[Generative grammar and psycholinguistics. II. Psycholinguistic research].
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Humans↗
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Psycholinguistics: a half century of monologism.
The contention of this article is that, since its inception in the mid-twentieth century, mainstream psycholinguistics has been monologistic, that is, has concentrated on monologue as its source of empirical material and has, largely implicitly, involved a monologistic epistemology. The article is not a comprehensive history of psycholinguistics but does attempt to establish a historical perspective. Monologism has been the historical bias of Cartesianism, positivism, behaviorism, and cognitivism. Monologism is concerned only with the person in whom cognition takes place and from whom communication proceeds. It is essentially asocial. By contrast, the merits of dialogism include an openness to the sociocultural, interactive nature of all cognition and communication and an empirical engagement of contextualized discourse situations. Dialogism is presented here not as a supplement to mainstream psycholinguistics but as a radical innovation that construes mainstream psycholinguistics as "strongly misleading if presented as a full theory of communication through spoken interaction" (Linell, 1998, p. 23). Some approaches to dialogism and research on dialogue are critically reviewed.
Cognition↗
Etiological differences in patterns of psycholinguistic development of children of IQ 30 to 60.
We compared the psycholinguistic abilities of 131 mentally retarded children (IQs 30 to 60) of different etiological classifications (Down's syndrome, biologically brain damaged, environmentally caused retardation, unknown cause) and characterized each etiology according to the different patterns of psycholinguistic skills exhibited by the children. Level of skills was determined by the Illinois Test of Psycholinguistic Abilities, which was administered to each subject. Down's syndrome children exhibited significantly lower verbal-auditory skills than visual-motor skills. The environmentally caused retardation group showed no significant differences in development of psycholinguistic channels. Down's syndrome children had significantly lower verbal-auditory abilities than did the other etiological groups of severely retarded children. Etiological differences in the visual-motor channel were less marked.
Adolescent↗
A comparison of an ITPA estimated psycholinguistic quotient and WISC-R IQS for developmentally disabled children.
Compared an estimated Psycholinguistic Quotient, based on Cronkhite and Penner's (1975) revised scoring procedure for the ITPA Psycholinguistic Age, to the WISC-R Verbal, Performance, and Full Scale IQs of developmentally disabled children. The Quotient entered into strong relationships with the WISC-R Verbal and Full Scale IQs. The diagnostic significance of these correlations was discussed. The data indicated that the estimated Psycholinguistic Quotient was a valid measure for screening intellectual status in this population.
Adolescent↗
Toward a differentiation of descriptive and psycholinguistic language models: perceptual and orthographic/phonological analysis of spelling strategies.
Linguistic concepts of the principles and rule systems composing language are instantiated in the models known as grammars. These grammars, typically generative in format, are descriptions of those representatives of universal rule processes found in the particular language being described. Many psycholinguists are now becoming concerned with how to determine to what extent such formal descriptive language models also embody psychologically valid descriptions of speaker processes. It is this issue to which the current article is addressed. The psycholinguistic validity of a language model may be studied by experimental investigation of the degree to which speaker behaviors follow the patterns dictated by linguistic theory. In this article, English phonology, specifically the nature of phonological units in internalized phonological representations, was chosen as the area for study. The choice was made because English phonology is particularly well described by the standard theory, and because this theory contains explicit predictions about how English speakers' phonological knowledge will be realized in their control of English orthography, e.g., in spelling. The present article discusses a series of studies designed to determine whether speakers' spelling behavior follows the supposed patterns of phonological competence, wherein any divergences may lie, and to what processes they may be attributed. The results of the studies suggest the necessity for differentiating a formal description of English phonology from a psycholinguistic model.
Adolescent↗
Phonological therapy within a psycholinguistic framework: promoting change in a child with persisting speech difficulties.
