Psycholinguistics

The topic of a critical period for language learning is a hotbed of discussion; there is substantial evidence to support the idea that certain elements of language are “easier” (or even critical) for people to learn and master at younger ages, such as syntax and phonology, but the debate rages on as to whether this is evidence of a critical period of overall language learning, and whether the critical period applies to the learning of a second language (Newport, 2002). The implications of such research

Personal Statement My aspiration to become a speech pathologist is the culmination of a life-long interest in science and the human voice. As a sophomore in college I became serious about acting and musical theater and was recruited into the state reparatory acting program at Cal State Fullerton. At Cal State, I continued singing and playing lead parts in productions. I found a particular affinity for manipulating my voice for theatrical dialects, and developing optimal vocal support and projection

theories from Tampubolon. Before we are going to the theory, I would like to explain a little bit about the definition of reading. Reading is an activity that does not just recite in the writing, but also involves a visual activity, thinking, psycholinguistics, and also metacognitive. Reading is a process that is carried and used by the reader to get a message to be delivered by the author through words (information).

Tarone (1980) points out that learning strategies can be conscious and behavioral (e.g. memorization or repetition with the purpose of remembering) or they can be sub-conscious and psycholinguistic (e.g. inferring or overgeneralization) (cited in Ellis,1985; p.13). In other words, learners employ learning strategies consciously or sub- consciously. On the contrary, Cohen (1998), states that learning processes are selected consciously by the learners. Likewise, Wenden (1987) defines learning strategies

The Communicative Approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language. The Communicative Approach emphasizes the ability to communicate the message in terms of its meaning, instead of concentrating exclusively on grammatical perfection or phonetics. Therefore, the understanding

just for the Language Flagship, but also to work closely with faculty members to foster research skills. Through my undergraduate thesis funded by the FUSE grant, I gained valuable hands-on research experience in testing and assessment. After Psycholinguistics, I joined Dr. Shake’s Cognitive Aging lab to deepen my interest in bilingualism, orthography, and Alzheimer’s. Participating in this team also fostered my interest in reading and the effect of

second language learners' fluency (SLLF) in order to increase teachers' awareness about these factors and to enable teachers to improve second language learners' fluency. Though there are different perspectives of these factors: sociolinguistic, psycholinguistic and neurolinguistic. This essay is going to focus on the sociolinguistic factors in particular due to space limitations. The major goal,

As some of the adjectives overlap with verbs and some of them with nouns, and also due to psycholinguistic and linguistic attributes of adjectives, in agrammatism for testing theories of word class production deficits, analysis of the production of adjectives is important. But the problem is that the use of adjectives in agrammatic aphasia, In contrast to nouns and verbs is not systematically studied. In agrammatic aphasia this issue that how production and processing of different grammatical

epilepsy, six with generalized epilepsy and four with an unclassified state of epilepsy. For comparison, a group of thirty typically developing preschoolers, without epilepsy were used as the control group for the study. The Illinois Test of Psycholinguistic Abilities (ITPA) was used to assess the children’s emerging literacy, which individually tests both spoken and written linguistic abilities. The test focused specifically on the children’s ability to blend phonemes. For this test, the participants

Five of the 6 demonstrated semantic impairments on 4 subtests of the Psycholinguistic Assessment of Language Processing in Aphasia rest (PALMPA) and the Pyramids and Palm Trees test (PAPT), demonstrating lexical retrieval impairment and not phonological output lexicon impairment. 15 typical and 15 atypical normed