No data available that match "Psycholinguistics"

*  Language & Linguistics
Applied Psycholinguistics Readership Survey. From: Cambridge Extra at Linguist List. Read ......
*  Responses to Recasts: Repetitions, Primed Production, and Linguistic...
Applied Psycholinguistics, 2017, 38, 02, 315. CrossRef ......
*  Word Knowledge: Aspects, Viewpoints and Performances | Asian EFL Journal
Her areas of interest are psycholinguistics and pedagogical phonetics and phonology. She ......
*  Online Psychology Courses -
... such as psycholinguistics or a course on law and psychology. ......
*  0812063007 isbn/isbn13 $$ Compare Prices at 110 Bookstores! Animal Records ...
Studies in Theoretical Psycholinguistics) / M.W. Dickey. 1402000553 / 978-1402000553 / ......
*  MS in Criminal Justice with a concentration in Forensic Psychology | Tiffin...
Hurwitz joined the staff of the Psycholinguistics Research Corporation where, from 1987 ... he conducted quantitative and qualitative research in forensic psycholinguistics. Most of ......
*  Sanskrit Computational Linguistics: Why Sanskrit? in Computational Linguistics ...
Linguistics, Psycholinguistics and Semantics. Language, in other words the storehouse of ......
*  9780961733629 isbn/isbn13 $$ Compare Prices at 110 Bookstores! How to Sell...
Studies in Theoretical Psycholinguistics, Volume 29) (Studies in Theoretical ... Psycholinguistics) / C. Hamann. 1402004524 / 978-1402004520 / Air Quality in the Mexico ......
*  15 December 2011 - Old, Solved and Guess Papers
Psycho Linguistics Code No 5655 The Code No 5655 Psycho Linguistics is offered in Post ......
*  Is Multilingual Rap Eroding Canada's French Language? - Facts So Romantic -...
An Introduction to Psycholinguistics.. ......

No data available that match "Psycholinguistics"

(1/395) Modeling spoken word recognition performance by pediatric cochlear implant users using feature identification.

OBJECTIVE: Computational simulations were carried out to evaluate the appropriateness of several psycholinguistic theories of spoken word recognition for children who use cochlear implants. These models also investigate the interrelations of commonly used measures of closed-set and open-set tests of speech perception. DESIGN: A software simulation of phoneme recognition performance was developed that uses feature identification scores as input. Two simulations of lexical access were developed. In one, early phoneme decisions are used in a lexical search to find the best matching candidate. In the second, phoneme decisions are made only when lexical access occurs. Simulated phoneme and word identification performance was then applied to behavioral data from the Phonetically Balanced Kindergarten test and Lexical Neighborhood Test of open-set word recognition. Simulations of performance were evaluated for children with prelingual sensorineural hearing loss who use cochlear implants with the MPEAK or SPEAK coding strategies. RESULTS: Open-set word recognition performance can be successfully predicted using feature identification scores. In addition, we observed no qualitative differences in performance between children using MPEAK and SPEAK, suggesting that both groups of children process spoken words similarly despite differences in input. Word recognition ability was best predicted in the model in which phoneme decisions were delayed until lexical access. CONCLUSIONS: Closed-set feature identification and open-set word recognition focus on different, but related, levels of language processing. Additional insight for clinical intervention may be achieved by collecting both types of data. The most successful model of performance is consistent with current psycholinguistic theories of spoken word recognition. Thus it appears that the cognitive process of spoken word recognition is fundamentally the same for pediatric cochlear implant users and children and adults with normal hearing.  (+info)

(2/395) Cross-cultural implementation of a Chinese version of the Schedules for Clinical Assessment in Neuropsychiatry (SCAN) in Taiwan.

