Introduction: As Cenoz et al. (2003) Psycholinguists have used verbal fluency tasks to analyze the abilities of the participants in the study to access words from lexicon. In this paper lexical access in university students have been examined. Researchers have conducted study on lexical access by critically analyzing slip of tongue, tip of the tongue symptom, and accessing phonologically related words. Verbal fluency task have been used to gain deeper insight into category framework. The verbal fluency task is used in various forms where respondents have been asked to name items belonging to the same category (for example, in this case name of different categories of animals, words starting with T, words starting with A have been used) (Harley, 2011). Respondents in this case had to organize output in clusters of meaningfully related category.
In previous studies it has been found that verbal fluency test can assess a number of neuropsychological disorders ranging from linguistic weakness, dyslexia, stuttering, Down syndrome etc. In this report single category naming task (SCN) is used where the respondent is asked to name as many animals as he or she can from that specified category within a pre determined time frame (Comber, 2005). Finally, it is evaluated from the test the lexical access of the two different groups with major emphasis on studying the response from instructed and uninstructed group and their tendency towards forming clusters.
Psycholinguistics Helps Us To Understand The Word Generation Power.
Participants included 50 native English speaking University students divided into two groups. One group is instructed to provide a list of name of animals belonging to each category while another group is uninstructed. All the respondents were included who completed the tasks. The mean age of the respondents belonging to the uninstructed and instructed group is 22.6 and 21.5 respectively. Each group consisted of 25 participants with 5 males in group 1 and 2 males in group 2.
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