Psycholinguistics examines the relationship between language and the human mind. It combines aspects of both psychology and linguistics to study how humans acquire, produce, and comprehend language. Some key areas of study in psycholinguistics include language acquisition, speech production, and language comprehension. Language acquisition analyzes how children learn their first language and how adults learn a second language. Speech production models like Levelt's describe the cognitive processes involved in conceptualizing thoughts and formulating and articulating speech. Self-monitoring is an important part of speech production that allows speakers to correct errors.
The document discusses four main theories of language development in children: behavioral theory, nativist linguistic theories, social interactionist theory, and cognitive theory. Behavioral theory views language as learned through conditioning and environment. Nativist linguistic theories propose an innate language acquisition device. Social interactionist theory emphasizes the social environment and context. Cognitive theory, proposed by Piaget, sees language developing through cognitive maturation stages. Overall, the document examines the key theories but notes language development remains complex with no single theory providing a full explanation.
Overview on Psycholinguistics: Universidad Santo TomásMauricio Buitrago
This document summarizes key topics related to first (L1) and second (L2) language acquisition. It discusses:
1) The brain areas involved in language processing like Broca's and Wernicke's areas.
2) Children acquire their L1 through innate language abilities and interaction, while adults learn L2 through conscious study relying more on explicit memory.
3) Being bilingual has many definitions but involves proficiency in two languages to varying degrees, and has cognitive advantages over monolingualism.
Psycholinguistics and foreign language teaching.Tony Viethao
PG20- topics presented by group 4 with contents:
1, Definitions of linguistics2, Key concepts of psycholinguistics3, First language acquisition (FLA)4, Second language learning ( SLL)5, The similarities & differences between FLA & SLL
This document discusses first and second language acquisition. It covers:
- The stages of first language acquisition from babbling to combining words to grammatically complete sentences by age 6.
- Theories of language acquisition including cognitive, imitation, and innateness theories.
- Universally accepted facts about first language acquisition being a natural consequence of human society.
- Krashen's theory of second language acquisition including the acquisition vs learning hypothesis and the affective filter hypothesis.
- The natural approach method for teaching second languages which focuses on comprehensible input through visuals and meaning over formal instruction.
1. The document discusses several theories of first and second language acquisition, including imitation theory, innateness theory, cognition theory, input theory, and behaviorism.
2. It notes key differences between first and second language acquisition, such as L1 acquisition typically occurring before age 5 while L2 occurs later, and L2 learners being unable to fully process language like native speakers.
3. Several theories of second language acquisition are also covered, including accomodation theory, the acculturation model, discourse theory, and Krashen's Monitor model which distinguishes acquisition vs. learning.
This document discusses theories of first and second language acquisition. It begins by distinguishing between acquisition, which is subconscious, and learning, which is conscious knowledge of rules. It then covers three theories of first language acquisition: behaviorism, nativism, and functionalism. Issues in first language acquisition discussed include competence vs performance, comprehension vs production, nature vs nurture, universals, and the role of input, imitation, practice, and discourse. The document concludes by outlining Krashen's five hypotheses of second language acquisition, including the acquisition-learning distinction and the role of comprehensible input.
The document summarizes theories of first language acquisition. It discusses the imitation/behaviorist theory proposed by Skinner, which views language learning as habit formation through reinforcement. It also discusses the innateness/nativist theory of Chomsky, which posits that humans are born with an innate language acquisition device. The document further examines cognitive, input, and connectionist theories and their varying perspectives on how the environment and mental faculties influence language learning.
The document discusses several theories of first language acquisition:
1) Behaviourism views language as learned through stimulus-response and imitation, though it does not explain why all humans acquire language while other species do not.
2) The cognitive approach sees innate cognitive abilities as influencing language learning beyond just environmental factors. Piaget's stages of development also related to language acquisition.
3) The nativist approach, proposed by Chomsky, argues humans are born with an innate language acquisition device and universal grammar containing basic language structures. This explains consistent language acquisition across environments.
4) While each theory provides some insights, the document concludes that both innate and environmental factors likely influence language acquisition in a gradual process,
The document discusses four main theories of language development in children: behavioral theory, nativist linguistic theories, social interactionist theory, and cognitive theory. Behavioral theory views language as learned through conditioning and environment. Nativist linguistic theories propose an innate language acquisition device. Social interactionist theory emphasizes the social environment and context. Cognitive theory, proposed by Piaget, sees language developing through cognitive maturation stages. Overall, the document examines the key theories but notes language development remains complex with no single theory providing a full explanation.
Overview on Psycholinguistics: Universidad Santo TomásMauricio Buitrago
This document summarizes key topics related to first (L1) and second (L2) language acquisition. It discusses:
1) The brain areas involved in language processing like Broca's and Wernicke's areas.
2) Children acquire their L1 through innate language abilities and interaction, while adults learn L2 through conscious study relying more on explicit memory.
3) Being bilingual has many definitions but involves proficiency in two languages to varying degrees, and has cognitive advantages over monolingualism.
Psycholinguistics and foreign language teaching.Tony Viethao
PG20- topics presented by group 4 with contents:
1, Definitions of linguistics2, Key concepts of psycholinguistics3, First language acquisition (FLA)4, Second language learning ( SLL)5, The similarities & differences between FLA & SLL
This document discusses first and second language acquisition. It covers:
- The stages of first language acquisition from babbling to combining words to grammatically complete sentences by age 6.
