Psycholinguistics-詳細(xì)講解課件

PsycholinguisticsPsycholinguisticsPsycholinguisticsorpsychologyoflanguageisthestudyofthepsychologicalandneurobiologicalfactorsthatenablehumanstoacquire,use,comprehendandproducelanguage.BrainArchitectureBrainArchitectureRightandlefthemispheresHemispheresareconnectedbythecorpuscallosumBrainiscoveredbyamembranecalledthecortexBumpsonthebrainarecalledgyri,depressionsarefissures

CortexAreasAuditorycortex:receivesandidentifiesauditorysignals;ConvertsthemintoformsunderstandablebyotherareasofthebrainVisualcortex:receivesandinterpretsvisualstimuli;StoragesiteforpictoralimagesMotorcortex:sendssignalstomusclestomakethemmoveLanguageCentersoftheBrain

Broca’sareaLocatedatthebaseofthemotorcortexResponsiblefororganisingarticulatorypatternsoflanguageDirectsthemotorcortexwhentalkisrequiredControlsuseofinflectionalandfunctionmorphemesLanguageCentersoftheBrainWernicke’sarea:

LocatednearthebackoftheauditorycortexResponsibleforthecomprehensionofwordsSelectswordswhenproducinglanguageLanguageCentersoftheBrain

ArcuateFasciculusNervefibersconnectingBroca’sandWernicke’sareasAllowthetwoareastoshareinformationRequiredforaccessingofthe‘mentallexicon’LanguageCentersoftheBrainAngularGyrusLocatedbetweenWernicke’sareaandthevisualcortexConvertsvisualstimuliintoauditorystimuliandviceversaAllowsmatchingofspokenandwrittenformstotheobjectstheydescribeCrucialforreadingandwritingLanguageDisordersAphasia:(pronounced/??fe???/orpronounced/??fe?zi?/)isanacquiredlanguagedisorderinwhichthereisanimpairmentofanylanguagemodality.Thismayincludedifficultyinproducingorcomprehendingspokenorwrittenlanguage.LanguageDisorders

Broca’saphasia(alsotermedexpressiveaphasia)IndividualssufferfromaninabilitytoplanthemotorsequencesforspokenorsignedlanguageComprehensionisnotaffected;ThisisanexpressivedisorderSpeechishalting,patientshaveahardtimeformingwordsSentencesmaylackinflectionand/orfunctionmorphemes(e.G.To,the,etc.)Apersonwithexpressiveaphasiamightsay"Son...University...Smart...Boy...Good...Good...“Forexample,inthefollowingpassage,aBroca'saphasicpatientistryingtoexplainhowhecametothehospitalfordentalsurgery:Yes...ah...Monday...er...DadandPeterH...(hisownname),andDad....er...hospital...andah...Wednesday...Wednesday,nineo'clock...andoh...Thursday...teno'clock,ahdoctors...two...an'doctors...ander...teeth...yah.LanguageDisordersWernicke’saphasia(fluentaphasia)IndividualssufferfromtheinabilitytounderstandthespeechofothersThisisareceptivedisorderPatientsmayproducesemanticallyincoherentspeechSyntacticwordordermaybealteredExample:Icalledmymotheronthetelevisionanddidnotunderstandthedoor.Itwastoobreakfast,buttheycamefromfartonear.Mymotherisnottoooldformetobeyoung.LanguageDisordersConductionaphasiaResultsfromdamagetothearcuatefasciculusIndividualsmaysoundlikesufferersofWernicke’saphasia(fluentbutmeaninglessspeech)Suffererswillbeabletounderstandspeech,butnottorepeatitResultsfromtheinabilitytotransmitinformationfromBroca’stoWernicke’sareasandviceversaSplitbrainexperiment(video)18OurDividedBrainTheinformationhighwayfromtheeyestothebrainSpecializationofFunctionRightBrainVisualandspatialskillsControlsleftsideofbodyReceivesvisualsignalfromleftsideonly19LeftBrainLanguageMathcalculationControlsrightsideofbodyReceivesvisualsignalsfromrighteyeonly.Languageacquisition(video)ComplexityoflanguageSyllablesandwordsSyntaxmeaningStagesofFLA1.theprelinguisticstage(babblingstage)2.theone-wordstage3.thetwo-wordstage4.themultiwordstage

Theprelinguisticstage(babblingstage)

Atthisstage,infantsproducethesounds/da,ma,na,ba/,notconsideredaslanguage.Thesoundsandsyllablesthatchildrenutteraremeaningless.Thestagecoverstheperiodfrom6to10months.Theone-wordstage

Thelatepartofthefirstyearortheearlypartofthesecondyearisoftenreferredtoastheone-wordstage.Childrenlearnthatsoundsarerelatedtomeanings.Children’sone-wordutterancesarealsocalledholophrasticsentences（獨(dú)詞句）.

eg.“milk”,“more”,“up”.