BACKGROUND: There are no published reports of cross-cultural equivalence and interrater reliability at the level of individual symptom items assessed by a semi-structured clinical interview employing operationalised clinician ratings. AIMS: To assess the cross-cultural clinical equivalence and reliability of a Chinese version of the World Health Organization Schedules for Clinical Assessment in Neuropsychiatry (SCAN). METHOD: UK-US and Taiwanese groups of psychiatrists used Chinese and English transcripts of videotape interviews of Taiwanese patients to discuss cross-cultural issues and ratings of SCAN items. Item ratings were compared quantitatively individually and pooled by SCAN section. RESULTS: Chinese equivalents were found for all SCAN items. No between-group differences were found for most individual items, but there were differences for some scaled items. Average agreement between the two groups was 69-100%. CONCLUSIONS: Cross-cultural implementation based on SCAN in Taiwan appears valid.  (+info)

(3/395) A reexamination of stimulus-frequency effects in recognition: two mirrors for low- and high-frequency pseudowords.

The word-frequency mirror effect (more hits and fewer false alarms for low-frequency than for high-frequency words) has intrigued memory researchers, and multiple accounts have been offered to explain the result. In this study, participants were differentially familiarized to various pseudowords in a familiarization phase that spanned multiple weeks. Recognition tests given during the first week of familiarization replicated a result of W. T. Maddox and W. K. Estes (1997) that failed to show the classic word-frequency mirror effect for pseudowords; however, recognition tests given toward the end of training showed the classic mirror pattern. In addition, a stimulus-frequency mirror effect for "remember" vs. "know" judgments was obtained. These data are consistent with an account of the mirror effect that posits the involvement of dual processes for episodic recognition.  (+info)

(4/395) Graded aspects of morphological processing: task and processing time.

Effects on targets of orthographically (O) and semantically (S) related primes were compared with morphologically related (M) primes in the lexical decision, naming, and go/no go naming tasks. The overall pattern typified the graded nature of morphological processing. Morphological relatedness produced facilitation whose magnitude varied across a range of stimulus onset asynchronies (SOAs of 66-300 ms) and tasks. The effect of semantic and orthographic similarity also depended on SOA and on task. Importantly, the effects of morphological relatedness and orthographic similarity diverged along a time course that reflected semantic processing but could only be approximated by the effect of semantic relatedness between prime and target.  (+info)

(5/395) The influence of phonological similarity neighborhoods on speech production.

The influence of phonological similarity neighborhoods on the speed and accuracy of speech production was investigated with speech-error elicitation and picture-naming tasks. The results from 2 speech-error elicitation techniques-the spoonerisms of laboratory induced predisposition technique (B. J. Baars, 1992; B. J. Baars & M. T. Motley, 1974; M. T. Motley & B. J. Baars, 1976) and tongue twisters-showed that more errors were elicited for words with few similar sounding words (i.e., a sparse neighborhood) than for words with many similar sounding words (i.e., a dense neighborhood). The results from 3 picture-naming tasks showed that words with sparse neighborhoods were also named more slowly than words with dense neighborhoods. These findings demonstrate that multiple word forms are activated simultaneously and influence the speed and accuracy of speech production. The implications of these findings for current models of speech production are discussed.  (+info)

(6/395) Literal and figurative interpretations are computed in equal time.

The time courses for constructing literal and figurative interpretations of simple propositions were measured with the response signal, speed-accuracy tradeoff procedure. No differences were found in comprehension speed for literal and figurative strings in a task that required judging whether a string of words was meaningful. Likewise, no differences were found in processing speed for nonsense and figurative strings in a task that required judging whether a string of words was literally true. Figurative strings were less likely to be judged meaningful than were literal strings and less likely to be rejected as literally true than were nonsense strings. The absence of time-course differences is inconsistent with approaches to figurative processing that contend that a figurative interpretation is computed after an anomalous literal interpretation. The time-course profiles suggest that literal and figurative interpretations are computed in equal time but that the meaning of the latter is less constrained than that of the former.  (+info)

(7/395) Neuroimaging studies of language production and comprehension.

