
Psycholinguistics : Introduction and Applications.
Title:
Psycholinguistics : Introduction and Applications.
Author:
Menn, Lise.
ISBN:
9781597569385
Personal Author:
Edition:
2nd ed.
Physical Description:
1 online resource (553 pages)
Contents:
Contents -- Foreword -- Introduction: Psycholinguistics and What It's Good For -- 0.1 The Plan of This Book -- 0.2 What's the Difference Between Linguistics and Psycholinguistics? -- 0.3 A Few Examples of What Psycholinguistics is Good For: Language Problems -- 0.4 A Psycholinguistic Explanation of a Language Problem -- 0.5 In Defense of My Writing Style: Apologia pro stilo suo -- Acknowledgments -- 1 Basic Linguistics: How to Describe Language Use and Language Knowledge -- 1A. Introduction, Phonetics, and Phonology -- 1.0 Terminology: Strategy for Learning about Language -- 1.1 Divide and (More or Less) Conquer: Levels of Spoken Language -- 1.2 The Level of Speech Sounds: The Sounds of Spoken Words -- 1.3 Syllables and How to Count Them -- 1B. Meaningful Units of Language -- 1.4 Morphemes: The Meaningful Units of Speech -- 1.5 Words -- 1.6 Utterances: Phrases, Clauses, and Sentences in Speech -- 1.7 Basic Syntactic and Semantic Roles: The Jobs That Words do in Clauses -- 1.8 Pragmatics -- 1.9 The Gap between What People Know and What They do: Kinds of Linguistic Knowledge -- 1.10 Language Families and Language Types -- 2 Brains and Language -- 2.1 Thinking about the Brain: A Quick History -- 2.2 What Does It Mean to Say That the Brain Processes Information? -- 2.3 How Can a Bunch of Cells Learn or Know Something? -- 2.4 Activation and Its Spread -- 2.5 Brain Areas for Specialized Functions -- 2.6 Structural Connectivity: The Visible Connections Between Nerve Cells -- 2.7 Functional Connectivity: The Brain Areas That Work Together -- 2.8 Does the Right Side of the Brain Participate in Language? -- 2.9 Top-Down and Bottom-Up Processing: Our Brains are Constantly Integrating Predicted and New Information -- 2.10 Summary: Broca, Brains and Beyond: The Language Network.
3 Normal Speech Errors and How They Happen: I. From Idea to Word -- 3.1 What is Normal? (and Why Don't We Say "Abnormal"?) -- 3.2 Language Production: Describing the Basic Processes -- 3.3 Choosing What to Put Into Words and What to Focus On: The Message Level -- 3.4 The Functional Level: Part I. Lemmas -- 3.5 The Functional Level: Part II. Semantic Functions -- 3.6 Summary of Language Production So Far -- 3.7 Applying Our Model to an Aphasic Speech Production Problem -- 4 Normal Speech Errors and How They Happen: II. Saying Words and Sounds in the Right Order -- 4.0 High- Speed Grammar: Making Phrase sand Sentences in a Few Tenths of a Second -- 4.1 Getting Words Into the Right (and Wrong) Order -- 4.2 Errors in Word-Making: Word-Assembly Crashes -- 4.3 Errors in Word Sounds: A Herrible Mess at the Level of Phonological Encoding or a Foul-Up in Articulation? -- 4.4 Double Whammies and Worse: Multiple-Source Errors Versus Self-Monitoring -- 4.5 Summary of Sentence Production: From Ideas to Articulation -- 5 Experimental Studies of Normal Language Production and Comprehension: An Introduction to Experimental Methods in Psycholinguistics and Neurolinguistics -- 5.0 The Plan for This Chapter -- 5.1 Introduction to Psycholinguistic Experiments: Why Do People Do Them and How Do People Come Up With the Ideas for Them? -- 5.2 Memory Experiments -- 5.3 Production Experiments I: Finding Needed Words -Or Not -- 5.4 Production Experiments II: Planning Sentences -- 5.5 Comprehension Experiments I: Discriminating Between Similar Speech Sounds and Recognizing Words -- 5.6 Comprehension Experiments II: How Understanding Unfolds in Time -- 5.7 What Neurophysiology Adds to Psycholinguistic Studies -- 5.8 Summary -- 6 Analyzing Aphasic Speech and Communication: The Psycholinguistics of Adult Acquired Language Disorders.
