Psycholinguistics
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The document discusses the history and development of artificial intelligence over the past several decades. It describes early work in the field starting in the 1950s and progress in areas such as problem solving, game playing, and machine learning. Recent advances in deep learning now allow AI systems to perform complex tasks like visual perception and language translation.
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Jeffrey fulcher
Jeffrey Fulcher enjoys several hobbies including sports, movies, music, and books. His interests span multiple entertainment genres from athletic activities to films and music as well as written works of fiction. Overall, Jeffrey seems to have a diverse set of leisure pursuits that allow him to be actively engaged with different forms of media and pastimes.
Videos (Summary)
This was a volunteer work in order to summerize those relevant points for me, my partner and classmates.
Based on Prof. Glenn Fulcher's videos extracted from his own website:
http://languagetesting.info/video/main.html
Basically, we concentrated our work on the following videos:
Pretesting, J. D. Brown.
Vocabulary, John Read.
Reading, Caroline Clapham.
Speaking, Glenn Fulcher.
Listening, Gary Buck.
Item writing, Charles Stansfield.
Writing, Liz Hamp-Lyons.
E Fulcher publications
This document lists publications by E.P. Fulcher spanning from 2001-2016 that focus on understanding emotional and affective responses to various stimuli like advertising, customer service, and road safety using implicit measures and neuromarketing techniques. Key areas of research include evaluative conditioning without contingency awareness, attentional bias to emotional information, implicit measures of brand engagement, and neuroscience methods for understanding consumer packaging perceptions. The publications appear in journals related to marketing, psychology, and transportation research.
Fulcher standardized testing
Standardized testing can take two forms: norm-referenced which compares test takers to each other, and criterion-referenced which determines if an individual has achieved a specified standard. Norm-referenced testing aims to discriminate between test takers in order to distribute scarce resources like university places. It became popular during WWI when psychological testing was used to contribute to the war effort. Proponents viewed testing as a scientific process of quantifying and measuring abilities. However, others argue that defining and measuring constructs like traits is problematic. Test scores are distributed along a normal curve and take on meaning based on their position within that distribution compared to other test takers. Reliability ensures test scores are consistent over time without instruction.
Classroom assessment, glenn fulcher
The document discusses various approaches to classroom assessment including assessment for learning, dynamic assessment, self-assessment, and peer assessment. It provides details on each approach and compares them with standardized testing. Assessment for learning focuses on formative assessment and using assessment to improve teaching and learning. Dynamic assessment is based on Vygotsky's sociocultural theory and involves teachers mediating learning through interaction. Self-assessment and peer assessment help students evaluate their own and others' work to identify gaps and improve learning.
Practical Language Testing by Fulcher (2010)
This document discusses key concepts in language testing and standardized tests. It covers two testing paradigms: norm-referenced testing which compares test takers to a group, and criterion-referenced testing which evaluates if a criterion is met. The document also defines standardized tests, explores why testing is viewed as a science, and examines concepts like central tendency, dispersion, reliability, and ways to calculate reliability such as using correlations and item analysis.
Practical Language Testing Glenn Fulcher
Practical LanguageTesting
Glenn Fulcher
Specifications for testing and teaching.
A sample detailed specification for a
reading test.
In this section we present an example of an architecture for a reading test. This includes
the test framework that presents the test purpose, the target test takers, the criterion
domain and the rationale for the test content. The architecture is annotated with explanations
in text boxes. This is a detailed test specification. The complexities of coding
in test specifications of this kind are usually necessary in the design and assembly of
high-stakes tests where it is essential to achieve parallel forms. There are problems with
this type of specification for use in classroom assessment, which we deal with in Section
4 below.
Classroom assessment glenn fulcher
This document discusses different approaches to classroom assessment, including assessment for learning, self-assessment, peer assessment, dynamic assessment, and the link between assessment and theories of second language acquisition. It provides details on key aspects of each approach, such as the benefits of formative feedback and longer wait times in assessment for learning. Dynamic assessment is discussed as being interactionist and focused on mediated learning experiences to help students progress to the next stage. Issues around subjectivity in self-assessment and the need for training students are also summarized.
