Psycholinguistic(s) Seminar

心理語言學專題討論

Spring 2019        Tuesday 9:10-12:00         文學院 (Humanities) 412

編號 (Course code number): 1309400

 

UPDATED 2019/5/27

 

Other Web resources

 

Me:

James Myers (麥傑)

Office: 文學院247

Tel: x31506

Email: Lngmyers at the university address

Web: http://personal.ccu.edu.tw/~lngmyers/

Office hours: Wednesday 10:00-12:00, or by appointment (made at least 24 hours ahead)

 

Goals:

Students will read and discuss psycholinguistic research involving a variety of methods, languages, and topics (including Chinese characters and sign languages), and conduct their own original psycholinguistic research. No prior experience with psycholinguistics is necessary.

 

Grading:

10% Class participation

40% Leading discussion

10% Presentations (6/11)

40% Term paper (due 6/18)

 

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 a larger context, 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, and in fact, the more you inspire other people to say interesting things, the better.

       By the middle of the semester (officially 5/7, but the earlier the better), you should choose a topic of your own to write about. The only restriction is that it has to use psycholinguistic methods and/or address a language processing hypothesis. 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 (6/11), you’ll give a conference-style presentation about your research: 15 minutes presentation plus 10 minutes discussion. The paper is due a week later (6/18) as a PDF emailed to me by 5 pm. The paper should be about 20 pages, in “English”, with formatting like the real papers we read. I’ll grade them in the usual way (style, logic, theory). (And I can’t believe I have to say this, but hand in your term paper on time and don’t plagiarize, or face potentially serious consequences.)

 

Schedule (there will definitely be changes along the way)

* marks due dates for things relating to your paper

Week	Topic/Activity	Readings	Leaders
2/19	Psycholinguistics overview	Myers (2017)	Myers
2/26	Gestural iconicity	Namy (2008)	Xinhui
3/5	Formal sign rules	Berent et al. (2014)	Rachel
3/12	Iconicity in Chinese characters	Xiao & Treiman (2012)	Kon
3/19	Character decomposition in reading	Liu et al. (2016)	Joanne
3/26	NO CLASS (James at a conference)
4/2	NO CLASS (spring break)
4/9	Character decomposition in writing	Han et al. (2007) Chen & Cherng (2013)	Wenchi Myers
4/16	Interpreting character constituents	Feldman & Siok (1999) Yang & Wu (2014)	Myers Huiru
4/19 (Fri)	Special psycholinguistics talk: “Changes in perceived loudness induced by changes in spoken F0” Jonathan Evans (Academia Sinica) [13:00-15:00, R413]
4/23	Formal character rules	Myers (2016) Sun & Yan (2006)	Pasuya Pasuya
4/30	Modeling character structure	Prün (1994) Li & Zhou (2007)	Prili Meichun
5/7	*Discuss paper topics
5/14	Your choice	Lee & Kalyuga (2011) Chen & Wu (1993)	Joanne Huiru
5/21	Your choice	Kapetangianni (2010) Chang et al. (2012)	Kon Pasuya
5/28	Your choice	Zhang et al. (2019)	Wenchi
			Presentation: Huiru
6/4	Your choice	Frisson & Sandra (2002) Xu et al. (2018)	Rachel Prili
6/11	*Presentations [last class]		Presentations: Joanne Kon Pasuya Prili Rachel Wenchi
6/18	*TERM PAPER DUE

 

Readings

Berent, I., Dupuis, A., & Brentari, D. (2014). Phonological reduplication in sign language: Rules rule. Frontiers in Psychology, 5, Article 560.

Chang, C.-H., Lin, S.-Y., Tsai, M-F., Li, S.-P., Liao, H.-M., & Huang, N. E. (2012). Phonetic component ranking and pronunciation rules discovery for picto-phonetic Chinese characters. Computational Linguistics and Chinese Language Processing, 17(3), 29-44. [In Chinese]

Chen, D.-Y. [陳德祐], & Wu, J.-T. [吳瑞屯] (1993). 中文字頻對形聲字音旁作用的干涉效果 [Frequency of occurrence as a moderator variable on the effect of phonological cue in Chinese character naming]. 中華心理學刊 [Chinese Journal of Psychology], 35(2), 67-74.

Chen, J. Y., & Cherng, R. J. (2013). The proximate unit in Chinese handwritten character production. Frontiers in Psychology, 4, Article 517.

Feldman, L. B., & Siok, W. W. (1999). Semantic radicals contribute to the visual identification of Chinese characters. Journal of Memory and Language, 40(4), 559-576.

Frisson, S., & Sandra, D. (2002). Homophonic forms of regularly inflected verbs have their own orthographic representations: A developmental perspective on spelling errors. Brain and Language, 81(1-3), 545-554.

Han, Z., Zhang, Y., Shu, H., & Bi, Y. (2007). The orthographic buffer in writing Chinese characters: Evidence from a dysgraphic patient. Cognitive Neuropsychology, 24(4), 431-450.

Kapetangianni, K. (2010). Variable word order in child Greek. In M. Anderssen, K. Bentzen, & M. Westergaard (Eds.) Variation in the input: Studies in the acquisition of word order (pp. 179-205). Dordrecht: Springer.

Lee, C. H., & Kalyuga, S. (2011). Effectiveness of on-screen pinyin in learning Chinese: An expertise reversal for multimedia redundancy effect. Computers in Human Behavior, 27(1), 11-15.

Li, J., & Zhou, J. (2007). Chinese character structure analysis based on complex networks. Physica A: Statistical Mechanics and its Applications, 380, 629-638.

Liu, T., Chuk, T. Y., Yeh, S. L., & Hsiao, J. H. (2016). Transfer of perceptual expertise: The case of simplified and traditional Chinese character recognition. Cognitive Science, 40(8), 1941-1968.

Myers, J. (2016). Knowing Chinese character grammar. Cognition, 147, 127-132.

Myers, J. (2017). Psycholinguistics, overview. In R. Sybesma, W. Behr, Y. Gu, Z. Handel, C.-T. J. Huang, & J. Myers (Eds.), Encyclopedia of Chinese language and linguistics, vol. 3 (pp. 473-484). Leiden, Netherlands: Brill.

Namy, L. L. (2008). Recognition of iconicity doesn't come for free. Developmental Science, 11(6), 841-846.

Prün, C. (1994). Validity of Menzerath‐Altmann's law: Graphic representation of language, information processing systems and synergetic linguistics. Journal of Quantitative Linguistics, 1(2), 148-155.

Sun, S. [孙善麟] & Yan, J. [严建雯]. (2006). 结构对称汉字提取特点的研究 [Upon the retrieval of structurally symmetrical Chinese characters]. 宁波大学学报(教育科学版) [Journal of Ningbo University (Educational Science)], 28(2), 39-42.

Xiao, W., & Treiman, R. (2012). Iconicity of simple Chinese characters. Behavior Research Methods, 44(4), 954-960.

Xu, L., Xiong, Q., & Qin, Y. (2018). Research on contextual memorizing of meaning in foreign language vocabulary. World Journal of Education, 8(2), 168-173.

Yang, F.L. [楊馥菱] & Wu, J.T. [吳瑞屯] (2014). 漢字辨識作業中部首相同促發字的形似抑制效果 [Orthographic inhibition between characters with identical semantic radicals in primed character decision tasks]. 中華心理學刊 [Chinese Journal of Psychology], 56(1), 49-63.

Zhang, J., Wu, C., Zhou, T., & Meng, Y. (2019). Cognate facilitation priming effect is modulated by writing system: Evidence from Chinese-English bilinguals. International Journal of Bilingualism, 23(2), 553-566.