Advanced Psycholinguistics
高級心理語言學
Fall
2011
Friday 9:10-12:00 文學院412
編號:
1307560
UPDATED 2011/12/2
Spring 2010 Psycholinguistics Seminar
Spring
2009 Introductory Psycholinguistics
List of
pre-2009 Chinese psycholinguistics papers
Me:
James Myers (麥傑)
Office: 文學院247
Tel: 31506
Email: Lngmyers at you-know-where
Web: http://www.ccunix.ccu.edu.tw/~lngmyers/
Office hours: Thursday 3-5 pm, or by appointment
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
40% Term paper
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 help us to address the most important issues in the paper. 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, and in fact, the more you inspire other people to say interesting things, the better.
By the middle of the semester, 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, you'll give a conference-style presentation about your research. The paper is due a week later 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 may be changes along the way, even in the first half of the semester....)
|
Week |
Topic/Activity |
Readings |
Leader |
|
|
9/16 |
NO CLASS (James at conference) |
|
|
|
|
9/23 |
Review of psycholinguistics |
|
|
|
|
9/30 |
Offline and online syntax tasks |
Bresnan & Ford (2010) |
Myers |
|
|
10/7 |
Phonotactics vs. neighborhoods |
Hoover et al. (2010) |
張佑竹 |
|
|
10/14 |
Chinese characters |
Hsu et al. (2011) |
徐子平 |
|
|
10/21 |
Linguistic relativity |
Boroditsky
et al. (2011) |
羅佳雯 |
|
|
10/28 |
Compound processing |
Chung et al. (2010) |
吳昌豫 |
|
|
11/4 |
Aging and language processing |
Tyler et al. (2010) |
吳昌豫 |
|
|
11/11 |
Phonological processing |
Finley (2011) |
張佑竹 |
|
|
11/18 |
Syntactic processing |
Martin & McElree (2011) |
羅佳雯 |
|
|
11/25 |
Discuss paper topics |
Discuss |
|
|
|
12/2 |
Individual
study |
|
|
|
|
12/9 |
Syntactic
judgment methodology |
Sprouse & Almeida (2011) |
羅佳雯 |
|
|
12/16 |
Processing
unaccusatives |
Fukuda
& Sprouse (2010) |
吳昌豫 |
|
|
12/23 |
Processing
syntactic gaps |
Ng (2008) |
徐子平 |
|
|
12/30 |
Neighborhood
density & Weird stuff |
De
Cara & Goswami (2003) Aveyard (in press) |
張佑竹 徐子平 |
|
|
1/6 |
Presentations [last class] |
|
|
|
|
1/13 |
TERM PAPER DUE |
|
|
|
Readings
Aveyard, M. E. (in press). Some consonants sound curvy: Effects of sound symbolism on object recognition. Memory & Cognition.
Boroditsky, L., Fuhrman, O., & McCormick, K. (2011). Do English and Mandarin speakers think about time differently? Cognition, 18, 123-129.
Bresnan, J., & Ford, M. (2010). Predicting syntax: Processing dative constructions in American and Australian varieties of English. Language, 86 (1), 168-213.
Chung, K. K. H., Tong, X., Liu, P. D., McBride-Chang, C., & Meng, X. (2010). The processing of morphological structure information in Chinese coordinative compounds: An event-related potential study. Brain Research, 1352, 157-166.
De Cara, B.,
& Goswami, U. (2003). Phonological neighbourhood density: Effects in a rhyme awareness
task in five-year-old children. Journal of Child
Language, 30, 695-710.
Drumm, A. M., & Klin, C. M. (2011). When story characters communicate: Readers' representations of characters' linguistic exchanges. Memory & Cognition, 39 (7), 1348-1357.
Finley, S. (2011). The privileged status of locality in consonant harmony. Journal of Memory and Language, 65, 74-83.
Fukuda, S.,
& Sprouse, J. (2010). Experimental evidence in
the unaccusativity debate: Variable behavior verbs in
Japanese suggest distinct underlying syntactic structures. University of Hawai’i at Manoa and University
of California, Irvine ms.
Hoover, J. R., Storkel, H. L., & Hogan, T. P. (2010). A cross-sectional comparison of the effects of phonotactic probability and neighborhood density on word learning by preschool children. Journal of Memory and Language, 63, 100-116.
Hsu, C.-H., Lee, C.-Y., & Marantz, A. (2011). Effects of visual complexity and sublexical information in the occipitotemporal cortex in the reading of Chinese phonograms: A single-trial analysis with MEG. Brain & Language, 117, 1-11.
Huang, H.-W., Lee, C.-Y., Tsai, J.-L., & Tzeng, O. J.-L. (2011). Sublexical ambiguity effect in reading Chinese disyllabic compounds. Brain & Language, 117, 77-87.
Huang, Y.-C.,
& Kaiser, E. (2008). Investigating filler-gap dependencies in Chinese topicalization. In M. K. M. Chan & H. Kang (Eds.) Proceedings of the 20th North American
Conference on Chinese Linguistics (NACCL-20), volume
2 (pp. 927-941). Columbus, Ohio: The Ohio State University.
January, D., & Kako, E. (2007). Re-evaluating evidence for linguistic relativity: Reply to Boroditsky (2001). Cognition, 104, 417-426.
Kemper, S., Schmalzried, R., Herman, R., Leedahl, S., & Mohankumar, D. (2009). The effects of aging and dual task demands on language production. Aging, Neuropsychology, and Cognition, 16, 241-259.
Liu, C., Zhang, W.-T., Tang, Y.-Y., Mai, X.-Q., Chen, H.-C., Tardif, T., & Luo, Y.-J. (2008). The Visual Word Form Area: Evidence from an fMRI study of implicit processing of Chinese characters. NeuroImage, 40, 1350-1361.
Martin, A. E., & McElree, B. (2011). Direct-access retrieval during sentence comprehension: Evidence from Sluicing. Journal of Memory and Language, 64, 327-343.
Ng, S. (2008).
An active gap strategy in the processing of filler-gap dependencies in Chinese.
In M. K. M. Chan & H. Kang (Eds.) Proceedings
of the 20th North American Conference on Chinese Linguistics (NACCL-20), volume 2 (pp. 943-957). Columbus, Ohio: The Ohio
State University.
Saalbach, H., & Imai, M. (2007). Scope of Linguistic Influence: Does a Classifier System Alter Object Concepts? Journal of Experimental Psychology: General, 136 (3), 485-501.
Schweppe, J., Grice, M., & Rummer, R. (2011). What models of verbal working memory can learn from phonological theory: Decomposing the phonological similarity effect. Journal of Memory and Language, 64, 256-269.
Sprouse, J.,
& Almeida, D. (2011). Power in acceptability judgment experiments and the
reliability of data in syntax. University of California, Irvine, and Michigan
State University ms.
Tyler, L. K., Shafto, M. A., Randall, B., Wright, P., Marslen-Wilson, W. D., Stamatakis, E. A. (2010). Preserving syntactic processing across the adult life span: The modulation of the frontotemporal language system in the context of age-related atrophy. Cerebral Cortex, 20 (2), 352-364.