Recommended
Jeffrey fulcher
Jeffrey Fulcher enjoys several hobbies including sports, movies, music, and books. His interests span multiple entertainment genres from athletic activities to films and music as well as written works of fiction. Overall, Jeffrey seems to have a diverse set of leisure pursuits that allow him to be actively engaged with different forms of media and pastimes.
Videos (Summary)
This was a volunteer work in order to summerize those relevant points for me, my partner and classmates.
Based on Prof. Glenn Fulcher's videos extracted from his own website:
http://languagetesting.info/video/main.html
Basically, we concentrated our work on the following videos:
Pretesting, J. D. Brown.
Vocabulary, John Read.
Reading, Caroline Clapham.
Speaking, Glenn Fulcher.
Listening, Gary Buck.
Item writing, Charles Stansfield.
Writing, Liz Hamp-Lyons.
E Fulcher publications
This document lists publications by E.P. Fulcher spanning from 2001-2016 that focus on understanding emotional and affective responses to various stimuli like advertising, customer service, and road safety using implicit measures and neuromarketing techniques. Key areas of research include evaluative conditioning without contingency awareness, attentional bias to emotional information, implicit measures of brand engagement, and neuroscience methods for understanding consumer packaging perceptions. The publications appear in journals related to marketing, psychology, and transportation research.
Fulcher standardized testing
Standardized testing can take two forms: norm-referenced which compares test takers to each other, and criterion-referenced which determines if an individual has achieved a specified standard. Norm-referenced testing aims to discriminate between test takers in order to distribute scarce resources like university places. It became popular during WWI when psychological testing was used to contribute to the war effort. Proponents viewed testing as a scientific process of quantifying and measuring abilities. However, others argue that defining and measuring constructs like traits is problematic. Test scores are distributed along a normal curve and take on meaning based on their position within that distribution compared to other test takers. Reliability ensures test scores are consistent over time without instruction.
Classroom assessment, glenn fulcher
The document discusses various approaches to classroom assessment including assessment for learning, dynamic assessment, self-assessment, and peer assessment. It provides details on each approach and compares them with standardized testing. Assessment for learning focuses on formative assessment and using assessment to improve teaching and learning. Dynamic assessment is based on Vygotsky's sociocultural theory and involves teachers mediating learning through interaction. Self-assessment and peer assessment help students evaluate their own and others' work to identify gaps and improve learning.
Practical Language Testing by Fulcher (2010)
This document discusses key concepts in language testing and standardized tests. It covers two testing paradigms: norm-referenced testing which compares test takers to a group, and criterion-referenced testing which evaluates if a criterion is met. The document also defines standardized tests, explores why testing is viewed as a science, and examines concepts like central tendency, dispersion, reliability, and ways to calculate reliability such as using correlations and item analysis.
Practical Language Testing Glenn Fulcher
Practical LanguageTesting
Glenn Fulcher
Specifications for testing and teaching.
A sample detailed specification for a
reading test.
In this section we present an example of an architecture for a reading test. This includes
the test framework that presents the test purpose, the target test takers, the criterion
domain and the rationale for the test content. The architecture is annotated with explanations
in text boxes. This is a detailed test specification. The complexities of coding
in test specifications of this kind are usually necessary in the design and assembly of
high-stakes tests where it is essential to achieve parallel forms. There are problems with
this type of specification for use in classroom assessment, which we deal with in Section
4 below.
Classroom assessment glenn fulcher
This document discusses different approaches to classroom assessment, including assessment for learning, self-assessment, peer assessment, dynamic assessment, and the link between assessment and theories of second language acquisition. It provides details on key aspects of each approach, such as the benefits of formative feedback and longer wait times in assessment for learning. Dynamic assessment is discussed as being interactionist and focused on mediated learning experiences to help students progress to the next stage. Issues around subjectivity in self-assessment and the need for training students are also summarized.
