chapter six language processing in mind
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Chapter Six Language Processing in Mind. 1. Introduction. L is a mirror of the mind in a deep and significant sense. The study of L & mind aims to model the workings of the mind in relation to L. 1.1 Definition. - PowerPoint PPT PresentationTRANSCRIPT
Chapter SixChapter SixLanguage ProcessLanguage Process
ing in Minding in Mind
1. Introduction1. Introduction
L is a mirror of the mind in a L is a mirror of the mind in a
deep and significant sense.deep and significant sense.
The study of L & mind aims to The study of L & mind aims to
model the workings of the mind model the workings of the mind
in relation to L.in relation to L.
1.1 Definition1.1 Definition
Psycholinguistics: investigating Psycholinguistics: investigating
the psychological reality of the psychological reality of
linguistic structures.linguistic structures.
Cognitive P: making inferences Cognitive P: making inferences
about the content of the human about the content of the human
mindmind
Experimental P: empirical mattersExperimental P: empirical matters
1.2 Major strands of P1.2 Major strands of P
1.1. L comprehension: How do people use L comprehension: How do people use
their knowledge of L, and how do they their knowledge of L, and how do they
understand what they hear or read?understand what they hear or read?
2.2. L production: How do they produce L production: How do they produce
messages that others can understand messages that others can understand
in turn?in turn?
3.3. L acquisition: How L is represented in L acquisition: How L is represented in
the mind and how L is acquired?the mind and how L is acquired?
2. L comprehension 2. L comprehension 2.1 word recognition2.1 word recognition
1. 1. Cohort theory:Cohort theory: as soon as people as soon as people
hear speech, they start narrowing hear speech, they start narrowing
down the possible words that they down the possible words that they
may be hearing.may be hearing.
2. 2. Frequency effect:Frequency effect: the ease with which the ease with which a word is accessed due to its more freqa word is accessed due to its more frequent usage in the L.uent usage in the L.
Lexicon is partially organized by frequLexicon is partially organized by frequency.ency.
3. 3. Recency effects:Recency effects: the ease with which a the ease with which a word is accessed due to its repeated ocword is accessed due to its repeated occurrence in the discourse or context. currence in the discourse or context.
4. 4. Cotext:Cotext: We recognize a word more We recognize a word more readily when the preceding words readily when the preceding words provide an appropriate context for provide an appropriate context for it.it.
Semantic association networkSemantic association network
a.a. All the meanings related to the All the meanings related to the
word are accessed.word are accessed.
b.b. Only one meaning is accessed Only one meaning is accessed
initially.initially.
2.2 Lexical ambiguity2.2 Lexical ambiguity
2.3 Syntactic processing2.3 Syntactic processing
1. The 1. The syntactic structuresyntactic structure is built as is built as
soon as possible rather than soon as possible rather than
waiting to see what the whole string waiting to see what the whole string
of words is.of words is.
2. 2. Syntactic ambiguitySyntactic ambiguity
a.a. Different was that words can be fit Different was that words can be fit
into phrases. into phrases.
b.b. Ambiguous category of some of Ambiguous category of some of
the words in the sentencethe words in the sentence
3. 3. Minimal Attachment Theory:Minimal Attachment Theory:
people initially construct the people initially construct the
simplest syntactic structure when simplest syntactic structure when
interpreting the structure of interpreting the structure of
sentences.sentences.
2.4 discourse 2.4 discourse
interpretationinterpretation Discourse, text, affect sentence and Discourse, text, affect sentence and
word-level interpretation. Sentences word-level interpretation. Sentences
can be interpreted literally or can be interpreted literally or
figuratively.figuratively.
Schemata and drawing inferencesSchemata and drawing inferences
Schema: a pre-existing knowledge Schema: a pre-existing knowledge
structure in memory typically structure in memory typically
involving the normal expected involving the normal expected
patterns of things.patterns of things.
Eg. Apartment for rent. $ 500.Eg. Apartment for rent. $ 500. I stopped to get some groceries but therI stopped to get some groceries but ther
e weren't’t any baskets left so by the tie weren't’t any baskets left so by the time I arrived at the check-out counter I me I arrived at the check-out counter I must have looked like a juggler having a must have looked like a juggler having a bad day.bad day.
A: Would you like a coffee?A: Would you like a coffee?
B: Yes, please.B: Yes, please.
……
B: No and no.B: No and no.
A: Right.A: Right.
