1 Relationship between Cognitive Psychology and Other Disciplines Eysenck, Michael W. and Mark T. Kean Cognitive Psychology: A Student's Handbook, third edition. Hove, UK: Lawrence Erlbaum Associates, Publishers, p. 4, Figure 1.1.

2 Abbreviated Table of Contents of Psychology of Language -1 (David W. Carroll, fifth edition) Part 1: General Issues 1. Introduction: Themes of Psycholinguistics 1. Introduction: Themes of Psycholinguistics 2. Linguistic Principles 2. Linguistic Principles 3.Psychological Mechanisms 3.Psychological Mechanisms Part 2: Language Comprehension 4. Perception of Language 4. Perception of Language 5. The Internal Lexicon 5. The Internal Lexicon 6. Sentence Comprehension and Memory 6. Sentence Comprehension and Memory 7. Discourse Comprehension and Memory 7. Discourse Comprehension and Memory

3 Part 3: Language Production and Conversational Interaction 8. Production of Speech and Language 8. Production of Speech and Language 9. Conversational Interaction 9. Conversational Interaction Part 4: Language Acquisition 10. Early Language Acquisition 10. Early Language Acquisition 11. Later Language Acquisition 11. Later Language Acquisition 12. Processes of Language Acquisition 12. Processes of Language Acquisition Abbreviated Table of Contents of Psychology of Language - 2 (David W. Carroll, fifth edition)

4 Abbreviated Table of Contents of Psychology of Language - 3 (David W. Carroll, fifth edition) Part 5: Language in Perspective 13. Biological Foundations of Language 13. Biological Foundations of Language 14. Language, Culture, and Cognition 14. Language, Culture, and Cognition

5 Implicit Language Knowledge -1 You know how to 1. Make novel unique sentences that other 1. Make novel unique sentences that other people can understand: people can understand: "The printer for my computer needs a new "The printer for my computer needs a new cable." cable." 2. Recognize whether a sentence is good 2. Recognize whether a sentence is good English: English: *He the book red up picked." *He the book red up picked."

6 Implicit Language Knowledge Have intuitions: sentence relatedness "John picked the ball up." "John picked the ball up." "John picked it up." "John picked it up." "Mary picked up the ball." "Mary picked up the ball." *"Mary picked up it." *"Mary picked up it." give / hand me the ball / to me give / hand me the ball / to me contribute / donate *me / to me contribute / donate *me / to me 4. Recognize implications (pragmatics): "Could you open the window?" "Could you open the window?" "Can you pass me the salt?" "Can you pass me the salt?"

7 Linguistic Knowledge - 1 Syntax (Arrangement of words/phrases) "I am not happy" vs *"I eat not apples" Semantics (Meaning) "cup" vs "glass" Phonology (Rules of the Sound System) "spring", "sprish", "sfrish"

8 Linguistic Knowledge - 2 Pragmatics (Sociolinguistic Rules) "Hello, is Mary there?" "Yes " Lexicon * "The girl put the book" Morphology "books", "running", "walked", "nation-al-ize" "nation-al-ize"

9 Linguistic Knowledge —Processes  General Cognitive Processes perceptionmemorythinking problem solving  Language-Related Processes comprehensionproductionacquisition

10 Sources of Data for Psycholinguistic Investigation 1. Garden Path Sentences 2. Indirect Requests 3. Aphasia 4. Child Language 5. Child Language Acquisition

11 Time Line of Selected Events in History of Psychology 1900sPsycholinguistics Round 1: Interest in Mental Processes Interest in Mental Processes 1920sRise of Behaviorism 1950sPsycholinguistics Round 2: Resurge of Interest Resurge of Interest 1957Skinner's Verbal Behavior Chomsky