Morphological Structure, Lexical Representation and Lexical Access (RLE Linguistics C: Applied Linguistics)

The purpose of this paper is to explore the terminology, concepts and access to bilingual lexical representation. The core problem of linguistic cognitive structure is linguistic representation which is the reflection of individual psychology on linguistic knowledge. In terms of linguistic representation, the research and experiments on the evidence of lexical representation in modern psycholinguistic period are reviewed. Psycholinguistic studies attempt to apply elucidate language theories and model systems to operate and interpret representational data. We recognize that the use of the concept of lexical representation may contribute to the search for "psychological grammar" .Moreover, we present the original intention of studying bilingual representation and three approaches of the bilingual lexical representation: lexical meaning, direct representation of reality, functional representations. Our focuses are models of lexical access, variables that influence lexical access and appraising models of lexical access. Then we represent models of lexical access, which are influenced by variety of factors, including the frequency of a word, its phonological structure, its syntactic category, its morphological structure, the presence of semantically related words, and the existence of alternative meaning of the word. It is concluded that bilingual lexical representation access is influenced by a variety of factors.

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Phonology-based bilingual activation among different-script bilinguals?

Bilingualism Language and Cognition ◽

10.1017/s1366728918000664 ◽

2018 ◽

Vol 22 (04) ◽

pp. 693-694 ◽

Cited By ~ 2

Author(s):

NAN JIANG

Keyword(s):

Computational Model ◽

Lexical Access ◽

Basic Mechanism ◽

Lexical Representation ◽

Selective Activation ◽

Lexical Activation ◽

Simultaneous Activation ◽

Multiple Languages

Multilink developed by Dijkstra et al. (2018) is a computational model of monolingual and bilingual lexical access in comprehension and production. The non-selective activation of a bilingual's two languages is handled in the model by assuming that bilinguals have an integrated lexicon and that orthographic overlap between the input and the lexical representation drives lexical activation. Hence, an orthographic unit such as the letter T may activate words from multiple languages that contain the letter, resulting in simultaneous activation of multiple languages. This basic mechanism for explaining non-selective activation is similar between Multilink and its predecessors BIA and BIA+.

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Education Research and Scholarship in an Intercultural Context

Advances in Educational Marketing, Administration, and Leadership - Emerging Methods and Paradigms in Scholarship and Education Research ◽

10.4018/978-1-7998-1001-8.ch007 ◽

2020 ◽

pp. 118-133

Author(s):

Beena Giridharan

Keyword(s):

Education Research ◽

Second Language ◽

Cognitive Psychology ◽

Applied Linguistics ◽

Vocabulary Development ◽

Lexical Representation ◽

Vocabulary Strategies ◽

Inquiry Process ◽

Explicit Teaching ◽

L2 Learners

In this chapter, the research framework for a study that focused on the development of a second language vocabulary acquisition model in a tertiary setting is presented. This study is an investigation of lexical inferencing strategies specifically employed by second language (L2) learners, and focuses on whether the explicit teaching of effective vocabulary strategies benefited learners in developing vocabulary. The framework presented here draws on theories of learning from the fields of education, applied linguistics, vocabulary development, and cognitive psychology. Several theoretical standpoints on vocabulary development, and factors such as lexical representation, theoretical constructs in reading comprehension, and vocabulary processing in tertiary L2 learners, and socio-linguistics were considered in the design and inquiry process of the study, which was set in an intercultural context. The nature of scholarship involved in this exercise is referenced and its relationship to research paradigms is discussed.

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Education Research in an Intercultural Context

Methods and Paradigms in Education Research - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-1738-2.ch016 ◽

2016 ◽

pp. 263-277

Author(s):

Beena Giridharan

Keyword(s):

Education Research ◽

Second Language ◽

Cognitive Psychology ◽

Applied Linguistics ◽

Vocabulary Development ◽

Lexical Representation ◽

Vocabulary Strategies ◽

Inquiry Process ◽

Explicit Teaching ◽

L2 Learners

This chapter presents a research framework for a study that focused on the development of a second language vocabulary acquisition model in a tertiary setting. The study was an investigation of lexical inferencing strategies specifically employed by second language (L2) learners, and of whether the explicit teaching of effective vocabulary strategies benefited learners in developing vocabulary. The framework presented here draws on theories of learning from the fields of education, applied linguistics, vocabulary development, and cognitive psychology. Several theoretical standpoints on vocabulary development, including factors such as lexical representation; theoretical constructs in reading comprehension; vocabulary processing in tertiary L2 learners; and socio-linguistics were considered in the design and inquiry process of the study, which was set in an intercultural context. The association of components of this research exercise to research paradigms is discussed.

