anchas' mid psycho

7/28/2019 Anchas' Mid Psycho

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Compiled and created by:

Hermansyah

2012 601 2002

1. Explain and give examples if neccessary

a. The relationship between language and linguistics knowledge

Let us distinguish between language and linguistic knowledge, A language is a

dynamic set of visual, auditory, or tactile symbols of communication and the elements

used to manipulate them. Language can also refer to the use of such systems as a generalphenomenon. While, Linguistics is the scientific and philosophical study of language,

encompassing a number of sub-fields. At the core of theoretical linguistics are the study

of language structure (grammar) and the study of meaning (semantics) all of them are in

our mind. According to my opinion, the relationship of linguistic theory and languageteaching is a dual one. It means, on the one hand, some theories of linguistics can be

applied to language teaching, i.e. linguistics guides the development of language teaching

theory. On the other hand, a language teaching theory expresses or implies answers to

questions about the nature of language. These questions relate language teaching theory

directly to theoretical linguistics. In other words, Linguistics is the scientific study of

language. Another says that, The rules for rules for forming acceptable utterances of the

language. Linguists take as their data what people say and what people find acceptable in

language use.for example is processed must first acknowledge that understanding it

depends on several smaller tasks:

- The sounds of the message must be isolated and recognized.

- The words must be identified and associated with their meanings.

- The grammatical structure of the message must be analyzed sufficiently to determine

the roles played by each word. The resulting interpretation of the message must be

evaluated in light of past experince and the current context. As we do it may become

evindent that, although using and understanding language is a relatively quick and easy


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task for most of us, many aspects of our Linguistic knowledge are subconscious in

nature.

b. Early researcher of the mental lexicon viewed within thegreater framework the

the organization of semantic memory. According to this approach, the forms ofwords and their meaning do share the same lexical entry, with emphasis placed on

their meaning rather than their form. How do we represent meaning and Structure

in language?

The need for meaning representations arises when neither the raw linguistic inputs, nor

any of the structures derivable from them by any of the transducers. we have studied thus

far, facilitate the kind of semantic processing that is desired. More specifically, what we

need are representations that bridge the gap from linguistic inputs to the non-linguistic

knowledge of the world needed to perform tasks involving the meaning of linguistic

inputs. To illustrate this notion, consider the following everyday language tasks that

require some form of semantic processing of natural language:

Answering an essay question on an exam;

Deciding what to order at a restaurant by reading a menu;

Learning to use a new piece of software by reading the manual;

Realizing that youve been insulted; and

Following a recipe.

In the representational approach explored here, we take linguistic inputs and construct

meaning representations that are made up of the same kind of stuff that is used to

represent this kind of everyday commonsense knowledge of the world. The process

whereby such representations are created and assigned to linguistic inputs SEMANTIC

ANALYSIS is called semantic analysis.

In other words, from different expert will say that,

We can define the structure of language in terms of sets of rules that tell us how words

strung together can form a sentence and convey a meaning. When we speak of rule

structure to language, we do not mean that a speaker consciously follows these rules

when uttering a sentece.

Example: The student write the book

The teacher graded the test of her students.


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The teacher heard the student.

Although all three sentences take the form of the noun verbed the noun, the two

sentences are not reversible. That is, while you can say, The student write the book ,

or The teacher graded t he test, you cannot say,The book write the student, or The

test graded the teacher. Only the third sentence is reveible. You. Can just as easily say,

The student heard the teacher as The teacher heard the student.Some actions are

possible, and some are not.Real world knowledge can supply constraints that operate as

part of the structure of our languge.

2.a. Frequency and neighbrourhood environment.

Multiple studies suggest that we tend to respond to high-frequency words more

quickly than to low-frequency words in both lexical decision tasks

(Rubenstein,Garfield,& Millikan,1970) and naming tasks,where subjects are asked to

read strings of letters aloud (Forster & Chambers,1973). For examples: predict or vilify,

angry or puddle. Neighbourhood environment will influence subconciously the word

access and organizatio, people who comes from rural area tend to use their language

more polite while people who lives in city, where its influences by neg\ighbourhood

environment. People who stay with educate people tend to use polite language. It may be

conclude that neighbourhood really influence the word access and organization. Have a

look on people who comes from village they sometimes use polite language where we

sometime appreciate by their language.

b. Imageability,concreteness and abstractness

When we think the one sntences like : I found my umbrella beside my table. Imageability

we will try to iamge the word by word what is umbrella in this case, like a things that use

to cover our body from raining and sun shining. When we hard to imagine the word

heavenn , we probably imaged a symbol for the concept portrayed, like the word

freedoom also it is symbolyze liberty bell rather than generate image of the word


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meaning. Concrete words such as apple are more imageable, and abstract words such as

knowledge are less easily to image.

