytical methodology is applied on a short story entitled “He” by Kathrine Ann Porter (1927) by classifying it into 27 lexias and analyzing it utilizing the “five codes” of Barthes and the “deconstruction theory” of Darrida with a psycholinguistics interference. This study provides the reader with the ability of creating meaning throughout the process of reading according to the social, cultural, scientific and psychological setting. However, the meaning gained is not a stable entity. Within these two approaches comes the psycholinguistic analysis of the text to support the concept that proposes that each linguistic means has psycholinguistic dimension

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Fodor, Janet Dean. "Psycholinguistics cannot escape prosody". W Speech Prosody 2002. ISCA: ISCA, 2002. http://dx.doi.org/10.21437/speechprosody.2002-12.

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DAHL, ÖSTEN. "SUMMARY OF SESSION 3: PSYCHOLINGUISTICS". W Proceedings of Nobel Symposium 92. IMPERIAL COLLEGE PRESS, 1995. http://dx.doi.org/10.1142/9781908979681_0017.

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Pusse, Florian, Asad Sayeed i Vera Demberg. "LingoTurk: managing crowdsourced tasks for psycholinguistics". W Proceedings of the 2016 Conference of the North American Chapter of the Association for Computational Linguistics: Demonstrations. Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/n16-3012.

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Cannon, David M., i Jonathan Edelman. "Prediction of Design Team Performance on a Conceptual Design Task Using an Automatable, Topic-Independent Analysis of Language Use". W ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98199.

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Abstract In this research, starting with an established metric called the Language Style Matching (LSM) measure [1] we show that some new LSM-based measures can predict team performance on an open-ended design task. We call these Style Entrainment Signal (SES) measures. Using them, two conversational patterns are newly identified, which we call “dwelling” and “forward-moving.” We show that a forward-moving pattern is associated with better-rated results produced by teams in 30-minute long conceptual design meetings with significant brainstorming activity. Through this, we gain insight into some of the interpersonal dynamics that contribute to a design team’s success. These results are founded on previous work in psycholinguistics, where it has been shown that analysis of language use can be used in several ways to predict a team’s performance on short, well-defined tasks. By expanding the research to more open-ended design tasks, and identifying two newly-measurable conversational patterns, we contribute back to psycholinguistic theory. The analysis developed for this work is automatable and topic-independent, and so it has potential to be applied widely.

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Huang, Xianmin. "ON net-based English learning from psycholinguistics perspectives". W 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543766.

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Keller, Frank. "The interaction of syntactic theory and computational psycholinguistics". W the EACL 2009 Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1642038.1642048.

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Huang, Xianmin. "ON Net-based English Learning from Psycholinguistics Perspectives". W 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.27.

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Korovina, Svetlana, Anna Pushkina i Lyudmila Krivoshlykova. "Audiovisual Method, Psycholinguistics and Sociocultural Approaches in Teaching Chinese". W ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.16.

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Baili, Muthiah i Rohmani Nur Indah. "Communication Disorder of Schizophrenics in Psycholinguistics and Religious Perspective". W International Conference Recent Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009926212701275.

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Raporty organizacyjne na temat "Psycholinguistics"

Бережна, Маргарита Василівна. The Destroyer Psycholinguistic Archetype. Baltija Publishing, 2021. http://dx.doi.org/10.31812/123456789/6036.

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The aim of the research is to identify the elements of the psycholinguistic image of the main antagonist Hela in the superhero film Thor: Ragnarok based on the Marvel Comics and directed by Taika Waititi (2017). The task consists of two stages, at the first of which I identify the psychological characteristics of the character to determine to which of the archetypes Hela belongs. As the basis, I take the classification of film archetypes by V. Schmidt. At the second stage, I distinguish the speech peculiarities of the character that reflect her psychological image.

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Бережна, Маргарита Василівна. The Traitor Psycholinguistic Archetype. Premier Publishing, 2022. http://dx.doi.org/10.31812/123456789/6051.

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Film studies have recently begun to employ Jung’s concept of archetypes prototypical characters which play the role of blueprint in constructing clear-cut characters. New typologies of archetype characters appear to reflect the changes in the constantly developing world of literature, theater, film, comics and other forms of entertainment. Among those, there is the classification of forty-five master characters by V. Schmidt , which is the basis for defining the character’s archetype in the present article. The aim of the research is to identify the elements of the psycholinguistic image of Justin Hammer in the superhero film Iron Man 2 based on the Marvel Comics and directed by Jon Favreau (2010). The task consists of three stages, namely identification of the psychological characteristics of the character, subsequent determination of Hammer’s archetype and definition of speech elements that reveal the character’s psychological image. This paper explores 92 Hammer’s turns of dialogues in the film. According to V. Schmidt’s classification, Hammer belongs to the Traitor archetype, which is a villainous representation of the Businessman archetype.

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Morgan, J. Explorations into the Psycholinguistic Validity of Extended Collocations. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2004.

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Бережна, Маргарита Василівна. Maleficent: from the Matriarch to the Scorned Woman (Psycholinguistic Image). Baltija Publishing, 2021. http://dx.doi.org/10.31812/123456789/5766.

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The aim of the research is to identify the elements of the psycholinguistic image of the leading character in the dark fantasy adventure film Maleficent directed by Robert Stromberg (2014). The task consists of two stages, at the first of which I identify the psychological characteristics of the character to determine to which of the archetypes Maleficent belongs. As the basis, I take the classification of film archetypes by V. Schmidt. At the second stage, I distinguish the speech peculiarities of the character that reflex her psychological image. This paper explores 98 Maleficent’s turns of dialogues in the film. According to V. Schmidt’s classification, Maleficent belongs first to the Matriarch archetype and later in the plot to the Scorned Woman archetype. These archetypes are representations of the powerful goddess of marriage and fertility Hera, being respectively her heroic and villainous embodiments. There are several crucial characteristics revealed by speech elements.

