THEORY OF PSYCOLINGUISTIC

A. THEORY OF PSYCHOLOGY
Theory of psychology can be divided into two parts, stimulus-response and cognitive theory
1. Theories of the Stimulus Response
why the stimulus-response theory is said to be because the theory has a fundamental view
that the behavior of it, including the behavior of the language, beginning with the existence
of a stimulus (stimuli, action) which soon
raises response
a. classical conditioning theory of Pavlov
This theory was discovered by chance by Ivan p. Pavlov (1848-1936) an
expert on the physiology of the nation of Russia. While he experimented with the
animal's digestive process, she found that before a dog started eating food,
water in its saliva has been first out.
b. connecting Theories of Thorndike
Connecting theory introduced by Edward l. Thorndike (1874-1919), an
expert in American psychology. This theory began with an experiment that is
called trial and error. In experiments that Thorndike put a cat in a large cage. The
cage can be opened from the inside by pressing a hinge. In his efforts to get out the
cat is scratching and then by chance his foot stepping on a hinge so that the door
opens and the cat could get out. This experiment was repeated by Thorndike and
cats that behave the same. After the experiment was performed several times in a
row the amount of time it takes to open the door by cat cage is getting a bit and
finally she can open the door of the cage quickly without having to scratch used to
be there.
c. the Behaviorism of Watson
In the United States known Watson as the father of behaviorism
because of his new learning principles based on the theory of stimulus-response is
also in competition with Wundt's theory
of structuralism and mentalism. According to behaviorism embraced
by Watson's primary purpose of psychology is to make the prediction and control
of behavior; and the slightest and no relation to consciousness.

d. theories conditioning of Skinner

 Operant Conditioning is the law of learning generated
by B.F. Skinner who conducted experiments on the mice produce laws
of learning, including:
1) Law of operant conditioning i.e. If the incidence of the behavior with the
stimulus of the amplifier, then the behavior will increase strength.
2) Law of operant extinction i.e. If the incidence of operant behaviors have
been reinforced through the process that the air-conditioning is not accompanied
by the stimulus of the amplifier, then the power of such behavior will
plummet even destroyed.
e. Theory Two-factor of Mouwer
The theory is that still includes the S-R theory introduced
by Mouwer Hobart d. (1960). This theory is called the enhanced two-
factor theory since according to Mouwerthere are two types
of confirmation, whereas previously only theory assumes there is one kind
of endorsement. Both types of reinforcement that, according to Mouwer, are:
1. Inaugural incremented (incremental reinforcement)
2. Inaugural reduced (decremental reinforcement)
2. cognitive theory
The term "Cognitive" comes from the word
"Cognition" the parallel "Knowing", adopting means. In a broader
sense, cognition (cognition) is the acquisition, structuring and use
of basic knowledge (Neissser, 1976). "cognitive theory of learning" which is a form
of learning theory which holds that learning is a process of concentration of the mind
(mental activities) (Slavin(1994).