Constructs and models
The document discusses several models of communicative competence:
1. Canale and Swain's model includes grammatical, sociolinguistic, and strategic competence. It emphasizes the demonstration of knowledge in actual performance.
2. Bachman's model distinguishes knowledge from skills. It includes language competence, strategic competence, and psychophysiological mechanisms.
3. Celce-Murcia et al.'s model has five components: discourse competence, actional competence, sociocultural competence, linguistic competence, and strategic competence. It aims to generate detailed content for curriculum design.
Apa 6th edition publication manual
The document provides an overview of key elements of APA style papers including sections, reference lists, internal documentation, and formatting guidelines. It discusses topics such as outlining papers, selecting verb tense, pronoun usage, and punctuation conventions. Guidelines are provided for reference list entries for different publication types as well as constructing in-text citations and handling personal communications.
Test specifications and designs
The document provides an overview of test specifications and how to write test items and tasks. It discusses:
1. Test specifications (specs) guide the creation of test content and help ensure equivalence, reliability, and validity. Specs describe how to structure tests and make difficult authoring choices.
2. Effective test development is iterative and spec-driven. Specs evolve as tests are refined through discussion. Items and tasks should be written to fit evolving specs rather than independently.
3. Evidence-centered design (ECD) treats knowledge as scientific and provides a systematic framework for relating test performance to constructs. ECD models guide test design from defining constructs to assembling and delivering the full test.
Psycholinguistics
Psycholinguistics is the study of the cognitive processes involved in language acquisition and use. Researchers have developed models to describe and predict specific language behaviors in bilinguals. One influential model is Levelt's speaking model, which describes the process of language production from intention to articulation of sounds. Paradis proposed the subset hypothesis based on research with bilingual aphasia patients. Language choice in speaking involves matching chunks from a pre-verbal message to the meaning and language of the appropriate lemma. Experimental studies examine how processing reflects a word, sentence, or text's structure and meaning in comprehension and production.
Language culture & thought
The document discusses the linguistic determinism theory proposed by Edward Sapir and Benjamin Lee Whorf, known as the Sapir-Whorf hypothesis. It states that the structure of a language affects its speakers' worldview or cognition. Specifically, it introduces the idea that language determines or influences thought, that language categories and structures condition the ways in which people think, and that speakers of different languages think and perceive reality in different ways. The document uses the example of Eskimo languages having different words for types of snow to illustrate how languages can categorize the world differently.
Language and-thought
This document discusses the relationship between language and thought. It presents several perspectives on this relationship:
- Classical theorists like Plato argued that thought determines language, while others like J.B. Watson believed thought is language.
- Edward Sapir and Benjamin Lee Whorf proposed the Sapir-Whorf hypothesis, which suggests language influences or determines thought. For example, the structure of a language influences how speakers of that language view the world.
- There is evidence that different languages categorize and describe concepts like time, colors, and snow differently, potentially influencing thought. However, critics argue linguistic determinism is too strong and thought is not entirely constrained by language.
- The relationship is complex
Language, Thought and Culture Slideshare
1. The document discusses the Sapir-Whorf hypothesis, which proposes that the structure of a language influences its speakers' worldview and cognition. It describes studies showing how the categories used in a language to describe colors can influence color perception.
2. The text also introduces the concepts of "etic" and "emic" categories used in anthropology. Etic categories describe objective reality while emic categories reflect a culture's subjective perceptions based on its language and beliefs.
3. Finally, it discusses how semiotics studies how signs and their relationships construct meaning. Differences in how languages use signs can lead to divergent interpretations between cultures.
Theories of Psycholinguistics.
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Brief Introduction to Psycholinguistics
This document discusses psycholinguistics and language acquisition. It defines psycholinguistics as the study of the relationship between the human mind and language. Key aspects covered include language production, which involves conceptualization, formulation, articulation and self-monitoring. Language acquisition examines first language acquisition in children and theories like nature vs nurture. Second language acquisition looks at factors like age and motivation and compares it to first language acquisition.
