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PSYCHOLINGUISTICS MID-TERM EXAM

MEMORY AND LOGIC IN LANGUAGE LEARNING

BY:
YESSY AGUSTIN
1410731018

ENGLISH DEPARTMENT
FACULTY OF HUMANITIES
ANDALAS UNIVERSITY
201

Memory and Logic in Children Learning the Language


Introduction
Generally, psycholinguistic is a study about how the human learn psychological of
language. In this study, we also learn comprehending, acquiring and producing language itself.
People learn a language when they are baby from her mother and their families. They learn
language from babys and start with babbling. When someone learn a word they use their
memory to remember the new vocabulary and keep that in their main, and also will use the word
in another situation. The children have a good memory, to remember. When they see something,
they try to remember what the object that they see, and they found the word that relation with the
object in their memory.
Theory Background
In people mind, people has the means for producing and comprehending speech. In
learning language, children need memory and Logic. Memory is one crucially important
psychological factor. The children identify the words of the language, devising for their use and
the utilizes a phenomenal memory capacity. They must remember a multitude of particular word,
phrases, and sentences, along with the context, both physical and mental, in which they occurred.
When children did not remember many of the word, phrases, and sentence that they heard, they
still have little basis for discovering abstract meanings and the rules. The child could not
remember negative sentence that had been experienced previously, they would have nothing with
which to compare a presently occurring sentence and not make significant its structure. Without
a good memory, children cannot be learning language (Danny D. Steinberg, 2006).

The children learn the simples word requires memory. When children learning the work
cat, for example, they must retain a connection between the hearing cat sound, and experience
of seeing, touching or smiling the cat. A connection between the sound and the object is arbitrary.
Its relation is logical. In learning language, the children also must use induction and deduction in
analysis of words, sentence, and grammar and strategies. Young children use inductive logic in
grammar. The children then devise a rule in their minds. This rule is verified when the children
hear other sentences uttered by the mature speakers. There are two type in analysis grammar,
where (1) there is a search for characteristics in speech, and then (2) those characteristics are
related to objects, situations, and events, represents the essence of the use of inductive logic
(Danny D. Steinberg, 2006).
Young Children use Deductive logic when the children production of speech, in the early
years, they reflect a great deal of conceptualization of thinking on the part of the child. When the
children faced the problem, they think to find their way and try to solve a problem with their
logic. For example, there are two children that give some of candies by her parents. First children
get a little, just 4 candies, and another one get more than first children, six candies. Then the first
one asks to the second children to give her some. The second one think and use her logic, they
must get the candies with the same number, so the second one give her one candies. From this
situation, we know that the second language use their language to tolerate another child. In this
paper, I will review some journal that have relation about memory and logic in learning language
topic.
Summaries of references
From some of references I Summaries that, the children learn a word with connecting the
object with what they hear, feel and see. The system also uses memory cycle updating to adjust

the memory cycles for words that a learner learns for the first time in a given article as well as
the words that appear that need to be reviewed based on the learners learning feedback. When
children learning grammatical structures and rules, they use memory to remember that. It is the
only through memory that a child can accumulate the vast amount the speech and relevant
situational data that serves as the basis for analysing structures and formulating rules. The type of
memory that involves situations is what Tulving (1983) and others refer to as episodic memory.
In this part, the children learn to how use good syntax when they want ask someone to get help
or when they in another situation, they keep all that they learn syntax in their main. Children has
a good memory ability. When they under 7 years, they present a phenomenal ability at rote
memorization. Harley and Doug (1997) examined students who were in an immersion language
education program (the teaching subject matter of second language). At least, in learning
language, children divided into two categories, under 7 years and 7 until 12 years that a good for
children in memorize and can useful to learn language (Danny D. Steinberg, 2006).
The relation between memory and language has stayed poorly specified for many years,
the last decade has witnessed an important step forward in understanding how these key features
of the human cognitive system interact. The native and foreign language acquisition appear to be
achieved through the ability to represent serial-order information in working memory, while
language perception and production rely on attentional control functions. The latter functions are
not specific to language processing and their continuous use seems to provide the bilingual brain
with a greater mental flexibility, although it may not increase working memory capacity as
measured by (reading) span tasks.
Working memory is a temporary storage system that underpins our capacity for
thinking, it is clearly the case that it should have implications for language processing, and that