The 1990s were dubbed the "Decade of the Brain." During this time there was a marked increase in the amount of neuroimaging work observing how the brain accomplishes many tasks, including the processing of language. In this chapter we review the past 15 years of neuroimaging research on language production and comprehension. The findings of these studies indicate that the processing involved in language use occurs in diffuse brain regions. These regions include Broca's and Wernicke's areas, primary auditory and visual cortex, and frontal regions in the left hemisphere, as well as in the right hemisphere homologues to these regions. We conclude the chapter by discussing the future of neuroimaging research into language production and comprehension.  (+info)

(8/395) The competition-among-relations-in-nominals theory of conceptual combination: implications for stimulus class formation and class expansion.

One way in which new concepts are added to the conceptual system is through conceptual combination. The competition-among-relations-in-nominals (CARIN) theory (Gagne & Shoben, 1997) proposes that conceptual combination involves specifying a thematic relation (e.g., noun MADE OF modifier) to link the constituent concepts (e.g., chocolate and bee). This theory claims that relations have different strengths for various concepts that correspond to how often a modifier and relation have been paired in previous encounters with combined concepts and that this relational knowledge strongly affects the ease with which combined concepts can be formed. A mathematical model that incorporates key claims of the theory is presented, and empirical findings that are relevant to evaluating the CARIN theory are reviewed. The parallels between the CARIN theory and approaches to stimulus class formation are also discussed.  (+info)

can anyone please give me a comprehensive and detailed explanation of what PALPA (speech pathology is? thanks?

i need something that could give me a comprehensive explanation of what PALPA (psycholinguistic assessments of language processing in aphasia) is. our exams are getting nearer and i really have to understand what this is.thanks!

Get a study buddy.
I have serious questions about why you have to resort to YA for the answer to such a basic question. If you don't understand PALPA by now, I doubt you'll be a very good speech pathologist.

My Counselor says I'm mentally unstable?

My counselor says that I am mentally unstable and have untreated anxiety issues. She has referred me to have a psychological eval? Am I that bad she referred me to a psycholinguistic? what does it mean to be mentally unstable and have anxiety problems?

Um, well if you are a teen a certain amount of mental instability is to be expected. How we survive those years is a mystery. Hormones, homework, peer pressure. I think a little anxiety is in order. If YOU feel you would benefit from therapy, find someone you trust. Ask around, don't just see anybody. There are some CRAZY psychologists out there so be careful. 


An area of study which draws from linguistics and psychology and focuses upon the comprehension and production of language. Although psychologists have long been interested in language, and the field of linguistics is an older science than psychology, scientists in the two fields have had little contact until the work of Noam Chomsky was published in the late 1950s. Chomsky's writing had the effect of making psychologists acutely aware of their lack of knowledge about the structure of language, and the futility of focusing attention exclusively upon the surface structure of language. As a result, psycholinguists, who have a background of training in both linguistics and psychology, have been attempting since the early 1960s to gain a better understanding of how the abstract rules which determine human language are acquired and used to communicate appropriately created meaningful messages from one person to another via the vocal-auditory medium. Research has been directed to the evolutionary development of language, the biological bases of language, the nature of the sound system, the rules of syntax, the nature of meaning, and the process of language acquisition.

I suggest you do some research via library or bookstore to see if YOU feel this is the problem. Self help section. The funny thing about this type of problem is that since may have been present since birth, the sufferer has no idea that anything is wrong. For example I had poor vision since young,and could not see what teacher write on blackboard. Yes (lol) I so  that old  I've seen blackboards. But I always get in trouble for not doing homework. After getting glasses, I realize homework assignment written on blackboard everyday!

Psycholinguistics: Familiar words in the English language will look strange and unfamiliar to me.?

Sometimes when I'm typing out a letter to someone a very familiar word will suddenly seem strange and foreign. My assumption is that it has something to do with the language processing part of my brain. Perhaps it is the consequence of a vitamin defieciency or from fatigue. 