Beginning concepts in psycholinguistics
This document provides an overview of psycholinguistics and related topics. It defines psycholinguistics as the study of how people acquire, use, and process language in the brain. It discusses how psycholinguistics relates to other fields like psychology, linguistics, and neuroscience. It also covers key concepts like linguistic competence vs performance, the relationship between speech sounds and meaning, and the origins of modern psycholinguistics as a field of study.
Psycholinguistics
Psycholinguistics studies the mental aspects of language and speech. It examines how humans acquire, use, and understand language through psychological and neurobiological factors. The document outlines key topics in psycholinguistics, including the definition of the field, characteristics of human language, how language varies worldwide, cognitive processes involved in language, and how children learn language in stages from birth.
chapter 1 - Harley (2001)_Eftekhari
This document provides an overview of the course Psycholinguistics. It will examine the psychological processes involved in language, including how language is acquired and how it interacts with other cognitive systems. Some key topics that will be discussed include models of language processing, the modularity of the language system, the role of innate linguistic knowledge versus environmental learning, and controversies in the field regarding rules, neural localization of language, and applied implications. Experimental methods like priming and brain imaging techniques will be important for exploring these open questions in psycholinguistics.
Psycholinguistics
Psycholinguistics is the study of the relationship between language and the mind. It examines the cognitive and neural processes underlying language production, comprehension, and acquisition. The three primary processes investigated are language comprehension (understanding language), language production (generating spoken or written language), and language acquisition (how humans learn language). Psycholinguistics emerged as a field in the late 1950s and 1960s and combines the disciplines of psychology and linguistics.
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This document discusses the different types of validity in psychological testing: face validity, content validity, criterion validity (including predictive and concurrent validity), and discriminant validity. It provides examples for each type of validity. Criterion validity refers to how a test correlates with other measures of the same construct. Discriminant validity shows a test does not correlate with measures of different constructs. Validity is determined through empirical evidence over many studies, and is not an all-or-none concept. Factors like history, maturation, testing, and selection can threaten a test's validity if not controlled.
validity its types and importance
The document discusses the importance of validity in test construction and identifies three main types of validity: content validity, which refers to how well the test items align with the objectives being measured; criterion-related validity, which examines the correlation between test scores and external criteria; and construct validity, which refers to how well test scores are explained by theoretical constructs. Validity is specific to each test administration and is determined through evidence rather than absolute measures, with the most important type for classroom teachers being content validity.
Psycholinguistics
Psycholinguistics is the study of language in the human mind. There is a nature versus nurture controversy over whether language is innate or learned. Evidence suggests language has innate properties, as all humans can speak, while no other species can speak like humans. However, environment also plays a role, as humans will only learn the language they are exposed to. Language has complex structures and rules that humans can internalize and use creatively without strict rewards. The deep and surface structures of language allow for transformation of meaning through different grammatical forms.
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This document discusses using simulation techniques to estimate education costs and budgets. It provides examples of how simulation models can be used to:
1. Estimate needs for personnel, school buildings, teaching materials, and other resources over multiple years based on student enrollment projections and policy parameters.
2. Help formulate education policies and compare scenarios by examining implications of different options.
3. Contribute to medium-term action planning by forecasting the pedagogical, physical, and financial implications of education objectives.
4. Facilitate setting multi-year budgets by specifying new achievements and costs, and programming recurrent and capital expenditures.
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This document appears to be a student's training record for an FCE (First Certificate in English) exam preparation course. It includes the student's identifying information, the professor's name, and the academic year. The remainder of the document contains vocabulary and grammar exercises assigned to the student for homework, including filling in blanks with prepositions, verbs, adjectives, and nouns. The goal was to practice these essential language structures in order to succeed on the FCE exam.
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Constructs and models
The document discusses several models of communicative competence:
1. Canale and Swain's model includes grammatical, sociolinguistic, and strategic competence. It emphasizes the demonstration of knowledge in actual performance.