- Theories of language acquisition including cognitive, imitation, and innateness theories.
- Universally accepted facts about first language acquisition being a natural consequence of human society.
- Krashen's theory of second language acquisition including the acquisition vs learning hypothesis and the affective filter hypothesis.
- The natural approach method for teaching second languages which focuses on comprehensible input through visuals and meaning over formal instruction.
1. The document discusses several theories of first and second language acquisition, including imitation theory, innateness theory, cognition theory, input theory, and behaviorism.
2. It notes key differences between first and second language acquisition, such as L1 acquisition typically occurring before age 5 while L2 occurs later, and L2 learners being unable to fully process language like native speakers.
3. Several theories of second language acquisition are also covered, including accomodation theory, the acculturation model, discourse theory, and Krashen's Monitor model which distinguishes acquisition vs. learning.
This document discusses theories of first and second language acquisition. It begins by distinguishing between acquisition, which is subconscious, and learning, which is conscious knowledge of rules. It then covers three theories of first language acquisition: behaviorism, nativism, and functionalism. Issues in first language acquisition discussed include competence vs performance, comprehension vs production, nature vs nurture, universals, and the role of input, imitation, practice, and discourse. The document concludes by outlining Krashen's five hypotheses of second language acquisition, including the acquisition-learning distinction and the role of comprehensible input.
The document summarizes theories of first language acquisition. It discusses the imitation/behaviorist theory proposed by Skinner, which views language learning as habit formation through reinforcement. It also discusses the innateness/nativist theory of Chomsky, which posits that humans are born with an innate language acquisition device. The document further examines cognitive, input, and connectionist theories and their varying perspectives on how the environment and mental faculties influence language learning.
The document discusses several theories of first language acquisition:
1) Behaviourism views language as learned through stimulus-response and imitation, though it does not explain why all humans acquire language while other species do not.
2) The cognitive approach sees innate cognitive abilities as influencing language learning beyond just environmental factors. Piaget's stages of development also related to language acquisition.
3) The nativist approach, proposed by Chomsky, argues humans are born with an innate language acquisition device and universal grammar containing basic language structures. This explains consistent language acquisition across environments.
4) While each theory provides some insights, the document concludes that both innate and environmental factors likely influence language acquisition in a gradual process,
The document provides an overview of psycholinguistics, which is an interdisciplinary field that brings together linguistics and psychology to understand how humans acquire, process, and use language. It discusses several topics within psycholinguistics including language acquisition, comprehension, production, the relationship between language and the brain, aphasia, individual differences that influence language learning, information processing approaches, theories of connectionism, complexity theory, processability theory, age differences in second language acquisition, the critical period hypothesis, the role of motivation and sex in language learning, and aptitude for language learning.
1. The document discusses the theories of behaviorism and mentalism as they relate to language learning. Behaviorism views language as learned behaviors and habits, focusing on external factors like reinforcement and stimulus-response mechanisms. Mentalism believes innate, internal factors are most important, and that language learning abilities are inborn rather than learned.
2. Behaviorism's principles for language learning include habit formation, drill-based practice, and reinforcement. Its weaknesses are an over-reliance on animal studies and inability to explain complex language. Mentalism focuses on innate abilities and universal grammar, but neglects external influences.
3. The ideal approach combines both theories, recognizing a role for both internal capacities and external social influences in developing
The document discusses how age impacts second language acquisition (SLA). It explores several myths about first (L1) and second language (L2) learning and compares how children and adults acquire languages. Key factors that influence SLA success include critical periods of development, neurobiological maturation, cognitive development, and affective/emotional factors like language ego and risk-taking. While younger learners may have some advantages, adults can also achieve high levels of proficiency with the right instructional methods and meaningful practice opportunities. The relationship between age and SLA success is complex with no clear consensus on an optimal starting age.
The innateness hypothesis proposes that humans are born with some innate knowledge of language. Hilary Putnam coined the term to describe Noam Chomsky's theory of Universal Grammar, which suggests humans possess an innate Language Acquisition Device containing the core principles of grammar. Evidence for innateness comes from observations that language acquisition in children follows predictable stages and is not dependent on formal teaching, and adults generally fail to achieve native-like proficiency in a second language. The critical period hypothesis of Eric Lenneberge further suggests there is an optimal period in early childhood for acquiring full native language competence.
This document discusses several theories and concepts related to second language acquisition and models of instruction. It covers behaviourism, constructivism, language acquisition, mastery learning, schema theory, and concludes with a discussion of research on second language acquisition in classroom settings. The key findings are that children acquire language through both innate capacities and environmental influences, and that traditional grammar and vocabulary focused instruction is less effective for proficiency than communicative approaches that provide opportunities for meaningful use of the target language.
This document discusses several theories and concepts related to second language acquisition and models of instruction. It covers behaviourism, constructivism, language acquisition, mastery learning, schema theory, and conclusions about second language acquisition research in classroom settings. The key findings are that children acquire language through both innate capacities and environmental influences, mastery learning aims to help all students learn through appropriate conditions, and research shows traditional grammar/vocabulary focused instruction is less effective than communicative approaches.