一天,我在看中央三台的中国音乐电视。我正一天,我在看中央三台的中国音乐电视。我正看得津津有味的时候,老妈回来了说:“这是看得津津有味的时候,老妈回来了说:“这是谁啊?”当时正是龙宽九段在唱歌。我就说:谁啊?”当时正是龙宽九段在唱歌。我就说:“龙宽九段。”这时,老妈一本正经的问:“龙宽九段。”这时,老妈一本正经的问:“九段?下围棋的啊?她还能唱歌啊?”“九段?下围棋的啊?她还能唱歌啊?”
3. Lexical ambiguity3. Lexical ambiguity
Are you engaged ?Are you engaged ? My friend drove me to the bank.My friend drove me to the bank. They passed the port at midnight.They passed the port at midnight. Please give me a camel.Please give me a camel.
The clerkThe clerk (entering) :A re you engaged? (entering) :A re you engaged? AugustusAugustus:W hat business is that of yours? Howe:W hat business is that of yours? Howe
ver, if you will take the trouble to read the societver, if you will take the trouble to read the society papers for this week, you will see that I am eny papers for this week, you will see that I am engaged to the Honourable Lucy Popham, youngesgaged to the Honourable Lucy Popham, youngest daughter of. . .t daughter of. . .
The clerkThe clerk: That isn’t what I mean. Can you see : That isn’t what I mean. Can you see a female?a female?
AugustusAugustus: Of course, I can see a female as easily : Of course, I can see a female as easily as a male. Do you suppose I am blind?as a male. Do you suppose I am blind?
4. Syntactic ambiguity4. Syntactic ambiguity
John John painted the car in the garage.painted the car in the garage.
Jack asked the teacher who won the first prize.Jack asked the teacher who won the first prize. Tom or Dick and Henry will go.Tom or Dick and Henry will go. I donI don’’t teach because teaching is easy for me. t teach because teaching is easy for me.
a. Because teaching is easy for me, I dona. Because teaching is easy for me, I don’’t teach.t teach.
b. I teach, not because teaching is easy for meb. I teach, not because teaching is easy for me..
5. Pragmatic ambiguity5. Pragmatic ambiguity
There is a fly in my soup.There is a fly in my soup. Today is Sunday.Today is Sunday.
——“——“Do you enjoy sitting beside me?Do you enjoy sitting beside me?””sheshe
asked coldly.asked coldly.
——“——“Oh, no, Oh, no, ””I said.I said.
——“——“W ell, you are no t w anted here. W ell, you are no t w anted here. ””(W. E. B. Du Bo is,(W. E. B. Du Bo is,““O n Being CrazyO n Being Crazy””))
周朴园周朴园 :: 我听人说你现在做了一件很对不起自己的事情。我听人说你现在做了一件很对不起自己的事情。周 萍周 萍 : (: ( 惊惊 ) ) 什———什么什———什么 ??
周朴园周朴园 : (: ( 走到周萍的面前走到周萍的面前 ) ) 你知道你现在做的事对不起你 的你知道你现在做的事对不起你 的父亲么父亲么 ?? 并且———并且——— (( 停停 ) ) —————— 对不起 你的母亲么对不起 你的母亲么 ??
周 萍周 萍 : (: ( 失措失措 ) ) 爸爸。爸爸。周朴园周朴园 : (: ( 仁慈地仁慈地 ) ) 你是我的长子你是我的长子 ,, 我不愿意当着人谈这事。我不愿意当着人谈这事。 (( 稍停稍停 ,, 严厉地严厉地 ) ) 我听说我在外边的时候我听说我在外边的时候 ,, 你这两年在家你这两年在家
里很不规矩。里很不规矩。周 萍周 萍 : (: ( 更惊恐更惊恐 ) ) 爸爸 ,, 没有的事没有的事 ,, 没有。没有。周朴园周朴园 :: 一个人敢做一个人敢做 ,, 就要敢当。就要敢当。周 萍周 萍 : (: ( 失色失色 ) ) 爸爸 !!
周朴园周朴园 :: 公司的人说你总是在跳舞场里鬼混公司的人说你总是在跳舞场里鬼混 ,, 尤其尤其是这两三个月是这两三个月 ,, 喝酒喝酒 ,, 赌钱赌钱 ,, 整夜地不回家。整夜地不回家。周 萍周 萍 :: 哦哦 , (, ( 放下心放下心 ) ) 您说的是—您说的是—周朴园周朴园 :: 这些事是真的么这些事是真的么 ? (? ( 半晌半晌 ) ) 说实话说实话 !!
周 萍周 萍 :: 真的真的 ,, 爸爸爸爸 (( 红了脸红了脸 ) ) 。。