Lexical Access and Differential Processing in Nouns and Verbs in a Second Language PDF Download

Author: Hua Liu
Publisher:
ISBN:
Category : Bilinguilism
Languages : en
Pages : 480

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Author: Gerry T. M. Altmann
Publisher: Psychology Press
ISBN: 9780863779756
Category : Language Arts & Disciplines
Languages : en
Pages : 436

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Book Description
This collection of papers and abstracts stems from the third meeting in the series of Sperlonga workshops on Cognitive Models of Speech Processing. It presents current research on the structure and organization of the mental lexicon, and on the processes that access that lexicon. The volume starts with discussion of issues in acquisition and consideration of questions such as, 'What is the relationship between vocabulary growth and the acquisition of syntax?', and, 'How does prosodic information, concerning the melodies and rhythms of the language, influence the processes of lexical and syntactic acquisition?'. From acquisition, the papers move on to consider the manner in which contemporary models of spoken word recognition and production can map onto neural models of the recognition and production processes. The issue of exactly what is recognised, and when, is dealt with next - the empirical findings suggest that the function of something to which a word refers is accessed with a different time-course to the form of that something. This has considerable implications for the nature, and content, of lexical representations. Equally important are the findings from the studies of disordered lexical processing, and two papers in this volume address the implications of these disorders for models of lexical representation and process (borrowing from both empirical data and computational modelling). The final paper explores whether neural networks can successfully model certain lexical phenomena that have elsewhere been assumed to require rule-based processes.

Author: Ronald P. Leow
Publisher: Routledge
ISBN: 1351676040
Category : Language Arts & Disciplines
Languages : en
Pages : 583

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Book Description
The Routledge Handbook of Second Language Research in Classroom Learning is a comprehensive psycholinguistic approach to the issue of instructed language learning that is uniquely theoretical, methodological, empirical, pedagogical, and curricular. Bringing together empirical studies with theoretical underpinnings, this handbook focuses on conceptual replications/extensions of, and new research on, classroom learning or Instructed SLA (ISLA). In chapters from leading experts, the Handbook reports on the tenets of several models that have postulated the roles of cognitive processes in the L2 learning process and also covers two major methodological data-elicitation procedures to be employed in addressing learner cognitive processes (think-aloud protocols and eye-tracking). With a dedicated interest in the role of this research in pedagogical ramifications, this handbook strives for deeper understanding of how L2 learners process L2 data in instructional settings.

Author: Roberto R. Heredia
Publisher: Cambridge University Press
ISBN: 1107145619
Category : Education
Languages : en
Pages : 345

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Sets out state-of-the-art methodological and theoretical advancements to shed light on how bilingual speakers comprehend ambiguous information.

Author:
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 552

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Author: R. Malatesha Joshi
Publisher: Routledge
ISBN: 1136781358
Category : Education
Languages : en
Pages : 817

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Book Description
Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners. This situation is now changing. As the worldwide demand for literacy continues to grow, researchers from different countries with different language backgrounds have begun examining the connection between their writing systems and literacy acquisition. This text, which derives from a NATO sponsored conference on orthography and literacy, brings together the research of 70 scholars from across the world--the largest assemblage of such experts to date. Their findings are grouped into three parts, as follows: Part I, Literacy Acquisition in Different Writing Systems, describes the relationship between orthography and literacy in twenty-five orthographic systems. This section serves as a handy reference source for understanding the orthographies of languages as diverse as Arabic, Chinese, English, Icelandic, Kannada, and Kishwahili. Part II, Literacy Acquisition From a Cross-Linguistic Perspective, makes direct comparisons of literacy acquisition in English and other orthographic systems. The overall conclusion that emerges from these eight chapters is that the depth of an orthographic system does influence literacy acquisition primarily by slowing down the acquisition of reading skills. Even so, studies show that dyslexic readers can be found across all orthographic systems whether shallow or deep, which shows that dyslexia also has internal cognitive and biological components. Part III, Literacy Acquisition: Instructional Perspectives, explores literacy acquisition from developmental and instructional perspectives and ends with a look into the future of literacy research. This Handbook is appropriate for scholars, researchers, and graduate students in such diverse fields as cognitive psychology, psycholinguistics, literacy education, English as a second language, and communication disorders.

Author: Franz Schmalhofer
Publisher: Routledge
ISBN: 1317708288
Category : Psychology
Languages : en
Pages : 1056

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Book Description
The aim of the European Cognitive Science Conference is the presentation of empirical, theoretical, and analytic work from all areas of interest in cognitive science, such as artificial intelligence, education, linguistics, neuroscience, philosophy, psychology, and anthropology. The focus is on interdisciplinary work that is either of interest for more than one of the research areas mentioned or integrates research methods from different fields. With contributions by cognitive scientists from 20 different countries, the papers in this volume reflect the origins of this conference, as well as its international scope.

Author:
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 774

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Author:
Publisher: Elsevier
ISBN: 0080866638
Category : Psychology
Languages : en
Pages : 369

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Language and Comprehension

Author: Analía L Arévalo
Publisher:
ISBN:
Category : Categorization (Linguistics)
Languages : en
Pages : 354

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Book Description
The overarching goal of this work is to understand the brain's organization for meaning (linguistic and non-linguistic). Our group began to investigate this question by comparing noun and verb processing, following previous research showing distinctions in the way these two word categories are processed across different populations and languages. In the brain-injury literature, classic aphasia theories contend that patients show differential abilities on noun vs. verb processing, resulting in a noun-verb double-dissociation between patient groups. In addition, studies using various neuroimaging techniques have suggested the involvement of different neural areas and/or networks in noun vs. verb retrieval, with the left frontal lobe being especially crucial for verb processing. However, neither imaging nor clinical results are consistent, and to date, no unified theory can account for the various findings reported in the literature. Leading theories on how word types dissociate from each other include distinctions at the lexical level, correlations between featural properties, and distinct sensorimotor representations. Recent theories on embodied cognition have suggested that processing such stimuli involves imagery of the different body parts associated with a given concept, with activity in the sensorimotor areas along the cortex corresponding to those body parts. In my dissertation work, I implemented psycholinguistic and neuroimaging techniques to systematically test these putative distinctions. Our noun-verb stimuli were tested behaviorally on healthy and aphasic participants and in an fMRI paradigm on healthy participants who were native speakers of two structurally diverse languages: English and Italian. The noun-verb distinction was consistent across healthy and patient groups and we found no convincing evidence for the classic double-dissociation. The hand imagery data, on the other hand, revealed an unexpected double-dissociation between patient and control performance, suggesting this dimension may play an important role in the process of meaning organization. These results represent a first step in the systematic testing of two major views on the mental organization for meaning. With new behavioral and imaging studies on the way targeting these distinctions directly, we hope to reveal a clearer picture of semantic organization and breakdown, bringing us one step forward in our understanding of how the brain organizes meaning.