BACKGROUND: Single case studies are a valuable means of providing information about the outcomes of speech and language intervention. Many previous studies have used phonological analysis as a theoretical basis, while others have used psycholinguistic models. The present study combines these approaches to assessment, intervention and evaluation of outcomes. AIMS: The aim of the research was to determine if intensive psycholinguistically based intervention could result in (a) specific and (b) generalized improvements in the speech production of a child with severe and persisting phonological difficulties. METHODS AND PROCEDURES: A single subject research design was used with pre- and post-intervention assessment carried out. Assessment took place at two levels: the macro level focused on global change in the child's speech processing system using psycholinguistic speech profiling and phonological analyses; the micro assessment focused on specific, treated (and matched control) stimuli. There were three phases of intervention with a total of 30 hours of therapy. OUTCOMES AND RESULTS: Micro evaluation showed significant changes in Katy's single word and connected speech production--as well as in other areas such as spelling and auditory discrimination of closely related real word pairs. Macro evaluation revealed significant improvement in speech severity indices (PCC, PPC), and gains in her ability to discriminate between closely related real word pairs. These changes were maintained at follow-up seven months after intervention had ceased. CONCLUSIONS: Specific and intensive intervention brought about significant improvements in this child's speech, spelling and auditory discrimination at the micro level, and in speech and auditory discrimination at a macro level. The macro level assessments reveal persisting core deficits requiring further focused intervention before changes can be observed more widely. When carefully defined and evaluated, speech and language intervention can have positive outcomes for children with severe and persisting speech difficulties.
Articulation Disorders↗
Anagram software for cognitive research that enables specification of psycholinguistic variables.
Anagram tasks are frequently used in cognitive research, and the generation of new scrambled letter combinations is a task well suited to a software solution. Most available programs, however, do not allow experimenters to generate new anagrams flexibly or to characterize existing anagrams using psycholinguistic criteria. They also do not provide detailed information on their source dictionaries. We present anagram software that interfaces with CELEX2, an internationallyrecognized psycholinguistic database. This software allows users to capitalize on lexical variables and thus enables direct control of psycholinguistic features that may influence the cognitive processes involved in anagram solution.
Cognition↗
The language machine: psycholinguistics in review.
Psycholinguistics is the empirical and theoretical study of the mental faculty that underpins our consummate linguistic agility. This review takes a broad look at how the field has developed, from the turn of the 20th century through to the turn of the 21st. Since the linguistic revolution of the mid-1960s, the field has broadened to encompass a wide range of topics and disciplines. A selection of these is reviewed here, starting with a brief overview of the origins of psycholinguistics. More detailed sections describe the language abilities of newborn infants; infants' later abilities as they acquire their first words and develop their first grammatical skills; the representation and access of words (both spoken and written) in the mental lexicon; the representations and processes implicated in sentence processing and discourse comprehension; and finally, the manner in which, as we speak, we produce words and sentences. Psycholinguistics is as much about the study of the human mind itself as it is about the study of that mind's ability to communicate and comprehend.
History, 19th Century↗
[Problems and perspectives of psycholinguistics].
A brief historical and critical analysis of psycholinguistics is followed by the assertion that the claim of relevance, which has divided psychologists and linguists for so many years, and the conflicts between the different approaches to research evident in the anthropopsycholinguistic sciences reveal the lack of a single, interdisciplinary approach on the part of psycholinguistic research. Attention is also directed to certain fundamental aspects of psycholinguistics, such as: the psychological problems of translation, linguistic apprenticeship, and the psychological analysis of style.
Acoustics↗
The language machine: Psycholinguistics in review.
