hasbi SJAMSIR, psycholinguistics, 2010/2011

PSYCHOLINGUISTICS
by
hasbi SJAMSIR

fkip
MULAWARMAN UNIVERSITY
2010
 Personal Data
 hasbi SJAMSIR - parepare
 Teaching staff UNMUL
 Linguistics - Unhas
 Sociolinguistics
 Psycholinguistics
 Human & Comm. Serv
 Edu Tech (QLD-Australia)
 EC Edu. /S3-UNJ
 Visiting Scholar in USA
 Hp. 0813 9920 5400
 [email protected]
hasbi SJAMSIR, psycholinguistics, 2010/2011
 Fundamental objectives:

 In this course, you should be able to:

1. Understand language as a subject to be studied and the various
sub-areas which together comprise the psychology of language
2. Better understand the nature of scientific inquiry in asking
questions about language, its nature and how language is used.
3. Develop your oral and written communication skills. We will
occasionally break into groups to discuss issues. It is important
that you communicate your thoughts and ideas clearly.
4. Further your critical thinking skills and integrate course
material.

hasbi SJAMSIR, psycholinguistics, 2010/2011

 The goal of this course
 the students can formulate the definitions of
psycholinguistics by using their own words/languages
 they can explain the history and the object of
psycholinguistics and also the position of psycholinguistics
among the sciences
 to introduce the students to the field of psycholinguistics and
provide them with an insight into the basic concepts of the
area of study, namely, the nature of language (structure,
function, process), the acquisition, perception and
comprehension of language, in order to explore the
relationship between language, thought and culture.
 the implications of psycholinguistics in language teaching
hasbi SJAMSIR, psycholinguistics, 2010/2011
 COURSE ORGANIZATION:

 The course covers the key topics in

psycholinguistics organized in weekly units by
power point presentation. The students are also
expected to read at home relevant chapters from
obligatory references, and advised to read selected
parts from additional literature, which further help
them in acquiring better insight into the subject
matter.

hasbi SJAMSIR, psycholinguistics, 2010/2011

 STUDENTS' OBLIGATIONS
AND EVALUATION METHODS:

 Students are advised to attend the course regularly

and encouraged to actively participate in class.
 During the semester the students are obliged to do
the power point presentations (see the topics).
 Doing a pilot experiment. This will give you hands-
on experience in the practice of psycholinguistic
research.
 At the end of the course the students take a written
exam (we will see).

hasbi SJAMSIR, psycholinguistics, 2010/2011

 Share your prior knowledge
 Do you know psychology? What do
you know about psychology?
 Do you know linguistics? What do you

know about linguistics?

 Is there any relationship between them?

 What do you know about

psycholinguistics?
 Explain then!

hasbi SJAMSIR, psycholinguistics, 2010/2011

hasbi SJAMSIR, psycholinguistics, 2010/2011
 Why there is such an interference effect?

hasbi SJAMSIR, psycholinguistics, 2010/2011

 Introduction

 We don’t realize if we use language skills are more

complicated (Complexity in Language : cognitive
complexity and formal complexity), from the
simplest words to the complicated one..
 Children acquire the language
 Adults learn the language
 We use our language automatically without
thinking, how come?
 We utterance ‘the sounds’, mental activities, that’s
LANGUAGE?
hasbi SJAMSIR, psycholinguistics, 2010/2011
 History of Psycholinguistics
 Psycholinguistics is ‘hybrid science’, mixture of two
sciences (psychology and linguistic)
 1950s George Miller and Charles Osgood, they
created a new science in linguistic field and merge to
psychology
 1951, seminar at Cornell Univ under sponsorship the
SSRC invited psychologists (Osgood, John Caroll,
James Jenkins, George Miller) and linguists (Joseph
Greenberg, Floyd Lounsbury, and Thomas Sebeok)
 1953, seminar at Indiana Univ--- Psycholinguistics: A
Survey of Theory and Research Problems. (1st)
hasbi SJAMSIR, psycholinguistics, 2010/2011
Cont….
 SSRC developed psycholinguistics into
bilingualism, content analysis, psycholinguistics
comparison, dimensions of meaning, language
styles, aphasia, and language universal
 Language analysis is dominated by structuralism
( L. Bloomfield, Fries, Hockett, K. Pike)
 1957 published Syntactic Structures by Noam
Chomsky
 Wilhelm Wundt (Ger.), formative phase, linguistics
phase, cognitive phase, psycholinguistics theory
phase
hasbi SJAMSIR, psycholinguistics, 2010/2011
 Intrigued scholars
C h Osgood & T A Sebeok (1954)
B Lee Whorf (1956)---- Language Relativity
Joseph Greenberg (1963) ----- Lang. Universal
Noam Chomsky (1959) --- Syntactic Structure
John Caroll
Langacker (1973)
Diebold (1973)
Herbert H Clark (1977)
A Hartley
R Lado (1977)
Harch
Taylor and Taylor

