语言学教程-chapter6

ChapterSixLanguageandCognition21.WhatisCognition?Mentalprocesses,informationprocessingMentalprocessorfacultyofknowing,includingawareness,perception,reasoning,andjudgment.3Theformalapproach:structuralpatterns,includingthestudyofmorphological,syntactic,andlexicalstructure.Thepsychologicalapproach:languagefromtheviewofgeneralsystemsrangingfromperception,memory,attention,andreasoning.Theconceptualapproach:howlanguagestructures(processes&patterns)conceptualcontent.42.PsycholinguisticsPsychologicalaspectsoflanguage.Psychologicalstatesandmentalactivitywiththeuseoflanguage.Languageacquisition,languageproduction&comprehension.5StructurallinguisticsCognitivepsychologyAnthropologyNeurosciencesRelatedfields6Languageacquisition(L1/L2)LanguagecomprehensionLanguageproductionLanguagedisordersLanguageandThoughtNeurocognitionSixsubjectsofresearch72.1LanguageAcquisitionHolophrasticstageLanguage’ssoundpatternsPhoneticdistinctionsinparents’language.One-wordstage:objects,actions,motions,routines.8Two-wordstage:around18mChildutteranceMaturespeakerPurposeWantcookieIwantacookieRequestMoremilkIwantsomemoremilkRequestJoeseeI(Joe)seeyouInformingMycupThisismycupWarningMommychairThischairbelongstoMWarningBigboyIamabigboyBraggingRedcarThatcarisredNamingThatcarThatisacarNaming9ChildutteranceMaturespeakerPurposeNosleepIdon’twanttogotosleepRefusalNottiredIamnottiredRefusalWheredoll?Whereisthedoll?QuestionTrucktableThetruckisonthetableInformingDaddyrunDaddyisrunningInformingJoepushI(Joe)pushed(thecat)InformingPushcatIpushedthecarInformingGivecandyGivemethecandyRequest10Three-word-utterancestageGivedoggiepaper.Puttruckwindow.Tractorgofloor.11FluentgrammaticalconversationstageEmbedoneconstituentinsideanother:Givedoggiepaper.Givebigdoggiepaper.Usemorefunctionwords:missingfunctionwordsandinflectioninthebeginningbutgooduse(90%)bytheageof3,withafullrangeofsentencetypes.Allpartsofalllanguageareacquiredbeforethechildturnsfour.122.2LanguagecomprehensionMentallexicon:informationaboutthepropertiesofwords,retrievablewhenunderstandinglanguageForexample,wemayusemorphologicalrulestodecomposeacomplexwordlikerewritablethefirstfewtimesweencounteritandafterseveralexposureswemaystoreandaccessitasaunitorword.Itmeansthatfrequencyofexposuredeterminesourabilitytorecallstoredinstances.13Connectionism:readersusethesamesystemoflinksbetweenspellingunitsandsoundunitstogeneratethepronunciationsofwrittenwordsliketoveandtoaccessthepronunciationsoffamiliarwordslikestove,orwordsthatareexceptionstothesepatterns,likelove.Similarityandfrequencyplayimportantrolesinprocessingandcomprehendinglanguage,withthenovelitemsbeingprocessedbasedontheirsimilaritytotheknownones.14Cohorttheory:Marslen-Wilson&Welsh(1978)Thefirstfewphonemesofaspokenwordactivateasetofwordcandidatesthatareconsistentwiththeinput.Wordrecognition15Interactivemodel:Higherprocessinglevelshaveadirect,“top-down”influenceonlowerlevels.Lexicalknowledgecanaffecttheperceptionofphonemes.Thereisinteractivityintheformoflexicaleffectsontheperceptionofsub-lexicalunits.Incertaincases,listeners’knowledgeofwordscanleadtotheinhibitionofcertainphonemes;inothercases,listenerscontinueto“hear”phonemesthathavebeenremovedfromthespeechsignalandreplacedbynoise.16Racemodel:Pre-lexicalroute:computesphonologicalinformationfromtheacousticsignalLexicalroute:thephonologicalinformationassociatedwithawordbecomesavailablewhentheworditselfisaccessedWhenword-levelinformationappearstoaffectalower-levelprocess,itisassumedthatthelexicalroutewontherace.17Factorsinvolvedinwordrecognition:Frequencyeffect:theeasewithwhichawordisaccessedduetoitsmorefrequentusageintheL.Recencyeffects:theeasewithwhichawordisaccessedduetoitsrepeatedoccurrenceinthediscourseorcontext.Cotext:Werecognizeawordmorereadilywhentheprecedingwordsprovideanappropriatecontextforit.18LexicalambiguityAllthemeaningsrelatedtothewordareaccessed.Onlyonemeaningisaccessedinitially.Areyouengaged?Myfrienddrovemetothebank.Theypassedtheportatmidnight.Pleasegivemeacamel.上课做手术19Theclerk(entering):Areyouengaged?Augustus:Whatbusinessisthatofyours?However,ifyouwilltakethetroubletoreadthesocietypapersforthisweek,youwillseethatIamengagedtotheHonourableLucyPopham,youngestdaughterof...Theclerk:Thatisn’twhatImean.Canyouseeafemale?Augustus:Ofcourse,Icanseeafemaleaseasilyasamale.DoyousupposeIamblind?(GeorgeBernardShaw:AugustusDoesHisBit)20ComprehensionofsentencesSerialmodels:thesentencecomprehensionsystemcontinuallyandsequentiallyfollowsconstraintsofalanguage’sgrammarDescribehowtheprocessorquicklyconstructsoneormorerepresentationsofasentencebasedonarestrictedrangeofinformationthatisguaranteedtoberelevanttoitsinterpretation,primarilygrammaticalinformation.Anysuchrepresentationisthenquicklyinterpretedandevaluated,usingthefullrangeofinformationthatmightberelevant.21Parallelmodels:emphasizethatthecomprehensionsystemissensitivetoavastrangeofinformation,includinggrammatical,lexical,andcontextual,aswellasknowledgeofthespeaker/writerandoftheworldingeneral.Des