Psycholinguistics is the empirical and theoretical study of the mental faculty that underpins our consummate linguistic agility. This review takes a broad look at how the field has developed, from the turn of the 20th century through to the turn of the 21st. Since the linguistic revolution of the mid-1960s, the field has broadened to encompass a wide range of topics and disciplines. A selection of these is reviewed here, starting with a brief overview of the origins of psycholinguistics. More detailed sections describe the language abilities of newborn infants; infants' later abilities as they acquire their first words and develop their first grammatical skills; the representation and access of words (both spoken and written) in the mental lexicon; the representations and processes implicated in sentence processing and discourse comprehension; and finally, the manner in which, as we speak, we produce words and sentences. Psycholinguistics is as much about the study of the human mind itself as it is about the study of that mind's ability to communicate and comprehend.
Journal Article↗
Psycholinguistic models of speech development and their application to clinical practice.
This article presents an introduction to psycholinguistic models of speech development. Two specific types of models are addressed: box-and-arrow models and connectionist or neural network models. We review some historical and some current models and discuss recent applications of such models to the management of speech impairment in children. We suggest that there are two ways in which a psycholinguistic approach can influence clinical practice: by directly supplementing a speech-language pathologist's repertoire of assessment and treatment approaches and by offering a new way to conceptualize speech impairment in children.
Brain↗
What do we know about psycholinguistic effects?
Identifying clear and unequivocal psycholinguistic effects for lexical retrieval tasks has been the aim of a significant proportion of recent research activity. Debates have erupted concerning the existence or otherwise of particular effects on particular lexical tasks. Here, it is suggested that the reason for these debates is that researchers exercise choice in what variables they consider in their analysis. It is further illustrated that methods that have been employed for comparing the size of these effects between tasks can only lead to inconclusive results. It is suggested that psycholinguistic data may be better analysed using structural equation modelling methodologies. An example of such an approach is presented.
Awareness↗
The psycholinguistic analysis of acquired dyslexias: some illustrations.
Three approaches to the neuropsychology of cognitive function are distinguished: the neuroanatomical (where the primary concern is to correlate particular disorders of cognitive function with particular lesion sites), the 'general-cognitive' (in which associations are sought between impairments of performance on specific cognitive tasks and general disorders of broadly defined cognitive processes) and the model-building (in which one attempts to interpret the pattern of impairments and preservations of some cognitive function produced by brain damage in terms of an explicit model of the normal operation of this function). I claim that the model-building approach to the neuropsychology of cognitive function must take precedence over the other two. One reason for this is that any disorder of cognitive function can only be defined with reference to some model of that function. I illustrate this claim with reference to acquired disorders of reading, describing current work of a psycholinguistic nature dealing with two acquired disorders of reading: phonological dyslexia and surface dyslexia. A psycholinguistic account of normal reading is used as a theoretical framework to define and to explain the patterns of deficit and preservation observed in these two dyslexias. The detailed account of surface dyslexia in English provided by this framework is then used to make predictions about the nature of surface dyslexia in other languages: alphabetically written languages where all words are regularly spelled, or where homophones cannot occur, as well as ideographically and syllabically written languages. A case of surface dyslexia in an English-Spanish bilingual, in which such predictions were confirmed, is described.
Adult↗
Psycholinguistic markers for specific language impairment (SLI).
In this study 160 children, aged 11 years with a definite history of specific language impairment (SLI), completed four tasks that could be potential positive psycholinguistic markers for this impairment: a third person singular task, a past tense task, a nonword repetition task, and a sentence repetition task. This allowed examination of more than one type of marker simultaneously, facilitating both comparisons between markers and also evaluation of combinations of markers in relation to identifying SLI. The study also provided data regarding the markers in relation to nonverbal IQ, made use of new normative data on all tasks, and examined marker accuracy in relation to current language status. The results show that markers vary in accuracy, with sentence repetition (a previously unused marker) proving to be the most useful. This psycholinguistic marker shows high levels of sensitivity (90%), specificity (85%), and overall accuracy (88%), as well as being able to identify the majority of children whose current language status falls in the normal range despite a history of SLI.
Child↗
Psycholinguistic assessment of developmental speech disorders.