Thetwo-wordstage

Thetwo-wordstagebeginsroughlyinthesecondhalfofthechild’ssecondyear.Atfirst,theseutterancesappeartobestringsoftwoholophrasticutterances.Soonafter,childrenbegintoformactualtwo-wordsentenceswithclearsyntacticandsemanticrelations.Examples:Babychair.Daddyhat.Mummysock.Doggiebark.Shoemine.Megoing.Kenwater.Dirtysock.Herepretty.Apparently,children’stwo-wordutterancescanexpressacertainvarietyofgrammaticalrelationsindicatedbywordorder.

Themultiwordstage

Betweentwoandthreeyearsold,childrenstartstringingmorethantwowordstogether,theutterancesmaybethemultiwordstage.Theearlymultiwordutterancesofchildrenhaveaspecialcharacteristics.Theytypicallylackinflectionalmorphemesandmostminorlexicalcategories.

ExamplesCatstanduptable.Daddylikethisbook.Heplaylittletune.Thisshoeallwet.Chairallbroken.Igoodboytoday.Whatthat?Nositthere.Mummynoplay.Babynoeatapple.LanguageacquisitionmechanismDoChildrenLearnthroughImitation?Theideathatchildrenlearnlanguagethroughimitationstemsstronglyfrombehaviorism,aschoolofpsychologyprevalentinthe1950sandchampionedbypsychologistB.F.Skinner.ImitationTheorystatesthatchildrenlearnlanguagebylisteningtothespeecharoundthemandreproducingwhattheyhear.WeaknessesinImitationTheoryAllEnglish-speakingchildrengothroughpredictablestagesinwhichtheyproducewordslikehitted,goed,ortooths,despitethefactthattheyhavealmostcertainlyneverheardanadultusethesewords.Thisalsohappensonthesyntacticlevel:Childrenalsogothroughstageswhentheyproduceerrorslike:amypencilwhattheboyhit?cowboydidfightingmeAndproducetheminasystematicandpredictableway.Finally,ImitationTheorycannotaccountforhowchildrenandadultsareabletoproduceandunderstandnewsentences-speakersdonotstorewholesentencesintheirmemory;theystorewordsandsyntacticrules.DoChildrenLearnthroughReinforcement?ReinforcementTheoryassertsthatchildrenlearntospeaklikeadultsbecausetheyarepraised,rewardedorotherwisereinforcedwhentheyusetherightformsandcorrectedwhentheymakemistakes.ReinforcementTheory:However,theclaimthatparentsandothercaretakersfrequentlycorrecttheirchildren’sgrammaticalmistakesisunfounded.Althoughparentalcorrectiontakesplace,itisalmostalwaystodowiththeaccuracyortruthofastatementandnotitsgrammaticalform.Also,ontherareoccasionswhenadultstrytocorrectachild’sgrammar,theattemptsusuallyfailentirely.Child:Wantotheronespoon,Daddy.Father:Youmean,youwanttheotherspoon.Child:Yes,Iwantotheronespoon,please,Daddy.Father:Canyousay“theotherspoon”?Child:Other…one…spoon.Father:Say…“other”.Child:Other.Father:Spoon.Child:Spoon.Father:Other…spoonChild:Other…spoon.Nowgivemeotheronespoon?DoChildrenLearnthroughAnalogy?AnalogyTheorystatesthatchildrenusesentencestheyhearassamplestoformothersentences.Adult:paintedaredbarn.Child:paintedabluebarn.Adult:paintedabarnred.Child:paintedabarnblue.Adult:sawaredbarn.Child:*Isawabarnblue.