This document summarizes key aspects of second language learning. It discusses that children have an easier time acquiring additional languages before puberty, when the critical period ends around age 12. The ability to learn new languages gradually reduces from ages 7 to 30. It also outlines Stephen Krashen's five main hypotheses of second language acquisition: the acquisition-learning distinction, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis.
This document summarizes key concepts from second language acquisition theory, including Krashen's acquisition-learning distinction, natural order hypothesis, monitor hypothesis, input hypothesis, affective filter hypothesis, and factors that influence SLA such as language teaching, exposure, age, and acculturation. It describes hypotheses such as input containing structures a bit beyond the learner's current level and a low affective filter being necessary for acquisition. Exposure variables and age are presented as not directly causal but relating to SLA through comprehensible input and affective filter level.
This document summarizes several theories of second language acquisition:
- The acquisition-learning distinction differentiates between subconscious language acquisition similar to a child's first language development, and conscious language learning through study of rules.
- The natural order hypothesis proposes that language rules are acquired in a predictable sequence, regardless of instruction or native language.
- The monitor hypothesis explains that acquired language initiates speech, while conscious learning acts as a "monitor" that can alter output.
- The input hypothesis argues that language is acquired through understanding messages that are slightly above one's current level.
Andrea campaña principles of language learningAndrea Campaña
This document provides an overview and summary of Principles of Language Learning and Teaching by H. Douglas Brown. It discusses key topics around second language acquisition including who learns language, how it is learned, and schools of thought. It also addresses age and acquisition, human learning, styles and strategies, personality and sociocultural factors, cross-linguistic influence, learner language, and communicative competence. The document is divided into multiple chapters that each explore these various aspects of language learning and teaching in more depth.
The document discusses various topics related to second language acquisition including definitions of language, applied linguistics, trends in SLA, and language teaching methodology. It specifically describes the Grammar-Translation method, noting its key characteristics are teaching grammar rules through mother tongue explanation and translation exercises with little active use of the target language. Critics argue this method does not enhance communicative ability and is not advocated due to its reliance on memorization without theory.
The document discusses key topics related to first and second language acquisition, including:
1. The critical period hypothesis which suggests there is an ideal time period for acquiring language abilities most easily.
2. Differences between how children and adults acquire first and second languages, with children able to learn simultaneously through immersion while adults learn sequentially and rely more on rules.
3. Factors that influence second language acquisition success like age of learning, amount of input/practice, and use of language teaching methods focused on meaning and comprehension like TPR and the natural approach.
1. The document discusses the development of language in children. It describes several theories of how language is acquired, including reinforcement, imitation, and Chomsky's nativist theory of an innate language acquisition device.
2. Modern interactionist views hold that children are biologically prepared for language but require extensive experience interacting with others using spoken language.
3. The document also discusses antecedents to language development, including pseudodialogues, protoddeclaratives, and protoimperatives - early communication behaviors that precede full language.
Linguistic and literacy development of children and adolescentsRamil Gallardo
1. The document discusses several theories of language development in children, including reinforcement theory, imitation theory, nativist theory, and interactionist theory.
2. It also discusses theories of literacy development, including emergent literacy and factors that influence reading development such as letter knowledge, vocabulary, and phonological awareness.
3. Bilingual language development is also addressed, outlining patterns of simultaneous and sequential bilingualism in children.
Psycholinguistics is the study of the relationship between language and the mind. It focuses on how language is learned, stored, and sometimes lost. Psycholinguistics has four historical roots dating back to the late 18th century involving comparative linguistics, the study of language in the brain, child language development research, and experimental laboratory approaches. It contributes to fields like education, medicine, and social sciences. The main interests of psycholinguistics are how humans acquire language, comprehend speech, and produce speech. Key aspects of language acquisition in children include undergeneralization, overgeneralization, caregiver language input, and the rule-governed nature of early language.
The document discusses language acquisition and provides details on several key theories of how children learn language. It describes behaviorist theories which posit that language is learned through imitation and reinforcement, as well as nativist theories which argue that humans are born with an innate language acquisition device. The document also discusses interactionist theories which view language development as dependent on both biological and environmental factors, including interaction with others. It provides details on Chomsky's theory of an innate universal grammar and evaluates the different theories based on the stages of language acquisition.
Language is a method of communication, either written or spoken, consisting of the use of words in a structured or conditioned way.
Language is basically the use of words put together to make sense and enable communication.
This document discusses psycholinguistics and language acquisition. It addresses the general issues of psycholinguistics including language acquisition, production, comprehension, and the relationship between language and thought. It then focuses on first and second language acquisition. It describes two notions in first language acquisition: overgeneralization and undergeneralization. Some examples of each are provided. Reasons for overgeneralization and undergeneralization are discussed. Stages of first language acquisition are outlined. The document concludes by discussing whether children are better than adults at learning a second language and comparing natural and classroom settings for second language learning.
The document discusses three domains of language development - syntax, semantics, and pragmatics - and three theories of language acquisition: learning theory, nativist theory, and interactionist theory. Learning theory proposes that language is acquired through reinforcement of behaviors, nativist theory argues aspects of language are innate, and interactionist theory views language acquisition as an interplay between biological predispositions and social/environmental factors.