Although various psycholinguistic models of speech and language processing have been developed to account for levels of breakdown in developmental speech disorders, it is not obvious how they are to be applied in clinical practice. At the same time, speech and language therapists have routinely been using a wide range of procedures, including published tests, that tap different levels of phonological processing in the child. When analysed and classified appropriately, these procedures can form the basis for a comprehensive psycholinguistic investigation of developmental speech disorders. The aim of this paper is to present a clinically usable, needs-driven but theoretically motivated framework for investigation. The framework is organised in terms of a series of questions that the clinician can pose about the levels of deficit in processing that may be giving rise to the child's speech problems. It is illustrated by means of a case study of a child with a severe developmental speech disorder, which reveals a complex pattern of deficits within the speech processing chain. As the main purpose of the framework is to provide a useful clinical tool to facilitate the planning of appropriate therapy for the individual child, some therapy objectives deriving from the assessment are outlined.
Child, Preschool↗
[Psycholinguistic studies of the dreams of children and adolescents with neurotic disorders].
78 patients with neurotic disorders, 46 patients with cerebral organic pathology (tumors of the brain, epilepsy) and 25 healthy individuals were examined. Their age was 10-17 years. Clinical, paraclinical, experimental-psychologic, psycholinguistic methods were used. Psycholinguistic analysis of the reports concerning the dreams of the children and juveniles was performed by means of original computer system of the analysis of the meaning of the texts and by specially elaborated scheme for categorization of the words. Neurotic patients had a significant quantitative and qualitative peruliarity of speech which reflected stable changes in patients' personality concerning the sphere of meaning.
Adolescent↗
[A review of the alert and psycholinguistic intervention model in attention deficit hyperactivity disorder].
INTRODUCTION: In every class in our schools, teachers are faced with one or two children with attention deficit hyperactivity disorder (ADHD), a neurobiological disorder with three main clinical axes: lack of attention, hyperactivity and impulsiveness. Generally speaking, these children develop poorer psycholinguistic skills, although over 50% of these problems remain undetected because they are concealed by the child's behaviour. Most of the children will see some kind of adverse effect on their academic performance, chiefly in areas concerning reading and writing. DEVELOPMENT: The language disorders in ADHD are mainly related to the areas of semantics and pragmatics and, to a lesser extent, to phonetic-phonological aspects. They are discernible from the earliest months of life, during the preverbal stage, which is the time when the infant's character is being shaped. In this case, our experience shows that the character can be classed as difficult or inflexible and explosive in 56.5% of children diagnosed with ADHD. Moreover, we know that many children with this disorder find it difficult to engage in play, and 30% of them have retarded language development. A rather undefined percentage of children can have similar problems to those of children with autism spectrum disorders, which makes the differential diagnosis even more complicated. CONCLUSIONS: The mixed model of intervention in ADHD includes language work within the context of cognitive-behavioural programmes and the development of narrative skills and social competencies through a literary creativity workshop. This study offers a review of the psycholinguistic problems affecting children with ADHD in the light of our own experience, together with other clinical evidence.
Attention Deficit Disorder with Hyperactivity↗
[Psycholinguistic study of a special vocabulary used by alcoholics].
Twenty-five patients suffering from stage II alcoholism and 20 normal persons were subjected to a psycholinguistic study. The examined were asked to put down words associated with a booze situation. Out of 608 associated words thus derived, only 63 words (10%) turned out to be used by patients and normal persons whereas only 23% of the patients' words were entries of the dictionary of the Russian language. It is concluded that the alcoholic vocabulary of patients may be regarded as a specialized language with a specific contents. It is dominated by the so-called operational words associated with the process of purchasing alcoholic drinks, with the site and amount of booze as well as by the words synonymous to the word to 'knock back'. The alcoholic vocabulary of normal persons was dominated by the words relating to the drinking and companionable themes. The psycholinguistic experiment makes it possible to differentiate between patients and normal persons not only at the group but also at the individual level.
Adult↗