Example: Today I became confused by the word could, would and should. I suddenly began to think that perhaps I made the words up or spelled them wrong. They looked incredibly strange to me! I started to wonder why the word could isn't spelled like 'cood'. It almost seems as though it should be pronounced like 'cold'. 

I suppose this may sound flakey to some, yet I fear that this could be some sort of disorder. Even though it doesn't happen consistently; I still worry quite a bit. 

What is this phenomena and does it happen to others?

That's perfectly normal.  It happens to me too, and also to just about everyone else I know.  You've memorized how the words look or are spelled, and normally you don't really think about it.  If you think too much about a word, it stops making sense.  You could do the same thing thinking about a spoken word.  Don't worry, you're not going crazy or anything.

What career should i get?

What career choices would you recommend me with these interests:

Health Sciences in general
Veterianry Sciences
Foreign Languages
Religious Philosophy

Please help because this has been a problem for me for a long time. I keep changing careers that I want to follow, because I can't find one that's "fulfilling" enough to me. I'd like a job that uses multiple of these (definitely not all).
I want to follow a career where I'm sure about making a living. I don't want to have to depend off of important discoveries that I might not find.

Either Psychology/Neuropsychology or Health Sciences in general. Become a doctor, you'll be rich!

Did I have a Mini-Stroke?

About 5 months ago I tried to commit suicide. I believe that I may have had a stroke but never sought medical help for it. I tried to overdose on diphenhydramine and after taking about 14 pills I collapsed, couldn't move and had auditory hallucinations along with blurred vision. Some time had passed, (about 3 hours) and I could finally walk again and I went to a restaurant and called my parents. While I was talking my the right side of my face seemed paralyzed(?) in that I would talk but it felt like it wouldn't move, causing my words to slur. The people at the bar looked at me in an odd way. Since then I feel like something has changed. I had college exams that next week, and I failed ALL of them. I am/was an honors student, but am still struggling and wondering if something is still wrong. Here are some symptoms of what I currently have: 

Abnormal Perception of Time= minute seems like 5, etc. 
Loss of Short Term Memory (and perhaps long) 
Abnormally enhanced sexuality 
Difficulty with reading, writing, and math 
Lack of initiative, mood changes and inattentiveness 
Difficulty solving problems (goal-directed behavior) in different realms of cognition including psycholinguistic, constructive, logical, and arithmetical 
Profound lack of motivation 
repetition of certain behaviors (doing the same things everyday) 

Any help would be greatly appreciated. I have looked into this alot, and am hoping to figure why I am doing so badly in school now. I need fresh eyes and mind to maybe see where I am and where I need to go. Thank you. 


Those are all symptoms of what recreational diphenhydramine does to you. You can't speak, you have absolutely NO want to move (which is most likely what you felt, not necessarily that you couldn't do it), auditory hallucinations, and complex bizarre delusions. 

You might want to seek medical help though if things are persistent. I've done diphenhydramine recreationally five times, and I liken the experience to being schizophrenic. When you come down, that schizophrenia stays with you in very small parts until you do it enough to actually become a full-blown schizophrenic.

I really want to study phychology. Am I too young?

I am a 8th grader in middle school. I'm only 13. We don't have any books on it. And my classes are like earth science, us history, language arts, and algebra 1. So I don't have any classes on it. But I really like phychology. And to study the brain. When I look online about phychology everything is really confusing. Help? Any information on how to start studying the brain?

well Carly it might help to learn how to spell the subject you are interested in...

study/read all the topics and links in the page I put for you that will get you going

another fascinating area for your interest in "studying the brain"

as to being too young... never...!!!
if you are interested fascinated curious about a topic then you will seek out more information because you want to unlike certain subjects in school which are forced upon you with no interest for you oh and another area for you is look into music and it's affect on the brain and in particular check out the mozart music which is said to increase learning concentration if played while studying

What is the science of talking?

like how does a human what goes on in the make someone talk..