A BRIEF DISCUSSION ON THE BIOLOGICAL FACTORS IN THE ACQUISITION OF LANGUAGEDaphne Smith
This document discusses three major theories of language acquisition: behaviorism, psycholinguism, and interactionism. It also examines the biological basis of language acquisition. The key points are:
1) Behaviorism views language learning as stimulus-response reinforcement from the environment. Psycholinguism sees an innate language acquisition device (LAD) as the primary driver, with environment only triggering its use. Interactionism combines these views, seeing both innate abilities and environmental interaction as important.
2) There is evidence that humans have an innate, biological predisposition for language. Studies of brain damage and deaf children support an innate component, though a fully developed language still requires environmental exposure.
3) There is a
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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Similar to Lecture-1 An Introduction to Psycholinguistics.pdf
The document provides an overview of psycholinguistics, which is an interdisciplinary field that brings together linguistics and psychology to understand how humans acquire, process, and use language. It discusses several topics within psycholinguistics including language acquisition, comprehension, production, the relationship between language and the brain, aphasia, individual differences that influence language learning, information processing approaches, theories of connectionism, complexity theory, processability theory, age differences in second language acquisition, the critical period hypothesis, the role of motivation and sex in language learning, and aptitude for language learning.
1. The document discusses the theories of behaviorism and mentalism as they relate to language learning. Behaviorism views language as learned behaviors and habits, focusing on external factors like reinforcement and stimulus-response mechanisms. Mentalism believes innate, internal factors are most important, and that language learning abilities are inborn rather than learned.
2. Behaviorism's principles for language learning include habit formation, drill-based practice, and reinforcement. Its weaknesses are an over-reliance on animal studies and inability to explain complex language. Mentalism focuses on innate abilities and universal grammar, but neglects external influences.
3. The ideal approach combines both theories, recognizing a role for both internal capacities and external social influences in developing
The document discusses how age impacts second language acquisition (SLA). It explores several myths about first (L1) and second language (L2) learning and compares how children and adults acquire languages. Key factors that influence SLA success include critical periods of development, neurobiological maturation, cognitive development, and affective/emotional factors like language ego and risk-taking. While younger learners may have some advantages, adults can also achieve high levels of proficiency with the right instructional methods and meaningful practice opportunities. The relationship between age and SLA success is complex with no clear consensus on an optimal starting age.
The innateness hypothesis proposes that humans are born with some innate knowledge of language. Hilary Putnam coined the term to describe Noam Chomsky's theory of Universal Grammar, which suggests humans possess an innate Language Acquisition Device containing the core principles of grammar. Evidence for innateness comes from observations that language acquisition in children follows predictable stages and is not dependent on formal teaching, and adults generally fail to achieve native-like proficiency in a second language. The critical period hypothesis of Eric Lenneberge further suggests there is an optimal period in early childhood for acquiring full native language competence.
This document discusses several theories and concepts related to second language acquisition and models of instruction. It covers behaviourism, constructivism, language acquisition, mastery learning, schema theory, and concludes with a discussion of research on second language acquisition in classroom settings. The key findings are that children acquire language through both innate capacities and environmental influences, and that traditional grammar and vocabulary focused instruction is less effective for proficiency than communicative approaches that provide opportunities for meaningful use of the target language.
This document discusses several theories and concepts related to second language acquisition and models of instruction. It covers behaviourism, constructivism, language acquisition, mastery learning, schema theory, and conclusions about second language acquisition research in classroom settings. The key findings are that children acquire language through both innate capacities and environmental influences, mastery learning aims to help all students learn through appropriate conditions, and research shows traditional grammar/vocabulary focused instruction is less effective than communicative approaches.
This document summarizes key aspects of second language learning. It discusses that children have an easier time acquiring additional languages before puberty, when the critical period ends around age 12. The ability to learn new languages gradually reduces from ages 7 to 30. It also outlines Stephen Krashen's five main hypotheses of second language acquisition: the acquisition-learning distinction, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis.
This document summarizes key concepts from second language acquisition theory, including Krashen's acquisition-learning distinction, natural order hypothesis, monitor hypothesis, input hypothesis, affective filter hypothesis, and factors that influence SLA such as language teaching, exposure, age, and acculturation. It describes hypotheses such as input containing structures a bit beyond the learner's current level and a low affective filter being necessary for acquisition. Exposure variables and age are presented as not directly causal but relating to SLA through comprehensible input and affective filter level.
This document summarizes several theories of second language acquisition:
- The acquisition-learning distinction differentiates between subconscious language acquisition similar to a child's first language development, and conscious language learning through study of rules.
- The natural order hypothesis proposes that language rules are acquired in a predictable sequence, regardless of instruction or native language.
- The monitor hypothesis explains that acquired language initiates speech, while conscious learning acts as a "monitor" that can alter output.
- The input hypothesis argues that language is acquired through understanding messages that are slightly above one's current level.
Andrea campaña principles of language learningAndrea Campaña
This document provides an overview and summary of Principles of Language Learning and Teaching by H. Douglas Brown. It discusses key topics around second language acquisition including who learns language, how it is learned, and schools of thought. It also addresses age and acquisition, human learning, styles and strategies, personality and sociocultural factors, cross-linguistic influence, learner language, and communicative competence. The document is divided into multiple chapters that each explore these various aspects of language learning and teaching in more depth.
