Psycholinguistics Seminar
心理語言學專題討論
Spring 2021 Monday 14:10-17:00 文學院 (Humanities) 413
編號 (Course code number): 1309400
UPDATED 2021/5/4
Me:
James Myers (麥傑)
Office: 文學院247
Tel: x31506
Email: Lngmyers at the university address
Office hours: Wednesday 10:00-noon, 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, and conduct their own original psycholinguistic research. No prior experience with psycholinguistics is necessary.
Grading:
10% Class participation
40% Leading discussion
10% Presentations (6/7)
40% Term paper (due 6/15)
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. Send your questions to me (and only me) by 11 am on class day, so I can bring them to class and project them for all to see, to make sure that nobody can “practice” them ahead of time - we want our discussion to be spontaneous!
By the middle of the semester (officially 5/3, 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 (6/7), you’ll give a conference-style presentation about your research: depending on the number of students, it may be about 15 minutes for the presentation plus 10 minutes for discussion. The paper is due a week later (6/15) as a PDF emailed to me by 5 pm. The paper should be about 10-20 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
* marks due dates for things relating to your paper
|
Week |
Topic/Activity |
Readings |
Leaders |
|
2/22 |
Psycholinguistics overview |
Myers (2017) |
Myers |
|
3/1 |
NO CLASS (228 long weekend) |
|
|
|
3/8 |
Evolutionary basis for human language |
Ferrigno
et al. (2020) |
宋偉誠 |
|
3/15 |
Language and consciousness |
Foxwell et al. (2020) |
孫紹華 |
|
3/22 |
Emergence of grammar |
Edwards & Brentari (2020) |
劉家瑜 |
|
3/29 |
Mathematical constraints on language |
Gibson et al. (2019) |
胡秋莊 |
|
4/5 |
NO CLASS (spring break) |
|
|
|
4/12 |
Modeling English phonology |
Mousikou et al. (2017) |
李紅 |
|
4/19 |
Modeling Chinese phonology |
Zhang (2019) |
許婉儀 |
|
4/26 |
Characters, vision, and memory |
Zimmer & Fischer (2020) |
黃柏禎 |
|
5/3 |
*Discuss paper topics |
|
|
|
5/10 |
Your choice |
Zamuner et al. (2016) |
劉家瑜 |
|
5/17 |
Your choice |
Chen & Yeh (2015) |
宋偉誠 |
|
5/24 |
Your choice |
Hsiung et al. (2017) |
許婉儀 |
|
5/31 |
Your choice |
Jeong (2018) |
李紅 |
|
6/7 |
*Presentations [last class] |
|
|
|
6/15 |
*TERM PAPER DUE |
|
|
Readings
Chen, Y. C., & Yeh, S. L. (2015). Binding radicals in Chinese character recognition: Evidence from repetition blindness. Journal of Memory and Language, 78, 47-63.
Edwards, T., & Brentari, D. (2020). Feeling phonology: The conventionalization of phonology in protactile communities in the United States. Language, 96(4), 819-840.
Ferrigno, S., Cheyette, S. J., Piantadosi, S. T., & Cantlon, J. F. (2020). Recursive sequence generation in monkeys, children, US adults, and native Amazonians. Science Advances, 6(26), eaaz1002. [Plus optional supplements]
Foxwell, J., Alderson-Day, B., Fernyhough, C., & Woods, A. (2020). ‘I’ve learned I need to treat my characters like people’: Varieties of agency and interaction in writers’ experiences of their characters’ voices. Consciousness and Cognition, 79, 102901.
Gábor, A., Gácsi, M., Szabó, D., Miklósi, Á., Kubinyi, E., & Andics, A. (2020). Multilevel fMRI adaptation for spoken word processing in the awake dog brain. Scientific Reports, 10(1), 1-11. [Plus optional supplements]
Gibson, E., Futrell, R., Piantadosi, S. P., Dautriche, I., Mahowald, K., Bergen, L., & Levy, R. (2019). How efficiency shapes human language. Trends in cognitive sciences, 23(5), 389-407.
Hsiung, H. Y., Chang, Y. L., Chen, H. C., & Sung, Y. T. (2017). Effect of stroke-order learning and handwriting exercises on recognizing and writing Chinese characters by Chinese as a foreign language learners. Computers in Human Behavior, 74, 303-310.
Jeong, K. O. (2018). Developing EFL learners’ communicative competence through multimedia-assisted language learning. Journal of Theoretical & Applied Information Technology, 96(5), 1369-1376.
Mousikou, P., Sadat, J., Lucas, R., & Rastle, K. (2017). Moving beyond the monosyllable in models of skilled reading: Mega-study of disyllabic nonword reading. Journal of Memory and Language, 93, 169-192. [Plus optional supplements]
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.
Ross, M., Xun, W. E., & Wilson, A. E. (2002). Language and the bicultural self. Personality and Social Psychology Bulletin, 28(8), 1040-1050.
Shuai, L., Gong, T., & Wu, Y. (2013). Who Is Who? