Homework answers / question archive / 1) A) How does the notion of “interaction” in parsing relate to the notion of “interaction” in word recognition? B) Which experimental techniques discussed in this chapter are likely to give the best insight into what is happening at the time of parsing? How would you define “best”? C) Can introspection tell us anything about how we represent meaning? 2) A) What does the evidence from the study of language development tell us about the relation between syntax and other language processes? (You may need to look at Chapters 2 and 3 again in order to be able to answer this question

1) A) How does the notion of “interaction” in parsing relate to the notion of “interaction” in word recognition? B) Which experimental techniques discussed in this chapter are likely to give the best insight into what is happening at the time of parsing? How would you define “best”? C) Can introspection tell us anything about how we represent meaning? 2) A) What does the evidence from the study of language development tell us about the relation between syntax and other language processes? (You may need to look at Chapters 2 and 3 again in order to be able to answer this question

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1) A) How does the notion of “interaction” in parsing relate to the notion of “interaction” in word recognition? B) Which experimental techniques discussed in this chapter are likely to give the best insight into what is happening at the time of parsing? How would you define “best”? C) Can introspection tell us anything about how we represent meaning?

2) A) What does the evidence from the study of language development tell us about the relation between syntax and other language processes? (You may need to look at Chapters 2 and 3 again in order to be able to answer this question.) B) What do studies of parsing tell us about some of the differences between good and poor readers? C) Is the following statement true: “Syntax proposes, semantics disposes”?

3) A) Why might mishearings occur? B) What sort of special problems might code switching by bilinguals create for speech recognition by their listeners? C) What are the main differences between the cohort and SHORTLIST models of spoken word recognition?

4) A) In some studies with young infants children pay attention for longer to easy or familiar stimuli, whereas in others they attend longer to unfamiliar material. What might determine when each of these happens? B) How would you suggest teaching a second language based on psycholinguistic principles? C) What are the advantages of knowing more than one language? What are the disadvantages?

5) A) Consider the first words made by someone you know. (You might be able to discover your own.) What do you think accounts for them? B) Produce a detailed summary of the time course of language development. C) To what extent is the telegraphic speech of young children like the agrammatic speech of some aphasics (see Chapter 13)?

6) A) How could you tell whether sex differences in language use result from biological or cultural factors (or both)? B) Can you find any examples of sexist language in magazines, newspapers, or official documents? Has it influenced your understanding of the roles people play? C) Can you think of any examples of when your cognition has been affected by the words you use?

7) A) what would convince you that a chimpanzee was using a language like humans? B) How easy is it to separate features that are universal to language from features that are universal to our environment? C) One reason why second language acquisition might be so difficult for adults is that it is not “taught” in the way that children acquire their first language. How then could the teaching of a second language be facilitated?