The document discusses various topics related to second language acquisition including definitions of language, applied linguistics, trends in SLA, and language teaching methodology. It specifically describes the Grammar-Translation method, noting its key characteristics are teaching grammar rules through mother tongue explanation and translation exercises with little active use of the target language. Critics argue this method does not enhance communicative ability and is not advocated due to its reliance on memorization without theory.
The document discusses key topics related to first and second language acquisition, including:
1. The critical period hypothesis which suggests there is an ideal time period for acquiring language abilities most easily.
2. Differences between how children and adults acquire first and second languages, with children able to learn simultaneously through immersion while adults learn sequentially and rely more on rules.
3. Factors that influence second language acquisition success like age of learning, amount of input/practice, and use of language teaching methods focused on meaning and comprehension like TPR and the natural approach.
1. The document discusses the development of language in children. It describes several theories of how language is acquired, including reinforcement, imitation, and Chomsky's nativist theory of an innate language acquisition device.
2. Modern interactionist views hold that children are biologically prepared for language but require extensive experience interacting with others using spoken language.
3. The document also discusses antecedents to language development, including pseudodialogues, protoddeclaratives, and protoimperatives - early communication behaviors that precede full language.
Linguistic and literacy development of children and adolescentsRamil Gallardo
1. The document discusses several theories of language development in children, including reinforcement theory, imitation theory, nativist theory, and interactionist theory.
2. It also discusses theories of literacy development, including emergent literacy and factors that influence reading development such as letter knowledge, vocabulary, and phonological awareness.
3. Bilingual language development is also addressed, outlining patterns of simultaneous and sequential bilingualism in children.
Psycholinguistics is the study of the relationship between language and the mind. It focuses on how language is learned, stored, and sometimes lost. Psycholinguistics has four historical roots dating back to the late 18th century involving comparative linguistics, the study of language in the brain, child language development research, and experimental laboratory approaches. It contributes to fields like education, medicine, and social sciences. The main interests of psycholinguistics are how humans acquire language, comprehend speech, and produce speech. Key aspects of language acquisition in children include undergeneralization, overgeneralization, caregiver language input, and the rule-governed nature of early language.
The document discusses language acquisition and provides details on several key theories of how children learn language. It describes behaviorist theories which posit that language is learned through imitation and reinforcement, as well as nativist theories which argue that humans are born with an innate language acquisition device. The document also discusses interactionist theories which view language development as dependent on both biological and environmental factors, including interaction with others. It provides details on Chomsky's theory of an innate universal grammar and evaluates the different theories based on the stages of language acquisition.
Language is a method of communication, either written or spoken, consisting of the use of words in a structured or conditioned way.
Language is basically the use of words put together to make sense and enable communication.
This document discusses psycholinguistics and language acquisition. It addresses the general issues of psycholinguistics including language acquisition, production, comprehension, and the relationship between language and thought. It then focuses on first and second language acquisition. It describes two notions in first language acquisition: overgeneralization and undergeneralization. Some examples of each are provided. Reasons for overgeneralization and undergeneralization are discussed. Stages of first language acquisition are outlined. The document concludes by discussing whether children are better than adults at learning a second language and comparing natural and classroom settings for second language learning.
The document discusses three domains of language development - syntax, semantics, and pragmatics - and three theories of language acquisition: learning theory, nativist theory, and interactionist theory. Learning theory proposes that language is acquired through reinforcement of behaviors, nativist theory argues aspects of language are innate, and interactionist theory views language acquisition as an interplay between biological predispositions and social/environmental factors.
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This document discusses three major theories of language acquisition: behaviorism, psycholinguism, and interactionism. It also examines the biological basis of language acquisition. The key points are:
1) Behaviorism views language learning as stimulus-response reinforcement from the environment. Psycholinguism sees an innate language acquisition device (LAD) as the primary driver, with environment only triggering its use. Interactionism combines these views, seeing both innate abilities and environmental interaction as important.
2) There is evidence that humans have an innate, biological predisposition for language. Studies of brain damage and deaf children support an innate component, though a fully developed language still requires environmental exposure.
3) There is a
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In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
4. NEUROLINGUISTICS
Neurolinguistics is an old term for psycholinguistics.
In 18th century the relationship between language and human brain is
called Neurolinguistics.
Neurolinguistics is the study of
neural mechanism in the human
brain that controls acquisition,
Production & comprehension.
5. Psycholinguistics
Psycholinguistics is the branch of study which combines the
discipline of psychology and linguistics.
It is concerned with the relationship between human mind
and language as it examine the process that occur in brain
while producing and receiving both spoken and written
discourse.
6. Important aspects of Psycholinguistics
Coinage of term.
As a separate branch of study.
Chomskyan Revolution.
Work on psycholinguistics.
Areas of Study.
Methodologies.
Language Acquisition.
Language Production.
Language comprehension.
8. CHOMSKYAN REVULATION
• Chomsky posited humans possess a special innate ability
for language and that complex syntactic feature such as
recursion are hardwired in the brain.
All the humans have a ability to learn language.
