语言心理学名词解释附答案

1、1.Mutual exclusivity bias It is a cognitive constraint which refers to the fact that a child who knows the name of a particular object will then generally reject applying a second name to that object.2. Motherese Adult-to-child language, which has been called motherese, differ in a number of ways fr

2、om adult-to-adult language. In general, speech to children learning language is shorter, more concrete, more directive, and more intonationally exaggerated than adult-directed speech.3. Critical period hypothesis The view that there is a period early in life in which we are especially prepared to ac

3、quire a language is referred to as the critical period hypothesis. Many investigators who favor the critical period hypothesis suggest that there are neurological changes in the brain that leave a learner less able to acquire a language, although the nature of these supposed changes is not well unde

4、rstood. Most commonly, these changes are assumed to occur near puberty.4. Language bioprogram hypothesis On version of how innate processes operate in child language has been called the Language bioprogram hypothesis by Bickerton. Bickertons claim, in brief, is that we, as children, have an innate g

5、rammar that is available biological if our language input is insufficient to acquire the language of our community. It is something like a linguistic backup system.5. Pidgin A pidgin is “an auxiliary language that arises when speakers of several mutually unintelligible languages are in close contact

6、”. Typically this occurs when workers from diverse countries are brought in as cheap labor in an agricultural community. Immigrant workers come to speak a simpler form of the dominant language of the areajust enough to get by. 6. Language transfer In second-language acquisition, the process in which

7、 the first language influences the acquisition of a subsequent language.7. Overregularization An overregularization is the childs use of a regular morpheme in a word that is irregular, such as the past-tense morpheme in breaked and goed. There are two theories about how children acquire overregulari

8、zations: the rule-and-memory model and the parallel distributed processing model.8. Holophrase A holophrase has been defined as a single-word utterance that is used by a child to express more than the meaning usually attributed to that single word by adults.9. Idiomorph A sound or sound sequence use

9、d consistently by a child to refer to someone or something, objects or events in their environment even though it is not the sound sequence conventionally used in the language for that purpose.10. Coalescence Coalescence occurs when phonemes from different syllables are combined into a single syllab

10、le.11. Reduction A phonological process in child language in which one or more phonemes are deleted. Also called cluster reduction because consonant clusters are often reduced, such as saying take for steak.12. Assimilation Assimilation is a phonological process. Assimilation occurs when children ch

11、ange one sound to make it similar to another sound in the same word, such as saying nance for dance or fweet for sweet. In the latter case, the f is articulated closer to the front of the mouth than s, making it more similar to the bilabial w. 13. Common ground Common ground refers to the shared und

12、erstanding of those involved in the conversation. For knowledge to qualify as common ground, person A must know a given information X, and person B must know X, and A must know that B knows, and B knows that A knows, and so on. That is, both parties are aware that they share the information. 14. Sem

13、antic bootstrapping The process of using semantics to acquire syntax. (Ultimately children must grasp categories that are defined in syntactic terms, and there has been much debate concerninghow they do this. One suggestion is that they use their knowledge of semanticrelations to learn syntactic rel

14、ations. This process is known as semantic bootstrapping )15. Accommodation A phonological process in which elements that are shifted or deleted are adapted to their error-induced environments.16. Incremental processing The notion that we are planning one portion of our utterance as we articulate ano

15、ther portion.17. Speech errors =slip of tongue Speech errors refer to faults made by speakers during the production of sounds, words and sentences. Both native and non-native speakers of a language make mistakes when speaking. There are eight types of speech errors: exchange, substitution, addition,

16、 deletion, anticipation, perseveration, blend, and shift.18. Assemblage errors The correct choice or word has been made, but the utterance has been faultily assembled. Eg. writtening threat letters-writing threatening letters19. Selection errors A wrong item (or items) is chosen, where something has

17、 gone wrong with the selection process. Eg. tooth hache-tooth paste20. Psycholinguistics Psycholinguistics is the study of how individuals comprehend, produce, and acquire language.The psychological study of language is called psycholinguistics. The study of psycholinguistics is part of the field of

18、 cognitive science. It deals with the mental processes that are involved in language use. Psycholinguistics stresses the knowledge of language and the cognitive processes involved in ordinary language use. Psycholinguists are also interested in the social rules involved in language use and the brain

19、 mechanisms associated with language. Contemporary interest in psycholinguistics began in the 1950s, although important precursors existed earlier in the 20th century.21. Aphasia A language disorder produced by brain damage is called an aphasia.we beginby examining some of the more common types of a

20、phasia. One type is Brocas Aphasia. The disorder Brocas aphasia,also known as expressive aphasia, was discovered by and named after the French surgeon Paul Broca. The second type is Wernickes Aphasia.It results from damage to a region in the left temporal lobe near the auditory cortex.A third major

21、type of aphasia is conduction aphasia,which is a disturbance of repetition, and other aphasias.22. Behaviorism By the 1920s, behaviorism took over the mainstream of experimental psychology. Behaviorist favored the study of objective behavior, often in laboratory animals, as opposed to the study of m

22、ental processes. Moreover, behaviorists had a strong commitment to the role of experience in shaping behavior. Emphasis was placed on the role of environmental contingencies (such as reinforcement and punish-ment) and on models present in the immediate environment.23. Distinctive features A distinct

23、ive feature is a characteristic of a speech sound whose presence or absence distinguishes the sound from other sounds.24. Observational adequacy First, the grammar must specify what is and what is not an acceptable sequence in the language. This criterion, referred to as observational adequacy, appl

