Connectionist psycholinguistics : a new approach to psycholinguistic research 研究的新方法
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The application of psycholinguistic theories to english reading 心理语言学理论在英语阅读中的应用
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Implications of psycholinguistic theory in oral english teaching 心理语言学理论对英语口语教学的启示
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The study focuses on the psycholinguistic processes that lead to these errors , thereby offering a new angle for the research of l2 mental lexicon 该研究关注词汇错误产生的心理过程，为心理词库表征的研究提供了新的视角。
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In this paper , a selective and evaluative review of research on generative grammar is offered , mainly from the psycholinguistic point of view 本文将进行一项选择性与评估性的回顾与探讨，主要是以心理语言学的角度来看衍生文法学派的主张是否正确。
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Reading was first viewed as a rather passive decoding process . later , people find that reading is not a passive decoding process , but an active " psycholinguistic guessing game " ( goodman , 1997 : 135 ) and an " interactive " process ( carrell et al , 1988 ) 古德曼( goodman )和其他理论家对此提出批评，他们认为阅读是一种积极的，主动的“心理猜谜活动” ，是一种“相互交流”的过程( carrelletal , 1998 ) 。
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Psycholinguistic studies , neurolinguistic methodologies and the science of biology , may provide the ultimate answer to whether there is an innate core of grammar which can indeed be clearly separated from the influence of performance factors , as generative grammarians claim 到底文法是不是一种天生的语言核心，如同衍生文法家所言，可以和语用完全脱节，可能终究还是需要心理语言学、神经语言学和生物学方面的研究来定案。
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In traditional views of second language comprehension , emphasis has been exclusively on the language to be compreended and not on the comprehender . but recent research in schema theory has shown the importance of background knowledge within a psycholinguistic model of reading . the purpose of this paper is to provide esl teachers with the implications through the study carried out by the author with regard to background knowledge in esl reading comprehension 传统的观点认为,二语阅读应把重点放在所要阅读文章的语言方面,而不是读者身上.但是按照图式理论,对文章的理解是读者的背景知识与所读文章之间的相互作用的过程.本文旨在探究在阅读过程中背景知识的三个不同的组成部分,即:熟悉度、透明度、上下文,对三组受试者的影响之区别所在
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Based on this situation , to improve the quality of this new form has become the key task in this time of surplus of information . this dissertation , which was consulted on psycholinguistic analysis , aimed at examining four common effective factors of speech production and comprehension during the process of verbal communication between communicators and audiences . these four factors , including mental state , general knowledge and special contextual knowledge , motive and attention ( desire ) and applicably verbal expression skills and means , were extracted from " chart of information structure view of language " by william j . baker , a famous american linguist , who had sum up restricted factors effected in people ' s verbal communication process 本文从心理语言学的角度出发，运用美国语言学家williamj . baker在讨论言语意义传播过程中关键的制约因素时所制定的“语言信息传播图” ，从“说”新闻传受双方语言运用中言语的产生和理解过程的共同作用因素，即“心理状态、一般知识和特定环境的知识、动因和注意(意愿)以及可用的语言技巧和手段”这四个方面来讨论并论证了传者“说”新闻“传”务求通应重视和改进的问题，以期进一步了解人们通过语言传播的心理过程，为传者“传”务求通提供一点新的启示。
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In the first place psycholinguistic theory and cognitive theory are adopted to account for the nature of language comprehension and language production and the necessity of conducting learning strategy research , then learning strategies are described in the framework of cognitive theory and presented as cognitive skills which begin as declarative knowledge and can become proceduralized through cognitive , associative and autonomous stages of learning 首先用心理语言学的理论和认知理论解释语言理解和语言输出的实质并说明进行学习策略研究的必要性。然后用认知理论分析学习策略，指出学习策略属于人们的认知技巧，可以通过认知、联络和自动无意识三个阶段获得并由陈述性知识变为人们头脑中的程序性知识。