LAD is fixed in human mind.
9. WORK
• Work on psycholinguistics starts as far as PLATO.
It become prominent in 19th century with linguistics.
Paul Broca , Charles Hockett and Willern Levelt are
important psycholinguist who did work on it.
10. Old Theory
• 1st concept is that language exist in right hemisphere.
12. Willem Levelt
• Willem Johannes Maria (Pim) Levelt (born 17 May 1938 in
Amsterdam) is a Dutch psycholinguist. He is an influential researcher
of human language acquisition and speech production. He
developed a comprehensive theory of the cognitive processes
involved in the act of speaking, including the significance of the
"mental lexicon".
14. Paul Broca
Pierre Paul Broca (28 June 1824 – 9 July 1880) was a French
physician, surgeon, anatomist, and anthropologist. He was
born in Sainte-Foy-la-Grande, Gironde. He is best known for
his research on Broca's area, a region of the frontal lobe.
15. Charles Hockett
• In the 1960s, linguistic anthropologist Charles F. Hockett
defined a set of features that characterize human language
and set it apart from animal communication. He called
these characteristics the design features of language.
18. 2-First Language Acquisition
• The learning of a native or first language is called
first language acquisition.
• It’s also known as developmental
psycholinguistics.
19. • It is just one stand of Psycholinguistic which is all about
how people to speak and the mental processes involved.
• Are we taught to speak by our parents? , or are we born
with knowledge in our brains that helps us to pick up
language quickly.
• So really, it’s a question of nature vs. nurture.
20. Nature Nurture
• Michael Tamasello:
• He believes that children
acquire language first and
foremost by understanding
how others use language.
• Noam Chomsky”
• He believes that we have
pre-wired structure in our
brains, which helps us to
have advance knowledge
about language, known as
Atavism.
• Children look for regular
patterns in speech and use
these as rules to work out
new utterance,
such as applying the past
tens: every word ending with
“ed”.
21. • Later Chomsky believe
that we are born with
“switches” in our brains.
English: SVO
Turkish: SOV
• B. F. Skinner:
• Skinner research comes
under the term
“Behaviorism” which
may be familiar to the
studying psychology.
His belief is that children
learn language through
their parents and other
sibling around them.
22. Two basic notions in first language acquisition.
Overgeneralization
Under generalization
23. 1-Overgeneralization
• The extension of a rule beyond to its proper limits.
For Example: it is a frequent phenomenon in language
development.
It can be found not only in syntactic usage nut also in
word-meaning.
Moon= all round objects
cars= all vehicles
dogs= all for legged animals
24. 2-Undergeneralization
• When a child uses a word in a more limited way than
adults do this phenomenon is known as
undergeneralization.
For Example:
Shoes= only refers to his mother’s shoes.
25. Reasons for overgeneralization and
undergeneralization
• On some Occasions: children’s conceptual categories
differ from adults
• On other occasions: they may know perfectly well that
a cow is not a dog, but not know what is called
• On still other Occasions: The children’s misuse of
words may reflects an attempt at humor.
26. 3-Second Language Acquisition
• This is the Process by which people learn a Second
Language (L2). This research focuses on the
developing knowledge and use of a language by
children and adults who already know at least one
other language.
27. Theories of Second Language Learning
1-Universal Grammar
• Chomsky describes this theory as knowledge that people
are born with. Basically skill of language people already
have without being thought .
28. 2-Monitor Theory
The point of this theory is to note the
differences between ‘acquisition’ and
‘learning’.
Acquisition is hypothesized to occur in a
manner similar to first language acquisition,
learning is described as a conscious process,
one in which the learner’s attention is directed
to the rules and forms of the language.
29. 3-Behaviorism
It dominated psychology and education theories of second language
learning and teaching. Behaviourism was based on the view that all
learning including language learning occurs through a process of
imitation, practice, reinforcement and habit formation.
4-Cognitive Psychology
Cognitive psychologists hypothesized that second language
acquisition, like other learning, requires the learner’s attention and
effort.
Some theories suggested that language is fist acquired through
intentional learning of what is called ‘declarative knowledge’ and that
the declarative knowledge can become ‘procedural knowledge’
30. 5- Integrationist Perspectives
This theory explains the ongoing use of language and
gestures in anticipation of how the other will react in
a conversation. It’s not only the speakers reactions
but also the listeners.
31. Instruction and Second Language Acquisition
Research shows that instruction can have a significant effect
on second language acquisition, at least in terms of the
rate of learning and the long-term success that learner
achieve in using the language accurately.
In the context of communicative interaction, learners seem to
be able to benefit more form instruction and error feedback
which focus on semantic or lexical errors than from that
which targets syntactic errors.
34. 1-AGE
Second language acquisition is
influenced by the age of the
learner.
Children with solid literacy skills
in their own language, seem to
be in the best position to acquire
a new language efficiently.
35. 2-PERSONALITY
Introverted or anxious learners
usually make slower progress,
particularly in the development
of oral skills. They are less likely
to take opportunities to speak.
They
will take risks, and thus will give
themselves much more practice.
36. 3-EXPERIENCES
Learners who have acquired
general knowledge and
experience are in a stronger
position to develop a new
language than those who
haven't.