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Makhachashvili, Rusudan K., Svetlana I. Kovpik, Anna O. Bakhtina i Ekaterina O. Shmeltser. Technology of presentation of literature on the Emoji Maker platform: pedagogical function of graphic mimesis. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3864.

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The article deals with the technology of visualizing fictional text (poetry) with the help of emoji symbols in the Emoji Maker platform that not only activates students’ thinking, but also develops creative attention, makes it possible to reproduce the meaning of poetry in a succinct way. The application of this technology has yielded the significance of introducing a computer being emoji in the study and mastering of literature is absolutely logical: an emoji, phenomenologically, logically and eidologically installed in the digital continuum, is separated from the natural language provided by (ethno)logy, and is implicitly embedded into (cosmo)logy. The technology application object is the text of the twentieth century Cuban poet José Ángel Buesa. The choice of poetry was dictated by the appeal to the most important function of emoji – the expression of feelings, emotions, and mood. It has been discovered that sensuality can reconstructed with the help of this type of meta-linguistic digital continuum. It is noted that during the emoji design in the Emoji Maker program, due to the technical limitations of the platform, it is possible to phenomenologize one’s own essential-empirical reconstruction of the lyrical image. Creating the image of the lyrical protagonist sign, it was sensible to apply knowledge in linguistics, philosophy of language, psychology, psycholinguistics, literary criticism. By constructing the sign, a special emphasis was placed on the facial emogram, which also plays an essential role in the transmission of a wide range of emotions, moods, feelings of the lyrical protagonist. Consequently, the Emoji Maker digital platform allowed to create a new model of digital presentation of fiction, especially considering the psychophysiological characteristics of the lyrical protagonist. Thus, the interpreting reader, using a specific digital toolkit – a visual iconic sign (smile) – reproduces the polylaterial metalinguistic multimodality of the sign meaning in fiction. The effectiveness of this approach is verified by the poly-functional emoji ousia, tested on texts of fiction.

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Бережна, Маргарита Василівна. Psycholinguistic Image of Joy (in the Computer-Animated Film Inside Out). Psycholinguistics in a Modern World, 2021. http://dx.doi.org/10.31812/123456789/5827.

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The paper is focused on the correlation between the psychological archetype of a film character and the linguistic elements composing their speech. The Nurturer archetype is represented in the film Inside Out by the personalized emotion Joy. Joy is depicted as an antropomorphous female character, whose purpose is to keep her host, a young girl Riley, happy. As the Nurturer, Joy is completely focused on Riley’s happiness, which is expressed by lexico-semantic group ‘happy’, positive evaluative tokens, exclamatory sentences, promissive speech acts, and repetitions. She needs the feeling of connectedness with other members of her family, which is revealed by lexico-semantic groups ‘support’ and ‘help’. She is ready to sacrifice everything to save the girl in her care, which is demonstrated by modal verbs, frequent word-combination ‘for Riley’, and directives.

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James, George. An Investigation of the Performance of Black Children Age 3.6 to 6.0 on Three Subtests of the Illinois Test of Psycholinguistic Abilities. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2586.

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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, luty 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.

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Thomas, Strobel. A contrastive approach to grammatical doubts in some contemporary Germanic languages (German, Dutch, Swedish). Goethe-Universität Frankfurt a.M., marzec 2023. http://dx.doi.org/10.21248/gups.72278.

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Unquestionably (or: undoubtedly), every competent speaker has already come to doubt with respect to the question of which form is correct or appropriate and should be used (in the standard language) when faced with two or more almost identical competing variants of words, word forms or sentence and phrase structure (e.g. German "Pizzas/Pizzen/Pizze" 'pizzas', Dutch "de drie mooiste/mooiste drie stranden" 'the three most beautiful/most beautiful three beaches', Swedish "större än jag/mig" 'taller than I/me'). Such linguistic uncertainties or "cases of doubt" (cf. i.a. Klein 2003, 2009, 2018; Müller & Szczepaniak 2017; Schmitt, Szczepaniak & Vieregge 2019; Stark 2019 as well as the useful collections of data of Duden vol. 9, Taaladvies.net, Språkriktighetsboken etc.) systematically occur also in native speakers and they do not necessarily coincide with the difficulties of second language learners. In present-day German, most grammatical uncertainties occur in the domains of inflection (nominal plural formation, genitive singular allomorphy of strong masc./neut. nouns, inflectional variation of weak masc. nouns, strong/weak adjectival inflection and comparison forms, strong/weak verb forms, perfect auxiliary selection) and word-formation (linking elements in compounds, separability of complex verbs). As for syntax, there are often doubts in connection with case choice (pseudo-partitive constructions, prepositional case government) and agreement (especially due to coordination or appositional structures). This contribution aims to present a contrastive approach to morphological and syntactic uncertainties in contemporary Germanic languages (mostly German, Dutch, and Swedish) in order to obtain a broader and more fine-grained typology of grammatical instabilities and their causes. As will be discussed, most doubts of competent speakers - a problem also for general linguistic theory - can be attributed to processes of language change in progress, to language or variety contact, to gaps and rule conflicts in the grammar of every language or to psycholinguistic conditions of language processing. Our main concerns will be the issues of which (kinds of) common or different critical areas there are within Germanic (and, on the other hand, in which areas there are no doubts), which of the established (cross-linguistically valid) explanatory approaches apply to which phenomena and, ultimately, the question whether the new data reveals further lines of explanation for the empirically observable (standard) variation.

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