disorders in working memory may impact on language processes (Alan Baddeley, 2003). When
the children want to talk or speak. They are thinking, they use the system of their mind and
remember the word that they want to say. Working memory has evolved as a system for
supporting language learning.
The seemingly similar vocabulary levels appear to be attained via a greater reliance on
phonological short-term memory resources in bilingual speakers. This suggests that the process
of vocabulary retrieval is more effortful for bilinguals, but that off-line measures of vocabulary
knowledge do not necessarily capture this effort (.
That simultaneous and sequential bilinguals tested using standardized vocabulary
measures in their dominant language demonstrated vocabulary skills that were similar to their
monolingual peers. However, the seemingly similar vocabulary levels appear to be attained via a
greater reliance on phonological short-term memory resources in bilingual speakers.
A chunk is a unit of memory organization, formed by bringing together a set of already
formed elements (which, themselves, may be chunks) in memory and welding them together into
a larger unit. Chunking implies the ability to build up such structures recursively, thus leading to
a hierarchical organization of memory. Chunking appears to be a ubiquitous feature of human
memory (Newell, 1990, p. 7).
Critical review
From summaries of references, I get some idea, in the first book that memory is crucial
for children in learning language. When learning language, the children use their memory for
remember a word that they have before and relational with the situation. They know a word with
the way see, feel and touch the object. When children get a new word they will record how they

feel when meet the object, how form of the object and also imagine that object and keep the
object form in their memory. The children need memory to remain them with the object. The
children also use their logic in learning language. They face many situations when they learn
language. For example, when a child wants to ask someone to close the door, they will use soft
word to make that people want to help them, it could be happening, because in their childrens
main. They think how use right word and use their logic to get what they want.
The relation between memory and language has stayed poorly for many years. It is
happening because the age of student that learn language is not good age, it makes their memory
week and hard to production the language especially when they learn foreign language. The
native and foreign language acquisition appear to be achieved through the ability to represent
information in working memory, while language perception and rely on attentional control
function. The latter functions continuous use seems to provide the bilingual brain with a greater
mental flexibility. That simultaneous and sequential bilinguals tested using standardized
vocabulary measures in their dominant language demonstrated vocabulary skills that were
similar to their monolingual peers. the seemingly similar vocabulary levels appear to be attained
via a greater reliance on phonological short-term memory resources in bilingual speakers.
In our main, our memory that has many vocabularies since we child until now. The
vocabulary always develops day by day as well we learn language and speech. When someone
that learn language and use two languages in speech they are bilingual speakers. The bilingual
speakers have phonological short-term memory that make they learn language more vastly the
usual speakers.

Conclusion
So we conclude that, memory is crucial for children in learning language. When learning
language, the children use their memory for remember a word that they have before and
relational with the situation. They know a word with the way see, feel and touch the object.
When children get a new word they will record how they feel when meet the object, how form of
the object and also imagine that object and keep the object form in their memory.
The children also use their logic in learning language. They face many situations when
they learn language. The native and foreign language acquisition appear to be achieved through
the ability to represent information in working memory, while language perception and rely on
attentional control function. The latter functions continuous use seems to provide the bilingual
brain with a greater mental flexibility. The seemingly similar vocabulary levels appear to be
attained via a greater reliance on phonological short-term memory resources in bilingual
speakers.

References
Baddeley, A. (2003). Working Memory and Language: an overview. Journal of
Communication Disorder, 36, 189208.
Baddeley, A. et al. (1998). The Phonological Loop as a Language Learning Device.
Psychological Review, Vol. 105. No. 1, 158-173.
Doughty, C., & Long, M. H. (2003). The handbook of second language acquisition. Malden,
MA: Blackwell Pub.
Gavett BE, GurnaniAS, Saurman JL, Chapman KR, Steinberg EG, Martin B, et al. (2016)
Practice Effects on Story Memory and List Learning Tests in the Neuropsychological
Assessment of Older Adults. PLoS ONE 11(10):
e0164492.doi:10.1371/journal.pone.0164492
Kaushanskaya, M. et al. (2011). The relationship between vocabulary and short-term
memory measures in monolingual and bilingual speakers. International Journal of
Bilingualism. 15(4) , 408 425.
Pinker, S. (1994). The language instinct: How the mind creates language. New York: William
Morrow and Company.
Steinberg, D. D. & Sciarini, N. V. (2006). An introduction to psycholinguistics (2nd ed).
London: Pearson Longman.

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