PSYCHOLINGUISTICS To Yaam UMUT BILDIRCIN Melike GAZOLU 07271011

PSYCHOLINGUISTICS To: Yaşam UMUT BILDIRCIN Melike GAZİOĞLU 07271011 Selman ÖZÖLMEZ 07271033

PSYCHOLINGUISTICS “The study of human language processing” • Psycholinguistics or psychology of language is the study of the psychological and neurobiological factors that enable humans to acquire, use, comprehend and produce language. • Psycholinguistics covers the cognitive processes that make it possible to generate a grammatical and meaningful sentence out of vocabulary and grammatical structures, as well as the processes that make it possible to understand utterances, words, text, etc.

LANGUAGE and THE BRAIN “study of both language and brain, neurolinguistics” • Brain enables us conscious thought. When we have an idea, we go through an unconscious process of conveying our idea into language segments. So, we produce some utterences in our language. The brain all works along that way. • There are four important parts in the brain for language; – – Broca’s area Wernicke’s area The motor cortex Arcuate fasciculus

PARTS of THE BRAIN 1) 2) Broca’s area: It is responsible for the production of words and sentences. Wenicke’s area: It is responsible fort he comprehension of words and sentences. 3) The motor cortex: It is responsible for controling the articulatory muscles of the face, jaw, tongue and larynx. 4) Arcuate fasciculus: It is responsible for making a connection between Broca’s and Wernicke’s areas.

HOW WE PRODUCE LANGUAGE “localization view” The word is comprehended via Wernicke’s area. This signal is then transfeered via arcuate fasciculus to Broca’s area. Then a physical signal is sent to motor cortex to produce it. PRODUCTION DIFFICULTIES and CLUES ON HOW WE PRODUCE LANGUAGE: - the tip of the tongue phonemenon - slips of the tongue - slips of the ear - aphasia

HOW WE STORE LANGUAGE “maintanance and advanced use, frequency” • Language needs maintenance and advanced use. It’s not about how much memory we have to store the language material. There is probably no limit in human memory. However; time, resources, frequency of use are all connected to how we store language materials. • Language users store their linguistic ability in the left hemisphere. If this hemisphere is damaged, they cannot sign properly, even though they may continue to be able to use their hands for such things as playing the drums, giving someone a massage, or other non-linguistic hand movements. Injury to the right hemisphere of deaf persons produces the opposite effect.

APHASIA • Broca's aphasia: difficulty in encoding, in building up a context, difficulty in using the grammatical matrix of phrase structure, difficulty in using the elements and patterns of language without concrete meaning. • Wernicke's aphasia: difficulty in decoding, in breaking down a context into smaller units, as well as in selecting and using the elements of language with concrete meaning. • Conduction aphasia: mispronunciation of words, fluent but disrupted rythm because of pauses and hesitations

HOW WE RETRIEVE LANGUAGE “recalling of linguistic information” • We store a great deal of information about the properties of words in our mental lexicon, and we retrieve this information when we understand or produce language. Frequency of exposure determines our ability to recall stored instances but not our ability to apply rules. • It is more evident that language structures are mostly retrieved from listening and reading the language. • In vocabulary, words can be either retrieved as segments or units.

LISTENING and SPEAKING • Speech and writing involves the process of raw data and they are productive processes. On the other hand, reading and listening involve the process of shaping data into meaning. They are receptive processes. Linguistic Level Physiologicl Level Acoustic Level

READING and WRITING • In reading and writing, the writer encodes his/her thought on a page and the reader decodes it. The writers’ and reader’s linguistic competence effects the accurate transformation of information. Also, the lexical and semantic knowledge of the reader and the word choice of the writer are important.

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