AnalogyTheory:Unfortunately,mostanalogieswillproduceungrammaticalutteranceswithonlyalittlegeneralization.TheInnatenessHypothesisInnatenessHypothesisstatesthatlanguageisaninnate,instinctivebehaviorforhumanbeings.TheInnatenessHypothesisTheclaimthatlinguisticabilityisinnateinhumansissupportedbytheworkofbiologistEricLenneberg.Studyinganimalbehavior,hedevelopedalistofcharacteristicsthataretypicalofinnatelydeterminedbehaviors.Theyare:1.Thebehavioremergesbeforeitisnecessary.Inwhatsenseislanguagenecessary?Fromabiologicalstandpoint,languageisabehaviorthathasencouragedthesurvivalofthehumanspecies;eachindividualneedslanguagetoenableittotakecareofbasicneeds.But,childrenusuallybegintospeakbetweentheagesof12and24months,longbeforetheyareabletoseetotheirneedsontheirown.Solanguageisabehaviorthatemerges,likewalking,wellbeforeachildhastofendforitself.2.Thebehavior’sappearanceisnottheresultofaconsciousdecision.

3.Itsemergenceisnottriggeredbyexternalevents*.Childrennevermakeachoiceaboutacquiringlanguage;it’sjustsomethingthatallchildrendo.Thechildneedsnoexternalstimulusbeyondthelanguageithearstobegintheprocessofanalyzingalanguageandconstructingitsgrammar.*Thoughthesurroundingenvironmentmustbesufficiently“rich”forittodevelopadequately.4.Directteachingandintensivepracticehaverelativelylittleeffect.Intensiveteachinghasnopositiveeffectonchildren’sacquisitionoflanguageatall.Childrendon’tusuallyperceivetheirmistakesjustbecauseanadultpointsthemout.Studieshaveshownthatchildrenwhoprimarilyreceivedcorrectionsasresponseswereslowerintheacquisitionoflanguageskillsthanchildrenwhoreceivednovelutterancesasresponsestotheirownspeech.5.Thereisaregularsequenceof“milestones”asthebehaviordevelops,andthesecanusuallybecorrelatedwithageandotheraspectsofdevelopment.6.Thereislikelytobea“criticalperiod”fortheacquisitionofthebehavior.SEQUENCEOFLANGUAGEDEVELOPMENT

UniversalMilestonesinLanguageDevelMilestone

Approx.Age Cooing 2-3mos. Babbling 5mos.FirstWords 10-14mos.TenWords 12mos.Two-word 21-24mos. sentence Two-hundred 24mos. words Acriticalperiodisaperiodoftimeinanindividual’slifeduringwhichabehavior-inthiscaselanguage-mustbeacquired.LinguisticEvidenceforInnatenessTheprimaryargumentfortheinnatenessoflanguageinhumansisthepovertyofthestimulus.ThePovertyoftheStimulusAlthoughchildrenhearmanyutterances,thelanguagetheyhearisincomplete,unstructuredandnoisyThankstoproductionerrors,thelanguageweproduceisoftenungrammatical,andchildrenreceivenoinformationastowhichutterancesarewell-formedandwhicharenot.Butthere’smore!Childrenalsocometobeabletousecomplexgrammaticalstructuresaboutwhichtheyreceivenoinformation,oratleastnotenoughtomakehypothesesaboutgrammar.HowdoesachildknowthatJackandJillwentupthehillformsthequestionWhodidJackgoupthehillwith?TheLogicalProblemofLanguageAcquisitionWhataccountsfortheease,rapidity(wewillseejusthowrapidlater),anduniformityoflanguageacquisitioninthefaceofimpoverisheddata?Thebestlogicalanswer,accordingtoChomsky,isthattheydonotstartfromscratch.TheCritical-AgeHypothesisThisisaperiodintheindividual’slifewhenlanguagemustbeacquired.Itseemsthatweneedtodifferentiatebetweentwocriticalperiodsforlanguage.TwoCriticalPeriodsFrombirthtoaboutagetwo:duringthistimeachildneedsexposuretolanguageinordertodevelopthebrainstructuresnecessaryforlanguageacquisition.Untilaboutage16:duringthistimechildrencanstilleasilyacquirealanguage,butwithoutnative-likecompetence.HowcanwetesttheCritical-AgeHypothesis?Clearly,experimenttotestfortheFirstLanguageCriticalPeriodwouldbyhighlyunethical,butthefewexamples