3. Speech processing is the study ofspeech signals and the processing methods of these

signals. The signals are usually processed in a digital representation, so speech processing

can be regarded as a special case ofdigital signal processing, applied to speech signa.

Aspects of speech processing includes the acquisition, manipulation, storage, transfer and

output of digital speech signals. Speech processing includes the following areas:

Speech recognition (also called voice recognition), which deals with analysis of

the linguistic content of a speech signal and its conversion into a computer-

readable format.

Speaker recognition, where the aim is to recognize the identity of the speaker.

Speech coding, a specialized form ofdata compression, is important in the

telecommunication area.

Voice analysis for medical purposes, such as analysis ofvocal loading and

dysfunction of the vocal cords.

Speech synthesis: the artificial synthesis of speech, which usually means

computer-generated speech. Advances in this area improve the computer's

usability for the visually impaired.

Speech enhancement: enhancing the intelligibility and/or perceptual quality of a

speech signal, like audio noise reduction for audio signals.

Speech compression is important in the telecommunications area for increasing

the amount of information which can be transferred, stored, or heard, for a given

set of time and space constraints.

Speaker diarization is the process of determining who spoke when in a signal.

The chart of Speech processing in this case, developed enough to explain the basic

problems in speech perception or to account for the accumulate empirical information,in

the perception process, speech signals are interpreted by reference to motor speech

movements. Research also suggests lexical, syntactic, ancotextuali nput to speech

perception process that operate in cases of unclear or unrespond acoustic information.
http://en.wikipedia.org/wiki/Speech_communicationhttp://en.wikipedia.org/wiki/Signal_(information_theory)http://en.wikipedia.org/wiki/Digitalhttp://en.wikipedia.org/wiki/Digital_signal_processinghttp://en.wikipedia.org/wiki/Speech_recognitionhttp://en.wikipedia.org/wiki/Linguisticshttp://en.wikipedia.org/wiki/Speaker_recognitionhttp://en.wikipedia.org/wiki/Identity_(social_science)http://en.wikipedia.org/wiki/Speech_codinghttp://en.wikipedia.org/wiki/Data_compressionhttp://en.wikipedia.org/wiki/Telecommunicationhttp://en.wikipedia.org/wiki/Voice_analysishttp://en.wikipedia.org/wiki/Vocal_loadinghttp://en.wikipedia.org/wiki/Vocal_cordshttp://en.wikipedia.org/wiki/Speech_synthesishttp://en.wikipedia.org/wiki/Speech_enhancementhttp://en.wikipedia.org/wiki/Intelligibilityhttp://en.wikipedia.org/wiki/Audio_noise_reductionhttp://en.wikipedia.org/wiki/Speech_data_compressionhttp://en.wikipedia.org/wiki/Speaker_diarizationhttp://en.wikipedia.org/wiki/Speech_communicationhttp://en.wikipedia.org/wiki/Signal_(information_theory)http://en.wikipedia.org/wiki/Digitalhttp://en.wikipedia.org/wiki/Digital_signal_processinghttp://en.wikipedia.org/wiki/Speech_recognitionhttp://en.wikipedia.org/wiki/Linguisticshttp://en.wikipedia.org/wiki/Speaker_recognitionhttp://en.wikipedia.org/wiki/Identity_(social_science)http://en.wikipedia.org/wiki/Speech_codinghttp://en.wikipedia.org/wiki/Data_compressionhttp://en.wikipedia.org/wiki/Telecommunicationhttp://en.wikipedia.org/wiki/Voice_analysishttp://en.wikipedia.org/wiki/Vocal_loadinghttp://en.wikipedia.org/wiki/Vocal_cordshttp://en.wikipedia.org/wiki/Speech_synthesishttp://en.wikipedia.org/wiki/Speech_enhancementhttp://en.wikipedia.org/wiki/Intelligibilityhttp://en.wikipedia.org/wiki/Audio_noise_reductionhttp://en.wikipedia.org/wiki/Speech_data_compressionhttp://en.wikipedia.org/wiki/Speaker_diarization


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Thus what listener expect to hear in a particular context is likely to affect what they think

they actualy heard. It is this flexible trading relationship among domains of linguistic

knowledge that makes machine speech processing particularly formidable.

4. As a teacher of foreign language teaching we might be get some difficulties in

answering the question provide by our students, for example how do the word come from

our mind, or how do we produce the language espicially English as our foreign language,

and also we will helped by psycholinguistic jnowing psychologycally the word access or

word come to our mind or mouth. And the students psychology in producing a sentecesa

may varry one anothers because of some factors that we learn from psycholinguistics. I

have felt guilty when one of my students asked me, sir how do we know our language is

produce when we talk to other people. But after knowing the answer i answred it clearly

beacuse of learning psycholinguistics.

anchas' mid psycho

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