hasbi SJAMSIR, psycholinguistics, 2010/2011

hasbi SJAMSIR, psycholinguistics, 2010/2011
 Philosophy’s view
 Every single science could be viewed into three
approaches, likewise psycholinguistics
1. Ontology----- what?
2. Epistemology---- how? method
3. Axiology ------ what for? The usefulness
 Psycholinguistics’ questions,
a) How is language produced?
b) How is it used for different communication purposes?
c) How is it acquired?
d) How is it represented in the mind?
hasbi SJAMSIR, psycholinguistics, 2010/2011
 Psycholinguistics: An introduction

What is psycholinguistics?
 The scientific study of the psychological processes

of how language is understood, produced and

acquired by human beings.

hasbi SJAMSIR, psycholinguistics, 2010/2011

The study of language
with reference to the
workings of mind is
called psycholinguistics.

hasbi SJAMSIR, psycholinguistics, 2010/2011

 Definitions
 Aitchison, psycholinguistics is the study about language
and mind
 Diebold, psy is concerned in the broadest sense with the
relations between messages and the characteristics of the
human individuals who select and interpret them
 Fraisse, psy is the study of relations between our needs
for expression and communication and the means offered
to us by a language learned in one’s childhood and later’
 Langacker, psy is the study of language acquisition and
linguistics behavior, as well as the psychological
mechanisms responsible for them

hasbi SJAMSIR, psycholinguistics, 2010/2011

 Cont. def.
 Hartley, psy investigates the interrelation of language
and mind in processing and producing utterances and in
language acquisition
 Osgood and Sebeok, psy deals directly with the
processes of encoding and decoding as they relate states
of message to states of communicators
 Psy is a branch of linguistics which studies the
correlation between linguistic behavior and the
psychological processes through to underline that
behavior.
 Psy is the study of the relationship between human
language and the brain, thought, and mind
hasbi SJAMSIR, psycholinguistics, 2010/2011
 Psycholinguistics as an
Interdisciplinary science
o Cognitive science and psycholinguistics
o Cognitive science -- study of intelligence and its
computational process.
 Psychology -- study of the mind and mental processes.
 Psychometrics -- measures of intelligence and
components of intelligence.
 Experimental psychology -- speed and limitations of
simple sensory, perceptual, motor and memory
processes.

hasbi SJAMSIR, psycholinguistics, 2010/2011

 Continued ….

 Logic -- science of correct reasoning; study of

abstract intelligence.
 Neuroscience -- study of the brain and the

nervous systems, the material foundation of

cognition.
 Anthropology -- study of races, physical and

mental characteristics, etc. of mankind.

hasbi SJAMSIR, psycholinguistics, 2010/2011

 Psy object

 Combination of two disciplines, psychology and

linguistics.
 Psychology’s object are behavior, soul
(phenomenom)
 Linguistics’ object is language
 Psycholinguistics’ object is language as well, but
language which processes in human soul
 Figure out your words when you feel ANGRY,
HAPPY, SAD (emotions)

hasbi SJAMSIR, psycholinguistics, 2010/2011

 Scope of Psycholinguistics
 Based on the object of psychology and linguistics
a) Language process in communication and mind
b) Language acquisition
c) Language behavior
d) Verbal association and the meaning problem
e) Language disorder problem (the deaf, aphasia)
f) Perception of speech

hasbi SJAMSIR, psycholinguistics, 2010/2011

 Psycholinguistics position
among the sciences

Learning theory
(Psychology)
Language theory Language Learning
theory
General Linguistics (Psycholinguistics)