37. 4-MOTIVATION
•Intrinsic motivation:
Refers to motivation that comes from inside
an individual rather than from any external
or outside rewards, such as money or
grades.
Extrinsic motivation :
refers to motivation that comes from
outside an individual. The motivating
factors are external, or outside,
rewards such as money or grades.
These rewards provide satisfaction
and pleasure that the task itself may
not provide.
38. 5-COGNITION
In general, it seems that
students with greater cognitive
abilities will make the faster
progress. Some linguists believe
that there is a specific, innate
language learning ability that is
stronger in some students than
in others.
How much wood
would a woodchuck
chuck, if a
woodchuck could
chuck wood?
39. AFFECTIVE FACTORS
Affective factors are emotional factors which influence
learning.
1.Self-Esteem
2.Inhibition
3.Risk Taking
4.Anxiety
5.Empathy
41. Similarities
1-In both first and second language acquisition, there
are predictable stages, and particular structures are
acquired in a set order. Individuals may move more slowly
or quickly through these stages, but they cannot skip
ahead.
2-In both first and second language acquisition, making
errors is a part of learning. For example, a learner may
start out using the correct form of an irregular verb as part
of a language chunk, but later over-generalize and place a
regular affix on that same verb.
42. 3-In both first and second language acquisition, the learner
uses context clues, prior knowledge, and interaction to
comprehend language.
4-And in both first and second language acquisition, Age is
an important variable affecting proficiency.
43. Differences
1-In first language acquisition, children spend several
years listening to language, babbling, and using
telegraphic speech before they can form sentences. But in
second language acquisition in older learners, learning is
more rapid and people are able to form sentences within a
shorter period of time.
2-In second language learning in older learners, learners
are able to use more metacognitive processes in their
learning. They can consciously analyze and manipulate
grammatical structures, and they can describe how
language works. This can speed the learning process.
44. 3-In second language learning in older learners, learners
bring more life experience and background knowledge to
their learning. They have more schemata and more
learning strategies to help them learn the second language.
4-Almost everyone acquires a first language, but not
everyone acquires a second language. Acquiring a first
language happens naturally, while acquiring a second
language often requires conscious effort on the part of the
learner.
45. 3-Production
Language production is the production of spoken & written
language. It describes all stages between having a concept
into linguistic form.
46. SPEECH PRODUCTION
• It concerns with how people produce language in
his/her mind to convey their meanings that are
comprehensible to others either it is in written form or
spoken form
• Basically it refers that how humans use words to
communicate ideas and feelings and how such
communication are understood.
• In simple wording it is how the brain creates and
understands language
47. Sub-Levels Of Speech Production
There are four sub-levels in speech production
Conceptualization
Formulation
Articulation
Self-Monitoring
48. 1-Conceptualization
This is what we wish to communicate.
Example:-
People who are coming from different cultures
but using same language like (English).
We have to notice that how clearly do they say
and what they mean.
49. Levelt’s Model
• A psycholinguist who gave a model in 1989
• CONCEPTUALIZATION ( what we wish to
communicate)
• FORMULATION ( formulate the thoughts into
linguistic plan)
• ARTICULATION (execute the plan through the
biological speech system)
• SELF-MONITORING (monitor the speech whether it
is what we intend to say and how we intend to say)
50. David McNeil's Model
• An American psycholinguist who gave this model.
• He focus on speech first conceptualized in human mind.
• He claimed that syntactic thoughts and imagistic thoughts
collaborate to conceptualize conversation.
•
• SPEECH CONCEPTUALIZATION
• Syntactic thoughts
• Imagistic thoughts
• Example:-
• Person A:Where is my brief case?
• Person B:There’s your brief case.
• This is when person B point to the brief case the same
when he says:thers’s.
51. Insights of production process
There are three insights of production process:
1. It demonstrates that speakers are constantly self
editing.
2. It suggests that speakers are intuitively sensitive to
what stage of production process went awry, if indeed a
mistake was made.
3. There is a distinction between performance and
competence.
Examples :
1. I think it costs just about…uh..twenty five dollars.
2. They have to try to…uh…contact an attorney.
Hostiations like those exemplified in (1)and (2) are not
mistake certainly not in the sense that the term has
been defined and illustrate here.
52. 2-Formulation
• Formulation is the
eventual output of
speech
conceptualization.
• Gestures plays a
functional role in
formulation of speech.
• Long term memory
resources are thought
to be necessary for
conceptualization and
verbal working
memory resources are
thought to necessary
for formulation.
54. Spoonerism
This term is introduced by Dr.William
Spooner(1844-1930)
Spoonerisms are Speech error in which the initial letter or
letters of two or more words are switched.
8 major types of slips of the tongue
These errors appear at all levels phoneme,
morpheme & word level.
55. Example
That’s so she'll be ready in case she
decide to hits it(decides to hits it).
Fancy getting your model
renosed(getting your nose
remodeled)
Bake my bike(take my bike)
He pulled a pantrum(tantrum)
Type
1-Shift
2-Exchange
3-Anticipation
4-Preseveration
56. I didn’t explain this clarefully
enough(carefully)
I’ll just get up & mutter
intelligibly(unintelligibly)
At slow speed it’s too light (heavy)
That’s child looking to be spaddled
(paddled/spanked)
5-Addition
6-Deletion
7-Substituion
8-Blend
57. 3-Articulation
• Articulation concerned
with sounds in speech
production,when,where
and how sounds are
articulate in the mouth
and vocals of a human.
