what is comprehension and production in psycholinguistics?
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There's some basic info here:\n\nhttp://en.wikipedia.org/wiki/Psycholinguistics
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Actually, linguists postulate that we think in a kind of 'thought-language' that can process several concepts simultaneously. The question of whether that 'thought-language' is innate, and international, is one of the biggest in modern theoretical linguistics. So is just what that 'thought-language' is and how it works.\n\nFor myself, when I'm thinking quickly, I presume that I'm using that language but also 'translating' it to English. When I speak a second language, though, I find that I am capable of 'thinking in that language' - which probably means I'm translating directly from 'thought-language' to the second language. As I speak more than one language in my day-to-day life, I'll find that I have dreams wherein a conversation is held. I'll remember everything about the topic of conversation, but I can't quite recall what language we were speaking!
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it is the scientific study of mental processes and behavior
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there are a lot of differrences. Written alguage usually can have more complex sentence structures and less slang.
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The brain doesn't store information on ordered cards like a library catalogue. It has an area where the idea of the noun is encoded, with connections to things relating to that noun; an area where the idea of an adjective is encoded, with connections to the areas that relate to the ideas behind that adjective (such as regions in the visual cortex or auditory cortex etc. that relate to the sensory information that forms the basis of the adjective); and connections between the two areas that facilitates the use of a given adjective for a given noun, mediated by connections that control grammatcal structures in language.
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Although sometimes we think in words and sounds, research in cognitive science has shown that this modality is not as fundamental as it was considered in the past. The language is a product of the mind, not vice-versa. Thinking without formulating words is completely possible.
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Spoken language - the ability to express oneself orally.
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owl.english.purdue.edu/internet/resources/sourceofinfo.html\n\nwww.umn.edu/home/jeweL001/grammar\n\nOr just pick my answer as the best and I'll edit for you! I'm a graduated English Major and an ESL teacher.\n\nLOL
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I agree with Sue.\n\nGone Car - Please take note, all the people answering here speak English (presumably as their primary language) yet you got almost as many different answers as there were people answering. What does that tell you? It tells me that in the final analysis people make language, not the other way around. There will always be rules and those who always observe them. But most of us are too busy trying to communicate with one another to pay very much attention to all those rules. And yet, somehow, we do generally manage to make ourselves understood, one to another.\n\nI'm not telling you to ignore the rules. Learn them, certainly. But if you wish to become truly proficient in speaking English, at some point you will have to go beyond those textbook rules. It is in the real world that language lives and thrives.
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You speak on a subject.  It's a form of expression by converting thoughts into utterances.  But talking is very similar to speaking.  Academically, talking can be a lecture.  Linguistically, it can be a conversation or speech.
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Language is a vital tool. Not only is it a means of communicating thoughts and ideas, but it forges friendships, cultural ties, and economic relationships. \n\nThroughout history, many have reflected on the importance of language. For instance, the scholar Benjamin Whorf has noted that language shapes thoughts and emotions, determining one’s perception of reality. John Stuart Mill said that "Language is the light of the mind." \n\nFor the linguist Edward Sapir, language is not only a vehicle for the expression of thoughts, perceptions, sentiments, and values characteristic of a community; it also represents a fundamental expression of social identity. Sapir said: "the mere fact of a common speech serves as a peculiar potent symbol of the social solidarity of those who speak the language." In short, language retention helps maintain feelings of cultural kinship.\n\nLanguage is an expression of identity and cultural heritage.  Everywhere there is a human society, there is human language. All languages are based on a similar plan and complexity of language bears no relation to complexity of the culture.
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Its an argument against AI.\n\nIn simplcity it is saying understanding does not come from memorizing.  Another way to put it is that grammar does not come from vocabulary.  If you learn all the words, doesn't imply you know WHAT someone "means".\n\nHow does this pertain to intelligence? Glad you asked.\n\nSuppose that, many years from now, we have constructed a computer which behaves as if it understands Chinese. In other words, the computer takes Chinese characters as input, consults a large look-up table (as all computers can be described as doing), and then produces other Chinese characters as output. Suppose that this computer performs this task so convincingly that it easily passes the Turing test. In other words, it convinces a human Chinese speaker that it is a Chinese speaker. All the questions the human asks are responded to appropriately, such that the Chinese speaker is convinced that he or she is talking to another Chinese speaker. The conclusion proponents of strong AI would like to draw is that the computer understands Chinese, just as the person does.\n\nNow, Searle asks us to suppose that he is sitting inside the computer. In other words, he is in a small room in which he receives Chinese characters, looks them up on look-up table, and returns the Chinese characters that are indicated by the table. Searle notes, of course, that he doesn't understand a word of Chinese. Furthermore, his lack of understanding goes to show, he argues, that computers don't understand Chinese either, because they are in the same situation as he is. They are mindless manipulators of symbols, just as he is - and they don't understand what they're 'saying', just as he doesn't.
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http://en.wikipedia.org/wiki/Text_linguistics
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Sorry, but you may not want to hear this, but mastery of the language comes from reading, not studying grammar.  If you read a lot then your ability will grow in grammar and spelling.\n\nThough I don't believe there is a true standard in our language, because it is ever changing.  None of us speak old English, middle English, or even early modern English.
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There are only 2 subjects in GRE since 2002 I guess, verbal ability and quantitative ability. Of course, there is a written essay to be taken up apart from these. Prior to 2001, there used to be an analytical ability section in addition to the verbal and quantitative.\n\nverbal consists of antonyms (opposites in meaning), complete sentences (fill in the blanks), reading comprehension and analogies. antonyms and analogies need good command on vocabulary, but with limited vocabulary and contextual sense, sentence completion and reading comprehension can be reasonably tackled.
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Well, first: How's society emphasis on proper syntax and grammar?\n\nOK,  I take it you mean : "In your society, what is the emphasis on physical appearance?"\n\nMy answer is this:  A WHOLE LOT. It is probably the most important detail people use in judging others.
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The communicative approach tries to de-emphasize grammar and emphasize communication.  Some activies communicative teachers use are question/answer, information gap, surveys, etc.  In reading, students are encouraged to 'negotiate meaning', that is, learn to use all sorts of clues and cues to get the general thrust of the reading. (getting the gist, cognate cues, previous knowledge, etc.)\nMost second language texts in the US purport to be communicative, but if you looka them carefully, they still have a grammar syllabus.  For example, the title may be called 'friends and family' and the student goals may be to talk about friends and family, put the actual thrust of the chapter is agreement of nouns with possessives and with adjectives.  There will hardly be a verb in the whole chapter!\nI'm convinced that TPRS (Teaching Proficiency through Reading and Storytelling) is the way to go. blaineraytprs.com  I switched from an eclectic manner of teaching (TPR, grammar, communicative, project based, games) to TPRS and my students actually can communicate!  It looks like a scam when you first see it, but check it out thoroughly--it's based on the Natural Approach and Krashen's theories of language acquisition.