Psycholinguistic(s)
Seminar
心理語言學專題討論
Spring
2010 Thursday
14:10-17:00 文學院413
編號: 1309400
UPDATED
2010/6/7
Me:
James Myers (麥傑)
Office: 文學院247
Tel: 31506
Email: Lngmyers at ccu dot edu dot tw
Web: http://www.ccunix.ccu.edu.tw/~lngmyers/
Office hours:
Thursday
Goals:
In this class students will go beyond introductory psycholinguistics to discuss some of the most exciting recent research in psycholinguistics, involving a variety of languages, topics, and methods, chosen together by both the teacher and students, and conduct their own original research.
Grading:
10% Class participation
40% Leading discussion
10% Presentations (6/17)
40% Term paper (due 6/24)
What the class is like:
This class is a discussion class. All we will do is read papers (real ones, not from a textbook) and discuss them together. So class participation means you discuss: you read, think, talk, and respond to others' ideas.
Every week somebody will lead the discussion on the week's readings, using a handout with questions to inspire us to discuss together. The questions should be organized in a logical way to make sure we address the most important issues in the paper, situating them in the larger relevant psycholinguistics literature, but your questions should also allow us to clarify smaller points in the paper that may be confusing. You are encouraged to ask questions that even you don't know how to answer, but you are the one responsible to bring the focus back to the big issues if we get lost. You do NOT have to talk more than everybody else (in fact, the more you inspire other people to say interesting things, the better).
By the middle of the semester (officially 4/29, but the earlier the better), you should choose a topic of your own to write about. The only restriction is that it has to relate to language processing and be empirically testable using a method based on the established literature. After you choose your topic, the discussions will then turn to focus on papers that YOU choose to help you with YOUR project.
On the last day of class (6/17), you'll give a conference-style presentation about your research. The paper is due a bit over a week later (6/25) in my mailbox by 5 pm. The paper should be about 20 pages, in English, with formatting like the real published papers we read. I'll grade it in the usual way (style, logic, theory).
Schedule (there will definitely be changes along the way)
* marks due dates for things relating to your paper
|
Week |
Topic/Activity |
|
Leader |
|
2/25 |
Psycholinguistics
review |
|
|
|
3/4 |
Sentence
processing |
Christianson & Ferreira (2005) |
James |
|
3/11 |
Gesture |
Morsella &
Krauss (2004) |
偉傑 |
|
3/18 |
Phonological
processing |
Orfanidou et
al. (in press), Ann et al. (2009) |
慈薇 |
|
3/25 |
Morphological
processing |
Gagné et al. (2009) |
昱光 |
|
4/1 |
Phonological
development |
Edwards et al. (2004) |
伊玲 |
|
4/8 |
Second
language processing |
Lemhöfer et al. (2008) |
鈺婷 |
|
4/15 |
Learning theory |
Petersson et al. (2004) |
慈薇 |
|
4/22 |
Innateness |
Legate
& Yang (2002), Ambridge et al. (2008) |
昱光 |
|
*4/29 |
Discuss paper topics |
|
|
|
5/6 |
Neurolinguistics |
Solomyak & Marantz (in press) |
James |
|
5/13 |
L2 II: age
effects |
Munro & Mann (2005) |
鈺婷 |
|
5/20 |
L2 III: articulatory effects |
Munro &
Derwing (2001) |
伊玲 |
|
5/27 |
Gesture II |
Beattie & Coughlan
(1999) |
偉傑 |
|
6/3 |
Sentence
processing II |
Sprouse, Wagers, & Phillips (2010). |
昱光 |
|
6/10 |
Phonological processing
II |
Malins & Joanisse (2010, in press) |
慈薇 |
|
*6/17 |
Presentations
[last class] |
|
|
|
*6/25 |
TERM PAPER DUE |
(5 pm in my mailbox) |
|
Possible
readings
Ambridge, B., Rowland, C. F., & Pin, J. M. (2008). Is structure dependence an innate constraint? New experimental evidence from children's complex-question production. Cognitive Science, 32, 222-255.