2. Bachman's model distinguishes knowledge from skills. It includes language competence, strategic competence, and psychophysiological mechanisms.
3. Celce-Murcia et al.'s model has five components: discourse competence, actional competence, sociocultural competence, linguistic competence, and strategic competence. It aims to generate detailed content for curriculum design.
Apa 6th edition publication manual
The document provides an overview of key elements of APA style papers including sections, reference lists, internal documentation, and formatting guidelines. It discusses topics such as outlining papers, selecting verb tense, pronoun usage, and punctuation conventions. Guidelines are provided for reference list entries for different publication types as well as constructing in-text citations and handling personal communications.
Test specifications and designs
The document provides an overview of test specifications and how to write test items and tasks. It discusses:
1. Test specifications (specs) guide the creation of test content and help ensure equivalence, reliability, and validity. Specs describe how to structure tests and make difficult authoring choices.
2. Effective test development is iterative and spec-driven. Specs evolve as tests are refined through discussion. Items and tasks should be written to fit evolving specs rather than independently.
3. Evidence-centered design (ECD) treats knowledge as scientific and provides a systematic framework for relating test performance to constructs. ECD models guide test design from defining constructs to assembling and delivering the full test.
Psycholinguistics
Psycholinguistics is the study of the cognitive processes involved in language acquisition and use. Researchers have developed models to describe and predict specific language behaviors in bilinguals. One influential model is Levelt's speaking model, which describes the process of language production from intention to articulation of sounds. Paradis proposed the subset hypothesis based on research with bilingual aphasia patients. Language choice in speaking involves matching chunks from a pre-verbal message to the meaning and language of the appropriate lemma. Experimental studies examine how processing reflects a word, sentence, or text's structure and meaning in comprehension and production.
Language culture & thought
The document discusses the linguistic determinism theory proposed by Edward Sapir and Benjamin Lee Whorf, known as the Sapir-Whorf hypothesis. It states that the structure of a language affects its speakers' worldview or cognition. Specifically, it introduces the idea that language determines or influences thought, that language categories and structures condition the ways in which people think, and that speakers of different languages think and perceive reality in different ways. The document uses the example of Eskimo languages having different words for types of snow to illustrate how languages can categorize the world differently.
Language and-thought
This document discusses the relationship between language and thought. It presents several perspectives on this relationship:
- Classical theorists like Plato argued that thought determines language, while others like J.B. Watson believed thought is language.
- Edward Sapir and Benjamin Lee Whorf proposed the Sapir-Whorf hypothesis, which suggests language influences or determines thought. For example, the structure of a language influences how speakers of that language view the world.
- There is evidence that different languages categorize and describe concepts like time, colors, and snow differently, potentially influencing thought. However, critics argue linguistic determinism is too strong and thought is not entirely constrained by language.
- The relationship is complex
Language, Thought and Culture Slideshare
1. The document discusses the Sapir-Whorf hypothesis, which proposes that the structure of a language influences its speakers' worldview and cognition. It describes studies showing how the categories used in a language to describe colors can influence color perception.
2. The text also introduces the concepts of "etic" and "emic" categories used in anthropology. Etic categories describe objective reality while emic categories reflect a culture's subjective perceptions based on its language and beliefs.
3. Finally, it discusses how semiotics studies how signs and their relationships construct meaning. Differences in how languages use signs can lead to divergent interpretations between cultures.
Theories of Psycholinguistics.
Theories of PSYCHOLINGUISTICS, Language acquisition, Noam Chomsky, Jean Piaget, F. B. Skinner, Innateness theory, Behaviorist theory, Cognitive theory.
Brief Introduction to Psycholinguistics
This document discusses psycholinguistics and language acquisition. It defines psycholinguistics as the study of the relationship between the human mind and language. Key aspects covered include language production, which involves conceptualization, formulation, articulation and self-monitoring. Language acquisition examines first language acquisition in children and theories like nature vs nurture. Second language acquisition looks at factors like age and motivation and compares it to first language acquisition.
