PSYCHOLINGUISTICS
心理語言學 Course
code number: 1306558
Fall 2023
Wednesday
14:10-17:00
文學院 (Humanities) Room 413
UPDATED 2023/9/8
Psycholinguistics papers used in previous
semesters
Other Web
resources
Me:
James Myers (麥傑)
Office: 文學院 (Humanities) Room 247
Tel: 31506
WWW: https://lngmyers.ccu.edu.tw/
Office hours: Wednesday 10 am -12 noon, or by appointment (made at least 24
hours ahead)
Required readings:
* Handouts of lecture notes
* Weekly research articles
* No textbook!
Evaluation:
30%
Questions about articles (weekly, a minimum of four for grading [details
below])
40% Take-home midterm exam (due
11/8)
30% Term paper (choose paper
topic by 11/15, final paper due 1/3)
This class is organized around weekly readings: lecture notes plus real psycholinguistic journal articles, mostly on Chinese (to inspire your own term paper).
Before each class you should read the lecture notes and the week’s research article. Then you should answer the following four questions about the article: (1) What are the study’s main hypotheses, predictions, findings, and conclusions? [Be sure you know how to distinguish these four things.] (2) How well are the conclusions actually supported by the findings? [That is, critically but fairly evaluate the study, focusing on the logic and methods.] (3) How do this study’s findings reconfirm, or conflict with, those of other studies that we’ve previously discussed (especially the journal articles)? (4) What do the authors do to follow ethical research principles? Your answers will help guide our in-class discussion of the article, which will take about the last hour of each class. You have to hand in four (or more) sets of these answers (in English, about one page total, in your own words, by email by 12 noon on class day), and I will grade them for clarity and depth of understanding. I will average the grades on all the answer sets that you hand in (not just the top four).
The midterm exam (due 11/8) only covers material from the first part of the course. It will be a take-home exam, so you’ll have two weeks to finish it. Students must work independently, but they may email me clarification questions (I’ll email my replies to all but keep the questioner anonymous). A skipped or plagiarized answer will get zero points.
The term paper (about 10 pages, in English) describes your own empirical psycholinguistic research. The only constraints are that your paper must use a method described in any of the class readings and that it must focus on some theoretical issue(s) discussed in class. For example, the paper could describe a new experiment on speech perception or production, lexical access, or sentence comprehension; or a new analysis of natural speech errors; or an original description of the language of some child. You must choose a topic by 11/15; if you want to work on a topic discussed later in the semester, you’ll have to read ahead. Prepare early - things always take longer than you expect! At the end of the semester (12/27), everybody will give a short, informal, ungraded presentation of their research, just to get feedback from everybody. The term paper is due by 5 pm on 1/3 as a PDF emailed to me. When I grade, I will focus on your academic style, logic/methodology, and understanding of the theoretical issues.
WARNING #1: Plagiarism (pretending that other people’s words and ideas are your own) is a serious crime and will not be tolerated. Homework, exams, or term papers containing plagiarism will receive a score of zero, and you will be reported to the department chair.
WARNING #2: Submit your homework, exams, and term paper on time! Unless you have a really good excuse, you will lose 5 points for each day you are late. So don’t make yourself sick working overnight, but get your stuff done early enough.
Schedule [* marks deadlines]
|
Week |
Topic/activity |
Reading |
|
9/6 |
Introduction to psycholinguistics |
|
|
9/13 |
Planning for language production |
Boland et al. (2022) [English] |
|
9/20 |
Word production |
Majid et al. (2018) [Dutch & Jahai] |
|
9/27 |
Production monitoring and gesture |
Chui et al. (2021) [Mandarin] |
|
10/4 |
Speech perception |
Chen et al. (2015) [Mandarin] |
|
10/11 |
Word recognition |
Ulicheva et al. (2021) [English] |
|
10/18 |
Syntactic and semantic comprehension |
Huang & Phillips (2021) |
|
10/25 |
Discourse comprehension |
Mouw et al. (2017) [Dutch] |
|
11/1 |
JM talks about his own psycholinguistic research |
|
|
11/8 |
*MIDTERM EXAM DUE |
|
|
11/15 |
*Introduce your paper topic |
|
|
11/22 |
Nonliteral language processing |
Tomczak & Ewert (2015) |
|
11/29 |
First language acquisition: Beginnings and speech |
Caselli et al. (2021) [ASL] |
|
12/6 |
First language acquisition: Grammar and innateness |
Mueller et al. (2010) [German] |
|
12/13 |
Bilingualism |
Lee-Kim et al. (2021) |
|
12/20 |
Other modularity issues |
|
|
12/27 |
*Presentations |
|
|
1/3 |
*TERM PAPER DUE (PDF, email, by 5 pm) |
|
RESEARCH ARTICLES
Boland, J. E., Fonseca, P., Mermelstein, I., & Williamson, M. (2022). Zoom disrupts the rhythm of conversation. Journal of Experimental Psychology: General, 151(6), 1272.
Caselli, N., Pyers, J., & Lieberman, A. M. (2021). Deaf children of hearing parents have age-level vocabulary growth when exposed to American Sign Language by 6 months of age. The Journal of Pediatrics, 232, 229-236.