Ann, J., Myers, J., & Tsay, J. (2009, under review). Lexical and articulatory influences on phonological processing in Taiwan Sign Language. SUNY-Oswego & National Chung Cheng University ms.
Beattie, G., & Coughlan, J. (1999). An experimental investigation of the role of iconic gestures in lexical access using the tip-of-the-tongue phenomenon. British Journal of Psychology, 90, 35-56.
Christianson, K., & Ferreira, F. (2005). Conceptual accessibility and sentence production in a free word order language (Odawa). Cognition, 98, 105-135.
Edwards, J., Beckman, M. E., Munson, B. (2004). The interaction between vocabulary size and phonotactic probability effects on children's production accuracy and fluency in nonword repetition. Journal of Speech, Language, and Hearing Research, 47, 421-436.
Gagné, C. L., Spalding, T. L., Figueredo, L., & Mullaly, A. C. (2009). Does snow man prime plastic snow? The effect of constituent position in using relational information during the interpretation of modifier-noun phrases. The Mental Lexicon, 4 (1), 41-76.
Kita, S. (2009). Cross-cultural variation of speech-accompanying gesture: A review. Language and Cognitive Processes, 24 (2), 145-167.
Krauss, R. M., Chen, Y., & Gottesman, R. F. (2000). Lexical gestures and lexical access: A process model. In D. McNeill (Ed.), Language and gesture (pp. 261-283). New York: Cambridge University Press.
Legate, J. A., & Yang, C. D. (2002). Empirical re-assessment of stimulus poverty arguments. The Linguistic Review, 19, 151-162.
Lemhöfer, K., Dijkstra, T., Schriefers, H., Baayen, R. H., Grainger, J., & Zwitserlood, P. (2008). Native language influences on word recognition in a second language: A megastudy. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34 (1), 12-31.
Malins, J. G., & Joanisse, M. F. (2010, in press). The roles of tonal and segmental information in Mandarin spoken word recognition: An eyetracking study. Journal of Memory and Language.
Morsella, E., & Krauss, R. M. (2004). The role of gestures in spatial working memory and speech. American Journal of Psychology, 117 (3), 411-424.
Munro, M., & Mann, V. (2005). Age of immersion as a predictor of foreign accent. Applied Psycholinguistics, 26, 311-341.
Munro, M. J., & Derwing, T. M. (2001). Modeling perceptions of the accentedness and comprehensibility of L2 speech: The role of speaking rate. Studies in Second Language Acquisition, 23, 451-468.
Orfanidou, E., Adam, R., Morgan, G., & McQueen, J. M. (in press). Recognition of signed and spoken language: Different sensory inputs, the same segmentation procedure. Journal of Memory and Language.
Petersson, K. M., Forkstam, C., & Ingvar, M. (2004). Artificial syntactic violations activate Broca's region. Cognitive Science, 28 (3), 383-407.
Pine, K. J., Bird, H., & Kirk, E. (2007). The effects of prohibiting gestures on children's lexical retrieval ability. Developmental Science, 10 (6), 747-754.
Pothos, Emmanuel M. (2007). Theories of artificial grammar learning. Psychological Bulletin, 33 (2), 227-244.
Solomyak, O., & Marantz, A. (in press). MEG Evidence for early morphological decomposition in visual word recognition: A single-trial correlational MEG study. Journal of Cognitive Neuroscience.
Sprouse, J., Wagers, M., & Phillips, C. (2010). A test of the relation between working memory capacity and syntactic island effects. U. California - Irvine, U. California - Santa Cruz, U. Maryland - College Park ms.
Zhou, X., & Marslen-Wilson, W. (1997). The abstractness of phonological representation in the Chinese mental lexicon. In H.-C. Chen (Ed.) Cognitive processing of Chinese and related Asian languages (pp. 3-26). Hong Kong: The Chinese University Press.