• It includes “Place of
Articulation” & “Manner
of Articulation”
58. Place of Articulation
• It is the place where
obstruction occurs in the
vocal tracts.
• It includes;
• The upper lip (Bilabial
sounds)
• The upper teeth, either
on the edge of the teeth
or inner surface (Dental
sounds)
• The alveolar ridge, the
gum line just behind the
teeth.(Alveolar sounds)
Manner of Articulation
• The manner of
articulation is the
configuration and
interaction of the
articulators.
• It includes;
• Stops
• Fricatives
59. • The back of the alveolar
ridge.(Post alveolar
sounds)
• The hard palate in the
roof of mouth.(Palatal
Sounds)
• The soft palate back on
the roof of the
mouth.(Velar sounds)
• The epiglottis at the
entrance to the
windpipe.(Glottal
sounds)
• Affricates
• Nasals
• Flaps
• Lateral
• Approximants
61. 4-Self-monitoring
Production process sometime goes away and
Speaker will verbally misstep, especially with regular
or more unusual form.
Examples :
1. The last I knowed about it(I mean knew about it),it
had left Vancouver.
2. She was so drank(I mean drunk ),that we decided
to drive her home.
Mistakes are production problems, they that are
trouble you have with your linguistic printer , not
with the original software.
Errors are committed by non-native speaker.
62. Examples :
3. I think it cost just…uh…about twenty five dollars.
4. They have …uh…to try to contact an attorney.
Just about, and have to function as linguistic units, so it
is improbable that the speaker would hesitate in the
middle of either one, after having already chosen to fill
the linguistic slot of the utterance with those phrases.
The attested presence of a self monitoring stage that
people don’t just communicate with themselves, they
don’t just listen to others, they listen to themselves.
64. Definition of Comprehension
• The word comprehension means understanding .
• Comprehension actually comes from Latin term.
• An ability to understand the meaning or impotence of
something [or knowledge acquire as a result.
65. 1-Sound Comprehension
• Comprehension is strongly influenced by even the slightest
of changes in discourse which the listener is attending to.
• In the course of every day conversation we don’t hear
vowels and consonant as isolated sounds
• The [p] is the following words is produced slightly different
the initial [p] of pool pronounced with puckered lips but the
same [p] in peel is spoken with the lip spread
• Despite all variations in [p] native speakers of English
almost never confuse any manifestation of the [p] sound
with [b] which is acoustically similar.
• Example these sound Benny and penny.
66. The main feature which English speakers attend to is the
[Voice onset Timing] [VOT] of initial consonant the most
significant difference English consonant like [b]and [p] is
the length of time.
Psycholinguistic have discovered that human are actually
born with the ability to focus in on VOT differences in the
speech sounds.
The successful comprehension is a combination of the
innate ability to recognize fine distinctions between speech
and sounds which all human appear to possess along with
the ability all learner have to adjust their acoustic
categories to the parameters of the language .
67. 2-Word Comprehension
Definition:
The word comprehension means understanding. When
you lack comprehension of a difficult word, you will
likely need to look up its definition and usage in a cool,
down-to-earth online dictionary! Comprehension actually
comes from the Latin term, comprehension, which means
"a seizing. “
68. Representation of the Meaning of Words
Comprehension
• Reference Theory
• Prototype Theory
• Decomposition Theory
69. 1-Reference Theory:
which equates a word’s meaning with what that
word refers to in the world
For example, the noun drawer is identified with a sliding box-shaped part
of a piece of furniture used for storage.
2-Prototype Theory:
Assumes that a word’s meaning can be derived from a
bundle of features, no one of which is individually either necessary or
sufficient.
3-Decomposition Theory:
which holds that the Meaning of an utterance can be
derived if the latter is broken down into its component semantic
features.
70. 3-Sentence Comprehension
• Sentence comprehension is known as to be difficult for
orally trained individual with hearing impairment.
• Sentence comprehension has to deal with ambiguity in
spoken and written utterance e.g: lexical, structural and
semantic ambiguities.
Some Psycholinguists
have focused on fact that
the sentence
comprehension system
continually creates novel,
representation of novel
messages, following the
constraints of a language
grammar and does so in a
remarkable speed.
some emphasized that
comprehension system is
senstive to a vast range of
information including
grammatical, lexical and
textual.
71. In 1950’s
Chomsky gave a model of sentence grammar structure of the basis of
which Psycholinguists first began to examine the comprehension of
sentences.
In 1982 & 1992
Frazier, Rayner and
Pretchett (former theorists) have
constructed serial model that
describes that how a processor
quickly constructs one or more
representation of sentence based
on restricted range of information.
In 1994
McDonald, Pearlmutter and
seidenberg have constructed
parallel model describing how
processor use all relevent
information to quickly evaluates
the full range of interpretations of
a sentence.
72. Here are some examples
• Tom is not going to your school.
• The man who ate at my house last night.
• Tommy is coming to your pool.
• Dog is chasing the cat.
• The cat is being chased by dog.