UNDERSTANDING LEXICAL AMBIGUITY IN SENTENCE PROCESSING AMONG 12 AND 15 YEARS OLD LEARNER
Keywords:
Psikolinguistik, Ambiguitas, Memori Kerja, Remaja, Strategi Metakognitif.
Abstract
Psycholinguistics serves as a crucial bridge between cognitive psychology and linguistic theory in understanding the mental processes involved in language acquisition and production. Rather than viewing language as a static set of rules, this field examines how linguistic components map onto the brain's cognitive architecture as a dynamic, predictive system. This study analyzes language processing challenges, such as lexical ambiguity and syntactic complexity, in adolescents aged 12 and 15 who are experiencing a crucial phase of cognitive maturation in their working memory capacity. The findings indicate that obstacles in academic comprehension are often not caused by low intelligence, but rather by limitations in working memory capacity and cognitive overload. As a solution, this study proposes the implementation of metacognitive literacy strategies, such as strategic pausing and self-monitoring, to enhance students' cognitive flexibility in managing their mental resources autonomously.References
REFERENCES
Baddeley, A. D., Hitch, G. J., & Allen, R. J.
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Christianson, K., Hollingworth, A., Halliwell, J. F., & Ferreira, F. (2017). Thematic roles assigned along the garden path linger. Cognitive Psychology, 42(4), 368-407.
Cowan, N. (2017). Working Memory
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Davis, M. H. (2018). Predictive processes in language comprehension. Language, Cognition and Neuroscience, 33(1), 116.
Efklides, A. (2017). Metacognition and Learning. Springer.
Ferreira, F., & Lowder, M. W. (2016). Prediction, information structure, and good-enough language processing. Psychology of Learning and
Motivation, 65, 217-247.
Jennifer M. Rodd. (2018). Lexical Ambiguity. In S.-A. Rueschemeyer & M. G. Gaskell (Eds.), The Oxford Handbook
of Psycholinguistics (2nd ed., pp. 96117). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780
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Kaltsa, M., & Papadopoulou, D. (2024). Lexical ambiguity resolution in language comprehension. Journal of Psycholinguistic Research, 53(1), 1-20.
Miller, J., Brown, C., & Smith, P. (2023). Semantic integration and lexical ambiguity in sentence processing. Journal of Memory and Language, 129, 104385.
Roid, G. H., & Koch, C. (2017). Cognitive development and language learning. Educational Psychology Review,
29(3), 451-470.
Schraw, G., & Robinson, D. H. (2019). Assessment of Higher Order Thinking Skills. Information Age Publishing.
Sweller, J. (2020). Cognitive load theory and educational practice. Educational Psychology Review, 32(1), 1-16.
White, S. J. (2020). Context effects in sentence comprehension. Quarterly Journal of Experimental Psychology, 73(8), 11981214.
Zimmerman, B. J., & Schunk, D. H. (2021). Handbook of Self-Regulation of Learning and Performance (2nd ed.).
Routledge.
Baddeley, A. D., Hitch, G. J., & Allen, R. J.
(2021). Working Memory and Learning: A Practical Guide for Teachers. Routledge.
Brown, C. M., & Miller, J. (2021). The
Cambridge Handbook of Psycholinguistics (2nd ed.). Cambridge University Press.
Christianson, K., Hollingworth, A., Halliwell, J. F., & Ferreira, F. (2017). Thematic roles assigned along the garden path linger. Cognitive Psychology, 42(4), 368-407.
Cowan, N. (2017). Working Memory
Capacity. Routledge.
Davis, M. H. (2018). Predictive processes in language comprehension. Language, Cognition and Neuroscience, 33(1), 116.
Efklides, A. (2017). Metacognition and Learning. Springer.
Ferreira, F., & Lowder, M. W. (2016). Prediction, information structure, and good-enough language processing. Psychology of Learning and
Motivation, 65, 217-247.
Jennifer M. Rodd. (2018). Lexical Ambiguity. In S.-A. Rueschemeyer & M. G. Gaskell (Eds.), The Oxford Handbook
of Psycholinguistics (2nd ed., pp. 96117). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780
198786825.013.5
Kaltsa, M., & Papadopoulou, D. (2024). Lexical ambiguity resolution in language comprehension. Journal of Psycholinguistic Research, 53(1), 1-20.
Miller, J., Brown, C., & Smith, P. (2023). Semantic integration and lexical ambiguity in sentence processing. Journal of Memory and Language, 129, 104385.
Roid, G. H., & Koch, C. (2017). Cognitive development and language learning. Educational Psychology Review,
29(3), 451-470.
Schraw, G., & Robinson, D. H. (2019). Assessment of Higher Order Thinking Skills. Information Age Publishing.
Sweller, J. (2020). Cognitive load theory and educational practice. Educational Psychology Review, 32(1), 1-16.
White, S. J. (2020). Context effects in sentence comprehension. Quarterly Journal of Experimental Psychology, 73(8), 11981214.
Zimmerman, B. J., & Schunk, D. H. (2021). Handbook of Self-Regulation of Learning and Performance (2nd ed.).
Routledge.
Published
2023-12-13
How to Cite
Arifin, R. (2023). UNDERSTANDING LEXICAL AMBIGUITY IN SENTENCE PROCESSING AMONG 12 AND 15 YEARS OLD LEARNER. Scolae: Journal of Pedagogy, 6(2), 1-15. https://doi.org/10.56488/scolae.v6i2.204
Section
Articles