6.0 Why There's a High Cost for Being Slow and Sounding Weird: Who Do They Think I Am? -- 6.1 Introduction to Aphasia -- 6.2 Aphasic Language Is Not Like Child Language -- 6.3 Aphasic Language Production -- 6.4 Figuring Out the Psycholinguistics Behind (Some) Aphasic Speech Production Errors -- 6.5 Psycholinguistic Considerations in Studying Aphasic Comprehension -- 6.6 Classifying Aphasias: The Boston Syndrome Categories and Some Reasons Why There are Controversies About Them -- 6.7 Aphasia in Native Bilingual and Second-Language Speakers -- 6.8 Trying to Predict Communicative Success: Executive Function, Interaction, Gesture, and Communication -- 6.9 Brain Plasticity and New Hopes for Therapy -- 7 Developmental Psycholinguistics: Studies of First Language Acquisition -- 7.0 A Wealth of Studies, a Rich Topic -- 7.1 Output, Input, Intake, Imitation: How Do We Find Out What Toddlers Know About Language? -- 7.2 Building a Grammar: What Toddlers Say -- 7.3 Do Toddlers Have Grammar in the First Year of Speaking? -- 7.4 Language From the Third Trimester to the Beginning of Speech: First the Sounds, Then Their Meanings -- 7.5 Phonological Development in Toddlers -- 7.6 Learning About Word Meanings -- 7.7 Summary and Conclusion -- 8 The Psycholinguistics of Reading and Learning to Read -- 8.0 Introduction: Why Teaching Reading Is Controversial -- 8.1 Reading as a Psycholinguistic Process -- 8.2 Reading for Meaning: What Happens After a Word Is Activated? -- 8.3 Psycholinguistics and the Phonics Versus Whole-Word Teaching Controversy -- 8.4 Where Reading Errors Come From: Activation and Competition in Reading -- 8.5 When Sounding Out Words Won't Work for You and Your Students: O rthographic Dazzle, Dialect Awareness, Speech Rate, and Hyperdistinct Speech -- 8.6 Morphology and Reading -- 8.7 Reading Chinese, Japanese, and Korean.
8.8 Reading and Language Disorders -- 8.9 Summary -- 9 First and Second Language Acquisition: A Psycholinguistic Approach to Their Similarities and Differences -- 9.0 How Is Learning a First Language Different From Learning a Second Language, and Why? -- 9.1 How Does Learning Your First Language Change Your Brain? -- 9.2 What Happens When a New Data Set Meets an Experienced Brain? -- 9.3 What Else Is Different About the Older Learner? -- 9.4 What First-Language Learners and Second-Language Learners Have in Common -- 9.5 Language Processing in Bilingual Speakers -- 9.6 Foreign Accent Modification: Psycholinguistics Meets the Sociolinguistics of Identity, Politics, and Prejudice -- 9.7 Psycholinguistics and Learning to Read and Write in a Second Language -- 9.8 Summary -- 10 Using Psycholinguistics in Testing, Teaching, and Therapy -- 10.0 Introduction -- 10.1 What Does It Mean to Look "Psycholinguistically" at Language Tests? -- 10.2 Aphasia Testing: Clinical Testing and Its Problems -- 10.3 "Translating" Language Tests and Some Problems With Bilingual Aphasia Testing -- 10.4 The Long Road From a Psycholinguistic Idea to a Teaching or Remediation Method -- 10.5 Summary and Conclusion -- Afterword: Other Important Areas for Applying Psycholinguistics -- 1. First Language Under Stress: Politics, Ethics, and the Diagnosis of First Language Problems -- 2. Developmental Processing Test Design -- 3. The Puzzles of Specific Language Impairment and Dyslexia -- 4. Language, Aging, and Hearing Loss -- Glossary -- Index.
Abstract:
This text on psycholinguistics for working language professionals and students in speech-language pathology and language education, as well as for students in psychology and linguistics, provides a clear, lively introduction to research and ideas about how human brains process language in speaking, understanding, and reading. This edition includes current findings on brain structure and function, including the roles of newly delineated fiber tracts and language areas outside Broca's and Wernicke's areas.
Local Note:
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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