PSYCHOLINGUISTICS

A. The concepts of Language and Linguistics

Linguistics is the study of human language (Langacker 1973:5) is clear enough
for students to understand that linguistics to understand that linguistics is a science as the
term is complesed with the bound morphem-s. The primary object is human language
signifying that language is human specific and human species. It is only human that uses
language as a means of communication.
Meanswhole another linguistics definition is given by Hartmann and stork who
define it as a field of study the object of which is language.
Furthermore, they said: “Linguists study language as man’s ability to communicate, as
individual expression, as the common heritage of a speech community, as spoken sound,
as written text etc”. (1973:132).

A.1. Branches of Linguistics

Since psycholinguistic is one of the branches of linguistics it is worth mentioning
what branches of linguistics are.
First, sociolinguistics, a close neighbour of psycholinguistics, can be defined as the
linguistic study dealing with the functioning of language in society. It refers to collective
term for the applications of research techniques and findings from linguistics and various
social sciences to the study of language in society.” (1973:211). Sociolinguistics has to
do with the study of language from the viewpoint of how social, regional, individual and
historical aspects influence the language and its use in society which is specifically called
speech community. According to this view language develops along with culture and
time. Since human culture develops, language also develops.
Another branch of linguistics is grammar which is a linguistic description of
language. Grammar is a set of rules or statements how language works. In other words it
is a guideline how language should be used.
Still another of linguistics is phonetics that is the analysis of speech sounds with
respect to their articulation, acoustic properties and perception (1973:5).

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Phonetics, furthermore, is the study of speech processes, including the anatomy,
neurology and pathology of speech, the articulation, classification and perception of
speech sounds. (1973:174).
Quite often do people get confused with phonology which is the study of phonemes and
their variants in a language. In this context, Hartmann and Stork say “Phonology is the
study of speech sounds of a given language and their function within the sound system of
that language. Historical linguistics or diachronic linguistics is the study of language
history. All living languages change through time, however imperceptibly, added
Langacker (1973). The opposite of this is synchronic linguistics which is the study of
language at one point in time.
Anthropological linguistics, however, is the investigation of language as part of
the study of their associated cultures like what Hartman and Stork say :”Anthropological
linguistics is the use of special research techniques from the fields of anthropology and
linguistics to study the languages of speech communities which have no writing system
and literary tradition. (1973:15)
Finally, applied linguistics is an attempt to put the insights resulting from
linguistic research to practical uses, particularly in the teaching area (Langacker 1973:5)
Still another discipline which is related to language and psycholinguistics is
neurolinguistics. That is an understanding of how language is represented and processed
in the brain. Although the study of the relationship between brain and language is still in
its infancy, much has already been learned about which parts of the brain are involved in
various aspects of language production and comprehension. (O’Grady et.al. 1987:416).

A.2. The definition of pscycholinguistics

Psycholinguistics is a relatively new subject of linguistics due to the fact that it
involves not only language study but pscychological aspects as well.
Psycholinguistics is the study of language acquisition and linguistic behavior as
well as the psychological mechanism responsible form them. Now compare this
definition with the one given by Hartmann and stork, saying:” psycholinguistics refers to
the efforts of both linguists and psychologists to explain whether certain hypotheses
about language acquisition and language competence as proposed by contemporary

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linguistic theories (e.g. : transformational generative grammar) have a real basis in terms
of : perception, memory, intelligence, motivation, etc. (1973:189)
In this regard, Dan Isaac Slobin in his book, psycholinguistics (1979:2) comments
that” …..psycholinguists are interested in the underlying knowledge and abilities which
people must have in order to use language in childhood. I say “underlying knowledge and
abilities” because language, like all systems of human knowledge, can only be inferred
from the careful study of overt behavior.”
For this reason, language can be divided into two facets; competence and
performance, the first term refers to everything the native speakers must have to
understand the grammatical sentences, including those which have never been heard
before. This is the so called innate ability parallel to underlying knowledge and abilities.
The latter refers to the demonstration of the ability in actual communication.
Meanwhile Evelyn Marcussen Hatch in her book, Psycholinguistics (1983:1)
expresses her concept as follows :”Psycholinguistics is defined traditionally as the study
of human language, language, language comprehension, language production, and
language acquisition. “This idea can be represented by means of Tony Buzan’s main
concepts as shown in his radiant thinking scheme:

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Radiant thinking is an idea of developing concepts proposed by the British neurologist,
Tony Buzan. It was he who developed way of thinking following the form of human’s
braincells called neurous of which branches are called dendrites. Each of these neurons
may develop into 20,000 branches or dendrites when human makes use of his neocortex
fully.
In experts opinion, the science that has to do with human brain, called
neuroscience, still pertains to the psycholinguistic area particularly when related directly
with language directly with language analysis. In his book, therefore, Buzan comments:
“Understanding the radiant nature of reality gives us insight, not only into the nature of
understanding but also the nature of misunderstanding, and consequently helps us to
avoid many of the emotional and logical traps that bedevil our attempts to communicate.:
(1993:69)
In his earlier part Buzan discusses more about the definition of the Mind Map.
“The Mind Map is an expression of Radiant Thinking and is therefore a natural function
of the human mind. It is a powerful graphic technique which provides a universal key to
unlocking the potential of the brain. The Mind Map can be applied to every aspect of life
where improved learning and clearer thinking will enhance human performance.
The Mind Map has four essential characteristics. The subject of attention is crystallised in
a central image. The main themes of the subject radiate from the central image as
branches. Branches comprise a key image or key word printed on an associated line.
Topics of lesser importance are also represented as branches attached to higher level
branches. The branches form a connected nodal structure.” (1993:59)
Back to psycholinguistics, its main facets are: psychology and linguistics.
Linguists see language learning, language comprehension, and language production as
rule governed behavior.
Linguists who become psycholinguists expect to verify underlying linguistic
relationships psychologically as well as biologically. They provide data on: language
acquisition, language use that support to give grounds or reconsider their descriptions of
underlying relationship. Psychologists, on the other hand, turn to psycholinguistics in the
hope that will assist them to have a better understanding of human cognition.

