Psycholinguistics: The Key Concepts (Routledge Key Guides) PDF
Preview Psycholinguistics: The Key Concepts (Routledge Key Guides)
PSYCHOLINGUISTICS Psycholinguistics: The Key Concepts is a comprehensive and up-to-date guide to ideas and issues in this important field. Over 350 cross- referenced entries cover all the major areas, ranging from language processing to the nature of linguistic knowledge, from first language acquisition to language disability. They are written in an accessible, non-technicalstylesoastoprovideaclear introductiontothesubject. Entries include: . Bilingualism . Brain . Concept formation . Dyslexia . Lexical access . Nativism . Reading: bottom-up vs top-down . Speech perception . Syntactic parsing . Working memory Featuring suggestions for further reading and a full index, this easy to use guide is an essential resource for all students of English language, linguistics and psychology. John Field writes and lectures on Psycholinguistics and on second language skills. He teaches at the Universities of Leeds and Reading, UK. YOU MAY ALSO BE INTERESTED IN THE FOLLOWING ROUTLEDGE STUDENT REFERENCE TITLES: Language:TheBasics(secondedition) SportPsychology:TheKeyConcepts R.L.Trask EllisCashmore Semiotics:TheBasics KeyConceptsinLanguageandLinguistics Daniel Chandler R.L.Trask TheRoutledgeCompaniontoSemiotics FiftyKeyThinkersinPsychology andLinguistics NoelSheehy Editedby PaulCobley PSYCHOLINGUISTICS The Key Concepts John Field Firstpublished2004 byRoutledge 11NewFetterLane,LondonEC4P4EE SimultaneouslypublishedintheUSAandCanada byRoutledge 29West35thStreet,NewYork,NY10001 RoutledgeisanimprintoftheTaylor&FrancisGroup This edition published in the Taylor & Francis e-Library, 2005. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” #2004JohnField Allrightsreserved.Nopartofthisbookmaybereprintedor reproducedorutilisedinanyformorbyanyelectronic, mechanical,orothermeans,nowknownorhereafter invented,includingphotocopyingandrecording,orinany informationstorageorretrievalsystem,withoutpermissionin writingfromthepublishers. BritishLibraryCataloguinginPublicationData AcataloguerecordforthisbookisavailablefromtheBritishLibrary LibraryofCongressCataloginginPublicationData Field,John,1945- Psycholinguistics:thekeyconcepts/JohnField. p.cm. Includesbibliographicalreferencesandindex. 1.Psycholinguistics.I.Title. P37.F52004 401’.9-dc22 2003018035 ISBN 0-203-50692-8 Master e-book ISBN ISBN 0-203-56989-X (Adobe eReader Format) ISBN0–415–25890–1(hbk) ISBN0–415–25891-X(pbk) TO PAUL WITH DEEPEST GRATITUDE FOR HIS SUPPORT, UNDERSTANDING AND SENSE OF HUMOUR DURING THE WRITING OF THIS BOOK CONTENTS List of illustrations viii Introduction ix Acknowledgements xiv List of concepts xv A key to the English phonemic symbols used in this book xx KEY CONCEPTS 1 Bibliography 335 Index 350 ILLUSTRATIONS Tables L1 Six stages of first language acquisition (Brown, 1973) 145 O1 Operating principles based on prioritisation (adapted from Taylor and Taylor, 1990) 194 Figures B1 The human brain 43 C1 Illustration of a movement rule 58 C2 Simplified three-level connectionist model of reading 74 F1 Simplified spectrographic pattern of the sequences [d] + vowel, showing marked differences in the second (upper) formant of [d] 116 P1 A propositional network representation of the sentence ‘This is the house that Jack built’ 226 viii INTRODUCTION Why this book? Psycholinguistics goes to the heart of what we do with language. It provides insights into how we assemble our own speech and writing and how we understand that of others; into how we store and use vocabulary; into how we manage to acquire a language in the first place; and into how language can fail us. One might therefore expect ittooccupyacentralplaceinanycourseofgenerallinguistics,applied linguistics,communicationstudiesor secondlanguageteaching.Yetit often does not. The reason is that it is traditionally a difficult area to study. This is partly because of its cross-disciplinary nature. Any linguist who forms an interest in the subject has to tackle certain areas of psychological theory, while a psychologist cannot approach it without an adequate knowledgeoflinguistics.And,asGeorgeMillerobserved(1990:321), linguists and psychologists tend to have different perspectives on language: ‘Linguists and psychologists talk about different things... Grammarians are more interested in what could be said than in what people actually say, which irritates psychologists, and psychologists insist on supplementing intuition with objective evidence, which irritates linguists.’ To this, one must add that Psycholinguistics overlaps with many other domains: among them, phonetics, discourse analysis, language pathology, neuroscience, computer modelling and language teaching pedagogy.Forthoseofuswhoknowandlovethesubject,thisbreadth ofscopeiswhatmakesitsofascinating;buttoanintendingstudentthe eclecticism can be daunting, to say the least. A second source of difficulty is the inaccessible nature of many psycholinguistic ideas and findings. They are usually reported in specialist psychology journals, in a form that requires a knowledge of terminologyand a familiarity with theory that an intending student is ix
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