ENG511 Grand Quiz Preparation

“Rise to Knowledge” · ¬trust the process see the Sunshine ¬ · Our Cadre has slogged a paragon

on

“Psycholinguistics (ENG511)”

for

Grand Quiz 2020

Special thanks to our mentor “Maha Malik”

COMPOSED BY · “Anum khan” · “Rizwana Aslam” · “Nimrah Khalid” · “Sibtain Mumtaz” · “Maliha Mubarik” · “Nagina Fawad” · “Anny Adeel” · Lesson-09

•  Sentence memory concerns retain the exact or verbatim wording of a sentence or simply its meaning.
•  Fillenbaum presented people with a long list of unrelated sentences
•  We ordinarily use the syntactic structure of a sentence to extract the underlying meaning.
•  A classic study by Sachs examined the time parameters within which these processes might operate.
•  The tendency to store only the meaning of a sentence in permanent memory is not limited to spoken languages.
•  A few studies have examined the way pragmatic factors interact with semantic and syntactic considerations in sentence memory.
•  The notion that greater elaboration of processing leads to better retention has received a substantial amount of support in psychological studies of words, sentences, and discourse.
•  Elaboration is thought of as a process by which incoming information is related to information already stored in permanent memory.
•  Information processing pertaining to the pragmatic functions of everyday speech may serve as the basis for elaboration.
•  Elaborations based on our general knowledge of the world, is not specifically linguistic in nature.
•  A particular form of elaborative processing is the drawing of inferences.
•  The general experimental procedure used by Bransford has been to present people with long lists of sentences and later to probe their tendency to make false recognition errors:
•  Johnson, Bransford, and Solomon examined people’s comprehension and retention.
•  The Deese–Roediger–McDermott (DRM) paradigm is a procedure in cognitive psychology used to study false memory in humans.
•  Henry L. Roediger III and Kathleen McDermott extended the line of research in 1995 that the paradigm became popular.
•  The procedure typically involves the oral presentation of a list of related words and requires the subject to remember as many words from the list as possible.
•  An exception is statements that are pragmatically striking, such as those that require a response from us or flout the normal conventions of everyday discourse.
•  These inferences are drawn in the process of comprehension.
•  All of these considerations suggest that a linguistically based representational system is a poor candidate for a model of sentence memory.
•  The exact linguistic form is not well retained
•  Nonlinguistic information may play a major role in the retention process.
•  A proposition is an idea unit; it is a statement that expresses a factual claim; it is the basic unit involved in the understanding and retention of text.
•  Propositions correspond roughly to verbs, adjectives, adverbs, prepositions, and subordinating conjunctions (not nouns or pronouns).
•  Proposition density is an important factor in reading comprehension.
•  Sentences in print often have a complex, embedded syntax that places demands on the reader’s working memory.
•  The combination of text comprehension and retention, and demands on the reader’s working memory suggest that proposition density might be useful in the selection of college textbooks.
•  Readability formulas utilized in reading comprehension research do not estimate proposition density.
•  Readability formulas include Flesch-Kincaid Grade Level or Reading Ease, Degrees of Reading Power, Lexiles, and Coh-Metrix.
•  single metrics are based on length of words and sentences (Flesch Kincaid),

readers’ performance on a cloze procedure (Degrees of Reading Power and Lexiles),

and on various language-discourse levels (Coh-Metrix).