24、ies at several levels of language. A grammar is observationally adequate if it generates all of the acceptable sequences in a language and none of the unacceptable sequences.25. Descriptive adequacy The second criterion is that the grammar must specify the relationships between various sequences in

25、the language, a criterion known as descriptive adequacy. It is not enough for the grammar to mark a sequence as permissible; it must also explain how it relates to other sentences that are similar in meaning, opposite in meaning and so on.26. Explanatory adequacy The extent to which a grammar can ex

26、plain the facts of language acquisition. See also descriptive adequacy and observational adequacy. The third criterion is called explanatory adequacy. That children choose one particular grammar implies that certain innate language constraints enable the child to deduce the correct grammar. This lev

27、el of adequacy involves the ability to explain the role of linguistic universals in language acquisition.27. Transformational-generative grammar Transformational grammar discusses a historically significant theory of grammar. Transformational grammar assumes that sentences have a deep structure and

28、a surface structure. The deep structure is derived by a series of phrase-structure rules, and the surface structure is derived from the deep structure by a series of transformational rules. 28. Psychological reality A grammar or theory of language that takes psychological or processing consideration

29、s into account.29. Core grammar Core grammar is the grammar that rules the essence of the syntax of a language (principle and parameters). It is an innate ability.30. Working memory Working memory has been defined as referring to “the temporary storage of information that is being processed in any r

30、ange of cognitive tasks” (Baddeley, 1986, p. 34). Working memory is measured in several ways. The most simple is a memory span test (or simple span test) in which participants are given a series of items (words, letters, numbers, and so forth) and asked to recall the items in the order presented. So

31、metimes they are asked to recall them in backward order.31. Memory span : it is the number of items that can be reliably recalled in the correct order. This simple test not only is a common method in psychological experiments but also is included in most commonly used intelligence tests.32. Episodic

32、 memory The division of permanent memory in which personally experienced information is stored.It dealt with personally experienced facts33. Semantic memory It dealt with general facts.Semantic memory refers to our organized knowledge of words, concepts, symbols, and objects. It includes such broad

33、classes of information as motor skills (typing, swimming, bicycling), general knowledge (grammar, arithmetic), spatial knowledge (the typical layout of a house), and social skills (how to begin and end conversations, rules for self-confidence).34. Parallel processing If two or more of the processes

34、take place simultaneously, it is called parallel processing.35. Categorical perception Categorical perception refers to a failure to discriminate speech sounds any better than you can identify them. This may be illustrated with an experimental example. On a speech spectrometer, it is possible to ide

35、ntify the difference between the voiced sound ba and the voiceless sound pa as due to the time between when the sound is released at the lips and when the vocal cords begin vibrating. It suggests that categorical perception is a reflection of the phonetic level of processing in which a phonetic iden

36、tity is imposed and all other acoustic features are lost (thus leading to especially poor performance on within-category discrimination).36. Semantic network A semantic network is an interconnected web of concepts connected by various relations. In the hierarchical model, we store our knowledge of w

37、ords in the form of a semantic network, with some words represented at higher nodes in the network than others. Although the hierarchical network model can explain some results, it is too rigid to capture all of our tacit knowledge of the lexicon.37. Typicality effect The fact that it takes longer t

38、o verify a statement of the form An A is a B when A is not typical or characteristic of B. This has generally been called the typicality effect: Items that are more typicalof a given subordinate take less time to verify than atypical items in true statements; the opposite is true for false statement

39、s.38. Logogen : Morton (1969) proposed one of the earliest activation models. In Mortons model, each word (or morpheme) in the lexicon is represented as a logogen, which specifies the words various attributes (semantic, orthographic, phonological, and so on).The logogen is activated in either of two

40、 ways: by sensory input or by contextual information. Consider first the sensory route. As orthographic or phonological features of the input stimulus are detected, they are matched to the logogen. The logogen functions as a scoreboard or counter; when the counter rises above a predesignated thresho

41、ld, the item is recognized.39. Cohort Model A model of auditory word recognition in which listeners are assumed to develop a group of candidates, a word initial cohort, and then determine which member of that cohort corresponds to the presented word. Marslen-Wilson (1987,1990) and colleagues noticed

42、 several aspects of spoken word recognition that needed to be accounted for in a model of lexical access. First, listeners recognize words very rapidly, perhaps within 200 to 250 milliseconds of the beginning of the word. Second, listeners are sensitive to the recognition point of a word- the point

43、at which the word diverges from other possible words.40. Semantic priming Semantic priming occurs when a word presented earlier activates another, semantically related word. The priming task consists of two phases. The priming task consists of twophases. In the first phase, a priming stimulus is pre

44、sented. Often no response tothe prime is required or recorded; in any event, the response to the prime itselfis of little interest. In the second phase, a second stimulus (the target) is presented, the participant makes some response to it, and the time taken to make this response is recorded. An ex

45、perimental procedure in which one word is presented in advance of another, target word, which reduces the time needed to retrieve or activate the target word.41. Parsing Parsing is the process of assigning elements of surface structure to linguistic categories. Because of limitations in processing r

46、esources, we begin to parse sentences as we see or hear each word in a sentence.A first step in the process of understanding a sentence is to assign elements of its surface structure to linguistic categories, The result of parsing is an internal representation of the linguistic relationships within a sentence, usually in the form of a tree structure or phrase marker. 42. Mini