Usage language
theory
(Sociolinguistics)
Second language
Language education
description (applied linguistics )

hasbi SJAMSIR, psycholinguistics, 2010/2011

 Short Assignment
 Record yourself and a friend in a conversation for five
minutes. Type up everything that you both say,
including pauses, false starts, and interruptions. (This
takes time to do properly). How is the way you actually
speak different from what you expected? Chomsky
views such pauses and false starts as problematic and
as an indication of the imperfect nature of speech. In
what ways might such pauses be helpful for
conversation to proceed? In what ways does your
conversational partner influence how you time not only
what you say, but when you say it? Is there anything
else you found noteworthy or surprising?
hasbi SJAMSIR, psycholinguistics, 2010/2011
Cont…
2) Choose one of the articles related to class
readings, then summarize it, and critique it.
(This will require you to read over the paper
multiple times.) Explain what the problem is
being studied, what the authors assert and
what evidence they use to advance their
argument. Try to come up with alternative
explanations for the research findings. Do you
find the researcher’s arguments compelling?
Why or why not?
hasbi SJAMSIR, psycholinguistics, 2010/2011
 Power point presentations
1. General information about the course. Introduction
to the key concepts of psycholinguistics.
2. Language and communication: is language specific
to humans? Animal communication and human
communication. Feral children and the critical age
issue.
3. First steps in the Child’s Language. Issues in LA.
Methods of studying the child’s language. What
young children talk about?

hasbi SJAMSIR, psycholinguistics, 2010/2011

4. The cognitive basis of language: how children learn
language. The nature vs. nurture debate: behaviorism
or an innate capacity for acquisition? Exercises.
5. Early semantic and syntactic development.
Bilingualism and second language learning. The role of
the theories in the L2 Acquisition research.
6. The biological basis of language: language and the
brain. General brain structure and function. Language
areas and their function. Localisation and lateralization.
Exercises.
7. Language disorders: aphasias and dyslexias. Other
language-related disorders. Sign language. Exercises.
hasbi SJAMSIR, psycholinguistics, 2010/2011
7. The structure of sentences. Word meaning.
Comprehension. Exercises.
8. The structure and content of the 'mental lexicon': how
humans learn and store words, how they find the right
word and understand the words of others. Lexical
retrieval. Exercises.
9. Language and memory: long-term memory and short-term
(working) memory. Long-term memory and the schema
theory. Meaning representations. Inference. Exercises.
10. Language processing: bottom-up and top-down
processing; serial and parallel processing. Perceptual and
conceptual information. The role of context. Exercises.

hasbi SJAMSIR, psycholinguistics, 2010/2011

11. Productive language skills: writing and speaking. Writing
systems. The stages of writing. Errors in writing.
Characteristics of speech and stages in the speaking
process. Syntactic planning. Lexicalization. Speech errors.
Exercises.
12. Receptive language skills: reading and listening. The
whole-word approach vs. the decoding approach. Eye
movement. Skilled and unskilled reading. Problems in the
listening process. Categorical perception. Exercises.
13. The social basis of language: the relationship between
language, thought and culture. Is language necessary for
thought, does it influence culture and does it affect our
perception of society and the world?
hasbi SJAMSIR, psycholinguistics, 2010/2011
14. Linguistics Competence and Performance
15. Psycholinguistics and their implications in
language teaching

hasbi SJAMSIR, psycholinguistics, 2010/2011

 OBLIGATORY REFERENCES:

 Aitchison, Jean (1998, 4th ed.) The Articulate Mammal: An Introduction to

Psycholinguistics London and New York: Routledge
 Anderson, Stephen and David Lightfoot (2002) The Language Organ:
Linguistics as Cognitive Physiology, Cambridge: Cambridge University Press
(selected chapters)
 Clark and Clark,. Psychology and Language. An Introduction to
Psycholinguistics. Stanford University
 Field, John (2003) Psycholinguistics, London and New York: Routledge
 Harley, Trevor (2001) The Psychology of Language: From Data to Theory,
Hove and New York: Psychology Press Ltd.
 Mukalel, C., Joseph 2003. Psychology of Language Learning. (Delhi: Arora
Offset Press)
 Steinberg, Danny, Hiroshi Nagata and David Aline (2001, 2 nd ed.)
Psycholinguistics: Language, Mind and World, Harlow: Longman

hasbi SJAMSIR, psycholinguistics, 2010/2011

 Powerpoints Presentation
 Aspek-aspek Linguistik dan Psikolinguistik
 Bagaimana manusia mempersepsi ujaran
 Bagaimana manusia memahami ujaran
 Landasan Biologis pada bahasa
 Landasan Neurologis pada bahasa
 Pendekatan psikologis dalam penguasaan bahasa
 Pemerolehan bahasa (L1, L2 dan Foreign Lang)
 Pemerolehan bahasa kanak-kanak
 Belajar L2 dan Bilingualisme
 Psikolinguistik dan Implikasinya
 Memori, Pikiran, dan Bahasa
 Linguistics competence and performance

hasbi SJAMSIR, psycholinguistics, 2010/2011

 Finally . . .
34

Thank you for inviting me and for listening!

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