1) Development theory of Jean Piaget

According to Piaget's cognitive developmental is a process of genetic, meaning processes
that are based on the biological mechanism of the development of the
nervous system, IE. With increasingly apparent he added the age someone thus
increasingly complex arrangement of cells was and the more increase its capability.
2) A cognitive theory of Jerome s. Bruner
According to Bruner, the development of cognition people going through
three stages in naturally by the way he viewed his environment. The first stage is the stage
of en-active, where individuals conduct to understand its environment. The second
stage is a stage where she sees the iconic world or its
 environment through images or verbal visualization. The last stage is the symbolic stage,
where he had the idea in the abstract that many on the influence of language
and logic; communications in doing with the help of symbolic systems.
3) David Ausubel's theory of Learning
According to Ausubel can be classified continues into two dimensions: (1) conne
ct an apparent by way of information or materials presented on the lessons the students,
either through expository or inquiry, (2) concerns the way to which students can relate
the data or that information on existing cognitive structures (Romiszowski,1981).
B. LINGUISTIC THEORIES
There are four theories of linguistic or flow more or less had any connection with
the problems of psychology, cognitive or behavioristic either.
1. The theory of Ferdinand De Saussure
De Saussure explains that behavioral speak or follow said as a set of
relationships between two people know more, such as between A and b. Behavior
consists of two activities, namely the outside and the inside. The outside is limited
by the mouth and ears while the inside by the soul or intellect that is found in the
brains of speakers and listeners.
2. Theory of Leonard Bloomfield
According to Bloomfield that language consists of a number of cues or sign
in the form of vocal elements (sound) which is called linguistic forms. Each form
is a sign of Unity formed by the phoneme phonemes (bloomfield, 1933; 158).
Phonemes are the smallest units of sound and distingtif in the lexicon of a
language such as [u] sound in the English word [basket] because both words it
[basket] and [would]. Here we see the different sounds [u] from [a] sound.
The phrase is not a minimum unit consisting of two or more free-form. For
example in the sentence "my sister already bathing" are two phrases that is the
phrase "my sister" and the phrase "it's bath".
3. Theory of John Rupert Firth
John Rupert Firth (1890-1960) was a British linguist who in 1944
established the descriptive Linguistics know in London. According to Firth in
linguistic studies the most important is the context. Each context has a role as the
environment for elements Each level of that language.
 As a linguist, also known as the Firth character analysis Prosody or
phonology Prosody. According to her Prosody analysis can be used to analyze the
language and make statements that systematically from this analysis that is based
on deep research data as well as language use the terms and the appropriate
categories.
In a nutshell can be inferred that what is meant by Prosody according to the
theory of the Firth is the word structure along with the typical characteristics of the
songs of that Word as a separate abstraction properties in whole language
phonology. So, it contains the Prosody features one word is:
(1) the number of syllables
(2) the nature of the tribes he said: open closed tau
(3) the quality of the syllable
(4) a sequence of vowel sounds
(5) the order of syllables
(6) Place, nature, and the quantity of important sounds
(7) the quality of the "dark" or "light" of syllables
(8) the essential features of song syllables and sentences places pieces also said that
there are
4. The theory of Noam Chomsky
According to Chomsky's Theory to be able to compile the grammar language
of a living language (still in use and there are speakers ') is a general theory about
what makes up the grammar of it. The general theory is thus a scientific theory that
was compiled based on a corpus of speech produced by the original language
linguist. With a corpus of speech that can pull conclusions in general or the general
norms of grammar that can be used to predict all the speech had generated by a
native speaker of that language.
C. THEORY OF PSYCOLINGUISTIC
Psycholinguistics is considered as a branch of Linguistics, Noam Chomsky, though the
linguistic character of the transformation, tend to put Psycholinguistics as a branch of
psychology. In France in the sixties, psycholinguistics, developed by experts of psychology. While
in the United Kingdom developed by scholars of Linguistics Psycholinguistics in cooperation
with some experts psychology from United Kingdom and United
States. In Russia, psycholinguistics has been developed by scholars of Linguistics at the Institute
of Linguistics of Moscow. Otherwise in Romania there is the tendency of
placing Psycholinguistics as a standalone discipline, but its application more taken by linguistics.
Psycholinguistics is formed from the
word psychology and linguistic, i.e. two different science, which each stand on their own,
with different methods and procedures.However, both are the same same examines language
as his formal objects. Only the material differently, Linguistics examines the structure of
the language, whereaspsychology examines the behavior of the language or
the language process. Thus the means and the goal are also different.

Although the purpose is different, but many also object the sections examined in the same
manner and with the same purpose, but with a different theory. Results of the
study both disciplines is much the same, although not a little different. Thus, it has been a
long felt need for collaboration between the two disciplines is to review the language and nature
of the language. With the cooperation of the two disciplines that study results obtained are
expected to be better and more helpful.
As a result of good cooperation, more focused, and more systematically between the
two sciences that, so was born a new discipline called Psycholinguistics, as an
interdisciplinary science between psychology and Linguistics. The term Psycholinguistics
itself recently, born in 1945, the year of the publication of the book psycholinguistics: A Survey
of Theory and Reserch Problems edited by Charles e. Osgood and Thomas a. sebeok, in
Bloomington, United States.
Psycholinguistics try outlining the process the process of psychology that goes if
someone pronounces sentence a sentence that he heard at the time communicating, and how that
language proficiency acquired by humans (Slobin,
1974; Meller, 1964; Cazahu Slama, 1973). The teoteris the main purpose of Psycholinguistics is to
find one theory that language is linguistically acceptable and in psychology try to explain
the nature of Psycholinguistics, language structure and how this structure is obtained, use at the
time to speak, and at times to understand sentences in speech it was. In
practice Psycholinguistics tried to apply knowledge of Linguistics
and psychology at problems such as language teaching and learning, teaching reading beginning
and advanced reading, being bilingual like aphasia, stuttering, etc.; as well as other
social problems concerning languages, such as language and language education, and the
development of homeland and nation.