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 Psycholinguistics has to do with human mind which is the most accessible and the
most in accessible object of study (Isaac 1978:2). Psycholinguistists, according to him,
are interested in the mental process that is involved in using language and in learning to
speak. In order to study these processes, we must bring together theoretical and empirical
tools of both psychology and linguistics.
Linguists are engaged in the formal descriptions of an important segment of
human knowledge – namely, the structure of language. The structure includes speech
sounds and meanings. Psycholinguistists want to know how language structures are
acquired by children and how they are used in the process of speaking, understanding and
remembering.

B. Human language versus Animal communication

We learn nothing conclusive about the origin of language by examining the
various ways in which animals communicate. Some animaly communication takes place
through fixed systems of signals, but this similarity to human language is such a vague
and general one that it can hardly be taken as indicating any special relationship to
language. Indeed, the organization of natural animal communication system is radically
different from that of human language.
Systems of animal communication reflects one of two basic organizational
schemes. Under one scheme, signals vary continuously along one or a small number of
dimensions. For instance, some scholars believe that bees are able to communicate fairly
precisely the location of a food source by means of a dance done in the hive. The distance
of the source from the hive is indicated by the frequency with which the dancing bee
makes turns: the longer, the distance, the less frequent the turns. The direction of the
source, with respect to the position of the sun, is indicated by the angle of the straight
portion of the bee’s dance. Bees can, therefore, transmit an unlimited number of
messages. However, they are unlimited in a rather trivial sense, for every message is a
variant of the single message schema. “there is nectar at distance X from here in direction
Y.” Human language has aspects similar to this, but they are rather peripheral.
In the second type, the animal controls a small, finite number of discrete signals,
each of which conveys a specific message. Higher primates (monkeys) such as gibbons

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and chimpanzees, are credited with having such a system. One type of cry may indicate
impending danger, another the desire for food, love and soon, up to may be a couple of
dozen separate signals. With this type of scheme there is astrict numberical limitation on
possible messages, a limitation that is lacking in human language. If you try to write
down all the sentences of English or of any other human lang, you will soon come to
realize the futility of the tast. You could go on writing forever without exhausting the
supply of well formed sentences – each of which has its own particular meaning.
Human language is thus crucially different from both varieties of animal
communication. A human speaker controls an unlimited set of discrete signals; animal
communication involves either a limited set of discrete signals. This difference alone
would appear to be much more impressive than the sole similarity we have noted (namely
that, like human language, some animal communication relies on fixed systems of
signals) and it casts doubts on the notion that human and animal communication might be
directly related.
Recently it has been suggested that normal language change, together with the
tremendous intellectual growth that has marked the evolution of the human species, is
sufficient to explain the development of human language from a primitive
communication system of the kind displayed by the other higher primates. However, no
evidence has been adduced that such a development actually took place; nor has it been
demonstrated that change and conceptual growth alone are sufficient to account for the
great structural saphistication of language as we know it.
We may observe a number of other differences between language and natural
systems of animal communication. One of these is the vastly greater structural
complexity of the signals of a human language. A bee’s dance or chimpanzee’s cry has
virtually no internal structure or grammar other than that involved in the actual physical
production of the signal. Every sentence of a human language, however, displays
structure on at least two other levels.
First, it consists of a linear string of words, each of which has a more or less
definite individual meaning and each which consists of a sequence of sounds drawn from
the small inventory of sounds used systematically in the language. Second, every

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sentence has a complex grammatical structure. There is no counterpart to either of these
levels of structure in systems of animal communication.
Another difference is that learning is much more important as a factor in human
language than in animal communication. Human languages have very much in common,
but they differ from one another on many specific points. Regardless how much of
human language is innate, the learning task is considerable. Just mastering the collection
of words to be found is a small German dictionary is a sizable task. The communicative
dance of bees, by way of contrast, must be innately specified virtually in its entirety, and
there is nothing to suggest that the situation is radically different with respect to other
system of animal communication.
Finally, we may observe that animal communication systems are closed, whereas
human languages are open-ended. As long as bees communicate, they will only be able to
exchange variants of the same message – in what direction the nectar is and how far
away. Apes cannot communicate freely about anything for which they do not have a
specific signal, and even in these cases the possibilities are extremely restricted. People
on the other hand can talks about talk about anything they can observe or imagine.
Moreover, what they can say on any given topic is almost unlimited. The greater
flexibility stems in large part from the complex grammatical structure of human
languages. What’s more, new items are constantly being added to the lexicon of a
language. Words and fixed phrases are continually being coined and borrowed from other
languages to meet the changing communicative needs of speakers. There is no
counterpart to this in natural animal communication.
Our conclusions regarding the relation between language and animal’s
communication are not appreciably altered when we turn from natural animal
communication systems to artificial systems devised by man.

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