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The inflected noun system in Serbo-Croatian: Lexical representation of morphological structure

Memory & Cognition ◽

10.3758/bf03197707 ◽

1987 ◽

Vol 15 (1) ◽

pp. 1-12 ◽

Cited By ~ 46

Author(s):

Laurie B. Feldman ◽

Carol A. Fowler

Keyword(s):

Morphological Structure ◽

Lexical Representation

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Reaction Time Methodologies and Lexical Access in Applied Linguistics

Vocabulary Learning and Instruction ◽

10.7820/vli.v03.1.racine ◽

2014 ◽

Vol 3 (1) ◽

Keyword(s):

Reaction Time ◽

Lexical Access ◽

Applied Linguistics

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Cumulative semantic interference across unrelated responses in school-age children's picture naming

Journal of Child Language ◽

10.1017/s0305000920000422 ◽

2020 ◽

pp. 1-16

Author(s):

Monique CHAREST ◽

Tieghan BAIRD

Keyword(s):

Reaction Time ◽

Lexical Access ◽

Picture Naming ◽

Linear Increase ◽

Ordinal Position ◽

Lexical Representation ◽

School Age ◽

Interference Effects ◽

Semantic Interference ◽

School Aged Children

Abstract Naming semantically related images results in progressively slower responses as more images are named. There is considerable documentation in adults of this phenomenon, known as cumulative semantic interference. Few studies have focused on this phenomenon in children. The present research investigated cumulative semantic interference effects in school-aged children. In Study 1, children named a series of contiguous, semantically related pictures. The results revealed no cumulative interference effects. Study 2 utilized an approach more closely aligned with adult methods, incorporating intervening, unrelated items intermixed with semantically related items within a continuous list. Study 2 showed a linear increase in reaction time as a function of ordinal position within semantic sets. These findings demonstrate cumulative semantic interference effects in young, school-aged children that are consistent with experience-driven changes in the connections that underlie lexical access. They invite further investigation of how children's lexical representation and processing are shaped by speaking experiences.

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Electrifying the lexical decision

The Mental Lexicon ◽

10.1075/ml.10.3.02aze ◽

2015 ◽

Vol 10 (3) ◽

pp. 339-363 ◽

Cited By ~ 1

Author(s):

Nancy Azevedo ◽

Ruth Ann Atchley ◽

Eva Kehayia

Keyword(s):

Lexical Decision ◽

Lexical Decision Task ◽

Lexical Access ◽

Undergraduate Students ◽

Lexical Processing ◽

Lexical Representation ◽

Decision Task ◽

Lexical Status ◽

Word Level ◽

Four Blocks

The current research utilizes lexical decision within an oddball ERP paradigm to study early lexical processing. Nineteen undergraduate students completed four blocks of the oddball lexical decision task (Nonword targets among Words, Word targets among Nonwords, Word targets among Pseudowords, and Pseudoword targets among Words). We observed a reliable P3 ERP component in conditions where the distinction between rare and frequent trials could be made solely based on lexical status (Words among Nonwords and Nonwords among Words). We saw a reliable P3 to rare words among frequent pseudowords, but no P3 was observed when participants were asked to detect pseudowords in the context of frequent word stimuli. We argue that this observed modulation of the P3 results is consistent with psycholinguistic literature that suggests that two criteria are available during lexical access when performing a lexicality judgement, a non-lexical criterion that relies on global activation at the word level and a lexical criterion that relies on activation of a lexical representation (Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001; Grainger & Jacobs, 1996).

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Morphological structure governs the process of accessing grammatical gender in the course of production

The Mental Lexicon ◽

10.1075/ml.10.2.02dan ◽

2015 ◽

Vol 10 (2) ◽

pp. 186-220 ◽

Cited By ~ 1

Author(s):

Maya Dank ◽

Avital Deutsch

Keyword(s):

Lexical Access ◽

Congruency Effect ◽

Morphological Structure ◽

Naming Latency ◽

European Languages ◽

Gender Information ◽

Bare Nouns ◽

Organizational Principles ◽

Gender Congruency Effect ◽

Syntactic Context

The present study investigated the process of accessing gender information when producing inanimate nouns in Hebrew. The Picture Word Interference paradigm was used to manipulate gender congruency between target pictures and spoken distractors. Naming latency and accuracy were measured. The gender congruency effect has been tested in various Indo-European languages, with mixed results. It seems to depend on both language-specific attributes and the syntactic context of the utterance. Speakers’ insensitivity to gender congruency was observed at 3 SOAs (Experiment 1a–1c). Neither the production of bare nouns (Experiments 1 & 3) nor gender-marked NPs (Experiment 2) elicited the effect. Nevertheless, the same procedure and targets revealed a semantic effect. The present findings in Hebrew deviate from previous results obtained with Indo-European languages. The results are discussed in connection with Hebrew’s nonconcatenative morphological features and the way linguistic characteristics govern the organizational principles of the mental lexicon and lexical access.

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