Summary of the course Psychology of Language given by Tilburg University. The summary discusses the most important parts of the course and allowed me to pass the course in one try.
Refers
to
the
set
of
mental
representations
and
processes
that
are
involved
in
identifying
which
specific
words
we
are
hearing
or
seeing
à
incremental
(people
are
already
processing
before
someone
is
done
speaking).
Phoneme
Smallest
unit
of
sound
in
a
word.
Syntax
The
cues
that
the
language
provides
that
show
how
words
in
sentences
relate
to
one
another.
Syntactic
parsing
How
comprehenders
use
those
cues
to
determine
how
words
in
sentences
relate
to
one
another
during
the
process
of
interpreting
a
sentence.
Cohesion
Different
parts
of
a
text
go
together
by
virtue
of
having
common
elements
that
refer
to
the
same
thing
in
the
world.
Coherence
The
notion
that
different
parts
of
the
text
go
together
somehow
(a
text
can
be
highly
cohesive
but
not
coherent).
Inferences
Conclusions
Common
ground
Knowledge
that
is
shared
between
participants
and
mutually
recognized
Metonymy
A
word,
name,
or
expression
used
as
a
substitute
for
something
else
closely
related.
For
example:
“reading
Hemingway”
means
“reading
his
books”
and
“meeting
up
with
the
suit”
means
“meeting
up
with
an
executive”
Grapheme
A
unit
of
written
language
that
corresponds
(somewhat)
to
a
phoneme
,Chapter
1
-‐
Introduction
Language
characteristics:
-‐ Semanticity
-‐ Arbitrariness
-‐ Displacement
-‐ Discreteness
-‐ Generativity
-‐ Duality
of
patterning
Another
proposed
characteristic
of
language
is
“recursion”.
This
is
the
ability
to
repeat
a
message
within
a
message
“I
looked
back
to
see
if
she
looked
back
to
see
if
I
looked
back”.
Two
important
components
of
language:
-‐ Grammar:
regulates
combining
symbols
into
messages
via
order
(vin
rouge
vs.
rouge
vin),
agreement
(she
likes
vs.
she
like),
and
case
marking
(she
likes
him
vs.
she
likes
he).
o Descriptive:
natural
grammar
o Prescriptive:
taught
grammar
-‐ Lexicon:
part
of
the
long-‐term
memory
that
stores
information
about
words
Two
hypotheses
on
how
language
emerged:
-‐ Discontinuity:
clear
break
in
the
past
-‐ Continuity:
our
language
developed
Language
bioprogram
hypothesis:
a
gene
is
either
responsible
for
instilling
some
aspects
of
grammar
or
the
gene
effects
those
parts
of
the
brain
which
normally
are
involved
in
language.
Human
genetics
creates
the
mental
equivalent
of
the
heart,
stomach,
lungs,
or
other
organs.
Evidence:
-‐ Studies
of
creoles
-‐ Studies
of
individuals
with
selective
language
impairment
(SLI)
There
are
different
theories
about
how
language
and
thought
are
related.
Most
important
and
current
one
is
the
Sapir-‐Whorf
hypothesis:
-‐ Language
determinism:
language
drives
thought.
The
language
we
speak
determines
the
way
we
think.
-‐ Linguistic
relativity:
speakers
of
different
languages
think
differently
Evidence
for
this
theory:
-‐ Orientation:
if
you
would
say
“go
left
and
then
right”
or
“go
north
and
then
south”
-‐ Gender:
concerning
a
bed,
we
say:
“it
is
soft”
and
in
Hebrew
you
say
“she
is
soft”
-‐ Time:
o People
talk
about
time
the
same
way
they
talk
about
space
(long
line
and
long
vacation)
o English:
the
future
is
in
front
of
us,
Chinese:
the
future
is
below
us,
Aymara:
the
future
is
behind
us
, Chapter
2
–
Speech
production
and
speech
perception
Exam
question:
Give
an
example
of
the
kind
of
speech
errors
you
would
expect
when
something
goes
wrong
at
the
phonological
encoding
stage
of
the
speech
production
process
in
the
WEAVER++
model
of
speech
production
(Levelt
1989,
Levelt,
Roelofs
&
Meyer,
1999)
Answer
Phonological
encoding
errors
are
utterances
that
deviate
from
the
speakers
intention
in
the
placement
or
identity
of
one
or
more
phonological
segments
(but
not
whole
morphemes
or
words).
Examples
of
this
are
exchanges
(heft
lemisphere
for
left
hemisphere),
anticipations
(a
leading
list
for
a
reading
list),
substitutions
(a
transgormational
rule
for
a
transformational
rule,
additions
(enjoyding
it
for
enjoying
it,
or
deletions
(split
bain
for
split
brain).
Added
points
for
answers
that
explain
that
phonological
errors
usually
result
in
real
words
(and
why)
and
that
substituted
elements
usually
take
the
correct
markings
for
gender
or
plural/singular.
Speech
production
3
mental
operations
for
speech
production:
-‐ Conceptualization
-‐ Formulation
-‐ Articulation
WEAVER++
model
This
is
a
feedforward
model
(using
anticipating
results)
1. Conceptual
preparation:
choose
the
idea
that
you
want
to
express
a. Outcome:
a
lexical
concept:
an
idea
for
which
you
have
a
label
in
your
language
2. Lexical
selection:
having
some
means
to
choose
which
representation
will
be
selected
for
production
a. Outcome:
a
lemma
à
a
mental
representation
3. Morphological
encoding:
words
will
appear
in
different
forms
depending
on
the
aspects
on
their
meaning
and
the
grammatical
aspects
of
the
sentence
a. Outcome:
a
morpheme
à
smallest
unit
of
language
that
can
convey
meaning
4. Phonological
encoding:
how
to
map
the
set
of
activated
phonemes
into
a
set
of
syllables
a. Outcome:
a
set
of
phonological
words
à
a
set
of
syllables
that
is
produced
as
a
single
unit
à
abstract
sounds
5. Phonetic
encoding:
sounds
for
exact
pronunciation
a. Outcome:
a
phonetic
gestural
score
which
tells
the
articulator
how
to
move
6. Articulation:
planning
the
actual
speech
movements
one
phonological
word
at
a
time
a. Outcome:
sound
wave
Summary
of
slide:
Production
begins
with
a
set
of
ideas
that
the
speaker
wishes
to
express.
In
the
next
step,
those
ideas
are
tied
to
lexical
concepts,
because
the
language
may
have
specific
words
for
some
of
the
ideas,
but
may
require
combinations
of
words
to
express
other
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