实验心理语言学

授课教师：吴芙芸（上外语言研究院，岗位副教授）

办公地址：上外虹口校区５号楼617室，电话：65111900转3273

E-mail：fywu@shisu.edu.cn

 

一、课程简介

本课程为外国语言学及应用语言学专业研究生选修课，旨在介绍心理语言学这一跨语言学、心理学、认知科学、神经学等多领域相互交叉的新型学科。通过对心理语言学核心议题以及当前最新理论与实验方法的讨论，使学生（i）了解语言处理机制，特别是语言理解和产生所涉及的心理过程；（ii）学习批判性地阅读、评估心理语言学论文，开拓尚待解决的新议题；（iii）理解、掌握科学实验范式和统计方法，并就自己感兴趣的问题设计心理语言实验。授课形式主要以课堂讲授为主，学生讨论为辅。

 

二、课程安排

第一周

课程介绍: 语言学和心理语言学研究综述;心理语言学的研究方法

Carroll (1994) ch. 1

第二周

口语单词识别I: 语音识别、音位范畴识别、启动效应

Frauenfelder & Tyler 1987; Forster 1998

第三周

口语单词识别II：词汇通达、研究方法与模型、

Dahan et al  2000; Warren 1970

第四周

字词识别III: 汉语字词加工

Zhou & Marslen-Wilson 1999; Ding, Peng, & Taft, M. 2004; Jiang 2002; Jiang & Forster 2001; 陈宝国，彭聃龄 2001, 2003

第五周

句子加工 I: 歧义句、句子处理机制与模型      

Tanenhaus and Trueswell 1995; Boland et al. 1995; Tabor, Galantucci, & Richardson 2003; MacDonald et al. 1994

第六周 

句子加工 II: 句子处理机制与模型、   

Gibson 1998；Kamide, Scheepers,& Altmann 2003; Garnsey et al 1997; Just & Carpenter 1992

第七周

句子加工 III: 汉语句子加工 

Hsiao and Gibson 2003; Hsieh, Boland, Zhang, & Yan 2007; Juffs 2005; Jiang 2009

第八周

心理语言学实验设计: 变量、被试、被试间与被试内设计、多因素设计、涉及人类被试的伦理、如何阅读心理语言学文献

实验作业#1

第九周

语言生成I：字词产生过程与模型、

Levelt, Roelofs, & Meyer 1999; Ferreira and Griffin 2003

第十周

语言生成II: 口误、语句不连贯

Ferreira and Dell 2000，Bailey and Ferreira 2003; Arnold, Fagnano & Tanenhause 2003

第十一周

期中论文提纲和学生课堂报告

 

第十二周

语义理解：语义特征、家族相似和分门类别、汉语语义加工、语用和篇章加工、指称和回指、汉语回指和反身代词的理解

Yang et al., 2001, 2003

第十三周

原始数据整理、统计软件、描述性统计数据、图表数据、方差分析、回归等 （使学生初步掌握统计分析方法）

实验作业#2

第十四周

说话人-听话人互动

Barr and Keysar 2002, Hanna, Tanenhaus & Trusewell 2003

第十五周

语言与大脑、神经解剖学、大脑的语言区域、脑受损研究、儿童阅读困难、汉语阅读困难

Osterhout and Nicol 1999; Friederici & Kotz 2003

第十六周

期末论文学生课堂报告

 

本课程没有指定教材，学生需要阅读的文献大多数来自期刊文章，并辅以少数的书籍章节。每学期的阅读材料会有所更新。

 

Arnold, J., Fagnano, M., & Tanenhause, M.K. (2003). Disfluencies signal theee, um, new information. Journal of Psycholingusitics, 23, 25-36.

Bailey, K. G. D.,& Ferreira, F. (2003). Disfluencies affect the parsing of garden-path sentences. Journal of Memory and Language, 49, 183-200. 

Barr, D. J.,& Keysar, B. (2002). Anchoring comprehension in linguistic precedents. Journal of Memory and Language , 46, 391-418.

Bock, K.,& Griffin, Z. M. Producing words: how mind meets mouth. Language Production. L. R. Wheeldon. London: Psychology Press.     

Boland, J. E., Tanenhaus, M. K., & Garnsey, S. M. (1995). Verb argument structure in parsing and interpretation: Evidence from wh-questions. Journal of Memory and Language 34: 774-806.

Caplan, D.,& Waters, G. S. (1999). Verbal working memory and sentence comprehension. Behavioral and Brain Sciences, 22, 77-126.

Carroll, D. (1999). Psychology of Language (3rd Ed.). Pacific Grove, California: Brooks-Cole.   

Dahan, D., Swingley, D., Tanenhaus, M.K., & Magnuson, J.S. (2000). Linguistic gender and spoken-word recognition in French. Journal of Memory and Language, 42, 465-480. 

Ding, G., D. Peng, D. L., & Taft, M. (2004). The nature of the mental representation of radicals in Chinese:A priming study.  Journal of Experimental Psychology, 30(2), 530-539.      