Beginning concepts in psycholinguistics
This document provides an overview of psycholinguistics and related topics. It defines psycholinguistics as the study of how people acquire, use, and process language in the brain. It discusses how psycholinguistics relates to other fields like psychology, linguistics, and neuroscience. It also covers key concepts like linguistic competence vs performance, the relationship between speech sounds and meaning, and the origins of modern psycholinguistics as a field of study.
Psycholinguistics
Psycholinguistics studies the mental aspects of language and speech. It examines how humans acquire, use, and understand language through psychological and neurobiological factors. The document outlines key topics in psycholinguistics, including the definition of the field, characteristics of human language, how language varies worldwide, cognitive processes involved in language, and how children learn language in stages from birth.
chapter 1 - Harley (2001)_Eftekhari
This document provides an overview of the course Psycholinguistics. It will examine the psychological processes involved in language, including how language is acquired and how it interacts with other cognitive systems. Some key topics that will be discussed include models of language processing, the modularity of the language system, the role of innate linguistic knowledge versus environmental learning, and controversies in the field regarding rules, neural localization of language, and applied implications. Experimental methods like priming and brain imaging techniques will be important for exploring these open questions in psycholinguistics.
Psycholinguistics
Psycholinguistics is the study of the relationship between language and the mind. It examines the cognitive and neural processes underlying language production, comprehension, and acquisition. The three primary processes investigated are language comprehension (understanding language), language production (generating spoken or written language), and language acquisition (how humans learn language). Psycholinguistics emerged as a field in the late 1950s and 1960s and combines the disciplines of psychology and linguistics.
Validity, its types, measurement & factors.
This document discusses the different types of validity in psychological testing: face validity, content validity, criterion validity (including predictive and concurrent validity), and discriminant validity. It provides examples for each type of validity. Criterion validity refers to how a test correlates with other measures of the same construct. Discriminant validity shows a test does not correlate with measures of different constructs. Validity is determined through empirical evidence over many studies, and is not an all-or-none concept. Factors like history, maturation, testing, and selection can threaten a test's validity if not controlled.
validity its types and importance
The document discusses the importance of validity in test construction and identifies three main types of validity: content validity, which refers to how well the test items align with the objectives being measured; criterion-related validity, which examines the correlation between test scores and external criteria; and construct validity, which refers to how well test scores are explained by theoretical constructs. Validity is specific to each test administration and is determined through evidence rather than absolute measures, with the most important type for classroom teachers being content validity.
Psycholinguistics
Psycholinguistics is the study of language in the human mind. There is a nature versus nurture controversy over whether language is innate or learned. Evidence suggests language has innate properties, as all humans can speak, while no other species can speak like humans. However, environment also plays a role, as humans will only learn the language they are exposed to. Language has complex structures and rules that humans can internalize and use creatively without strict rewards. The deep and surface structures of language allow for transformation of meaning through different grammatical forms.
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CHAPTER V. ESTIMATION OF COSTS
This document discusses using simulation techniques to estimate education costs and budgets. It provides examples of how simulation models can be used to:
1. Estimate needs for personnel, school buildings, teaching materials, and other resources over multiple years based on student enrollment projections and policy parameters.
2. Help formulate education policies and compare scenarios by examining implications of different options.
3. Contribute to medium-term action planning by forecasting the pedagogical, physical, and financial implications of education objectives.
4. Facilitate setting multi-year budgets by specifying new achievements and costs, and programming recurrent and capital expenditures.
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This document appears to be a student's training record for an FCE (First Certificate in English) exam preparation course. It includes the student's identifying information, the professor's name, and the academic year. The remainder of the document contains vocabulary and grammar exercises assigned to the student for homework, including filling in blanks with prepositions, verbs, adjectives, and nouns. The goal was to practice these essential language structures in order to succeed on the FCE exam.
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