Chen, A., Liu, L., & Kager, R. (2015). Cross-linguistic perception of Mandarin tone sandhi. Language Sciences, 48, 62-69.
Chui, K., Yeh, K., & Chang, T. T. (2021). Neural correlates of the processing of self-adaptors, emblems, and iconic gestures with speech: an fMRI study. Language, Cognition and Neuroscience, 36(4), 401-421.
Huang, N., & Phillips, C. (2021). When missing NPs make double center-embedding sentences acceptable. Glossa, 6(1).
Lee-Kim, S. I., Ren, X., & Mok, P. (2021). Phonological similarity effects in cross-script word processing: Evidence from Sino-Korean word processing by Cantonese learners. The Mental Lexicon, 16(2-3), 325-361.
Majid, A., Burenhult, N., Stensmyr, M., De Valk, J., & Hansson, B. S. (2018). Olfactory language and abstraction across cultures. Philosophical Transactions of the Royal Society B: Biological Sciences, 373(1752), 20170139.
Mouw, J. M., Van Leijenhorst, L., Saab, N., Danel, M. S., & van den Broek, P. (2017). Contributions of emotion understanding to narrative comprehension in children and adults. European Journal of Developmental Psychology, 16(1), 66-81.
Mueller, J. L., Bahlmann, J., & Friederici, A. D. (2010). Learnability of embedded syntactic structures depends on prosodic cues. Cognitive Science, 34(2), 338-349.
Tomczak, E., & Ewert, A. (2015). Real and fictive motion processing in Polish L2 users of English and monolinguals: Evidence for different conceptual representations. The Modern Language Journal, 99(S1), 49-65.
Ulicheva, A., Marelli, M., & Rastle, K. (2021). Sensitivity to meaningful regularities acquired through experience. Morphology, 31, 275-296.
USEFUL PSYCHOLINGUISTICS BOOKS
Ahlsén, E. (2006). Introduction to neurolinguistics. John Benjamins. [Prof. Tai used this textbook!]
Aitchison, J. (1998). The articulate mammal: An introduction to psycholinguistics. London: Routledge. [a basic but quirky introduction]
Altmann, G. T. M. (1997). The ascent of Babel: An exploration of language, mind, and understanding. Oxford, UK: Oxford University Press. [a general popularization by a famous researcher whose own interest is in sentence processing]
Bloom, P. (Ed.) (1993). Language acquisition: Core readings. Cambridge, MA: MIT Press. [contains papers that mostly support the nativist and modularist approaches]
Caplan, D. (1993). Language: Structure, processing and disorders. Cambridge, MA: MIT Press. [focuses on neurolinguistics, no language development]
Carroll, D. W. (2008). Psychology of language (fifth edition). Thomson/Wadsworth. [covers both adult and child psycholinguistics; my textbook for a long time, but it went out of print]
Cowles, H. W. (2011). Psycholinguistics 101. Springer. [a very brief and basic introduction]
Field, J. (2003). Psycholinguistics: A resource book for students. London: Routledge. [a very brief introduction, biased towards reading, with some extracts from psycholinguistics papers]
Field, J. (2004). Psycholinguistics: The key concepts. London: Routledge. [a small encyclopedia]
Gleitman, L. R., & M. Liberman (1995). An invitation to cognitive science, vol. 1: Language, second edition. Cambridge, MA: MIT Press. [introductory articles by famous researchers]
Harley, T. (2007). The psychology of language: From data to theory. (3rd edition). Psychology Press. [a good introductory textbook, maybe slightly harder to read than Carroll]
Li, P., Tan, L. H., Bates, E., & Tzeng, O. J. L. (Eds.) (2006). The handbook of East Asian psycholinguistics, vol. 1: Chinese. Cambridge University Press.
Pinker, S. (1994). The language instinct. William Morrow. 洪蘭譯（1998）語言本能。商周出版。
Sedivy, J. (2019). Language in mind: An introduction to psycholinguistics. Oxford University Press. [highly praised but ridiculously expensive, like most US textbooks nowadays]
Steinberg, D. D., & Sciarini, N. V. (2006). An introduction to psycholinguistics (2nd ed.). Harlow, England: Pearson Longman. [a textbook that argues for its own theoretical approach]
Stemmer, B., & Whitaker, H. A. (2008). Handbook of the neuroscience of language. Elsevier. [very thorough but technical, with a clinical emphasis]
Traxler, M. (2012). Introduction to psycholinguistics: Understanding language science. Wiley-Blackwell. [very thorough textbook, but very expensive as well]
Traxler, M., & Gernsbacher, M. A. (2006). Handbook of psycholinguistics (2nd ed.) San Diego: Academic Press. [lots of technical papers by experts on different aspects of psycholinguistics]
Warren, P. (2013). Introducing psycholinguistics. Cambridge University Press. [used to be the textbook for this class, but I never really liked it]
為配合教育部針對保護智慧財產權觀念之宣導，課程大綱 內容請加註警語「請尊重智慧財產權，不得非法影印教師 指定之教科書籍」。（此項目為教育部「大專校院執行校 園保護智慧財產權行動方案自評表」重要指標，請授課教 師協助配合宣導。）