Ferreira, V. S., & Dell, G. S. (2000). Effect of ambiguity and lexical availability on syntactic and lexical production. Cognitive Psychology, 40, 296-340.      

Forster, K. I., Mohan, K., & Hector, J. (2003). The mechanics of masked priming. In S. Kinoshita & S. J. Lupker (eds.), Masked Priming: State of the Art, 3-37. Hove, UK: Psychology Press.

Frauenfelder, U. H., & Tyler, L. K. (1987). The process of spoken word recognition: An introduction. Cognition, 25, 1-20.

Friederici, A. & Kotz, S. (2003). The brain basis of syntactic processes: functional imaging and lesion studies. NeuorImage, 20, S8-17.

Garnsey, S. M., Pealmutter, N. J., Myers, E., & Lotocky, M. A. (1994). The contributions of verb bias and plausibility to the comprehension of temporarily ambiguous sentences. Journal of Memory and Language, 37, 58-93.      

Gibson, E. (2000). The dependency locality theory: A distance-based theory of linguistic complexity. In Alex Marantz, Yasushi Miyashita & Wayne O’Neil (eds.), Image, Language, Brain: Papers from the First Mind Articulation Project, 95-126. Cambridge, MA: MIT Press.

 

Hanna, J. E., Tanenhaus, M. K., & Trueswell J. C. (2003). The effects of common ground and perspective on domains of referential interpretation. Journal of Memory and Language, 49, 43-61.

Hsieh, Y., Boland, J. E., Zhang, Y.-X., & Yan, M. (2009). Limited syntactic parallelism in Chinese ambiguity resolution. Language and Cognitive Processes, 24, 1-38.

Jiang, N. (2002). Form-meaning mapping in vocabulary acquisition in a second language. Study of Second Language Acquisition, 24, 617-637. 

Jiang, N., & Forster, K. I. (2001). Cross-language priming asymmetries in lexical decision and episodic recognition. Journal of Memory and Language, 44, 32-51.      

Juffs, A. (2005). The influence of first language on the processing of wh-movement in English as a second language. Second language Research, 21(2), 121-151.    

Just, M. A., & Carpenter, P. A.  (1992). A capacity theory of comprehension: Individual differences in working memory.  Psychological Review, 99(1), 122-149.

Kamide, Y., Scheepers, C., & Altmann, G. (2003). Integration of syntactic and semantic information in predictive processing: Crosslingusitic evidence from German and English. Journal of Psycholinguistic Research, 32, 37-55.

Levelt, W. J. M., Roelofs, A., & Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22, 1-75.

Lin, J. (2009). A referential/quantified asymmetry in the second language acquisition of English reflexives by Chinese-speaking learners. Second language Research, 25(4), 469-491.

MacDonald, M. C., Pealmutter, N. J., & Seidenberg, M. S. (1994). Lexical nature of syntactic ambiguity resolution. Psychological Review, 101(4), 676-703.     

Osterhout, L. & Nicol, J. (1999).  On the distinctiveness, independence, and time course of the brain responses to syntactic and semantic anomalies.  Language and Cognitive Processes, 14, 283-317.

Tabor, W., Galantucci, B., & Richardson, D. (2004). Effects of merely local syntactic coherence on sentence processing. Journal of Memory and Language, 50, 355-370.  

Tanenhaus, M. K., Spivey-Knowlton, M. J., Eberhard, K. M., & Sedivy, J. C. (1995). Integration of visual and linguistic information in spoken language comprehension. Science, 268(5721), 1632-1634.

Vigliocco, G., & Nicol, J. (1998). Separating hierarchical relations and word order in language production: is proximity concord syntactic or linear? Cognition, 68, B13-B29.

Warren, R. M. (1970). Perceptual Restoration of Missing Speech Sounds. Science, 167(3917), 392-393.      

Yang, C. L., Gordon, P. C., Hendrick, R., & Hue, C. W. (2003). Constraining the comprehension of pronominal expressions in Chinese. Cognition, 86, 283-315. 

Yang, C. L., Gordon, P. C., Hendrick, R., Wu, J. T., & Chou, T. L. (2001). The Processing of Coreference for Reduced Expressions in Discourse Integration.  Journal of Psycholinguistic Research, 30(1), 21-35.

Zhou, X. & Marslen-Wilson, W. (1999). The nature of sublexical processing in reading Chinese characters. Journal of Experimental Psychology, 25(4), 819-837.

陈宝国，彭聃龄. 汉字识别中形音义激活时间进程的研究（Ⅰ）. 心理学报，2001，33（1）：1-6.

陈宝国，彭聃龄. 汉字识别中形音义激活时间进程的研究（Ⅱ）. 心理学报，2003，35（5）：576~581

 

三、课程要求

（1）按时听课，参与课堂讨论（10%）

（2）完成要求的阅读，每周提交文献概要及问题（20%）

（3）完成2～3个实验、统计作业（10%）

（4）完成期中论文提纲、课堂报告和期末论文（60%）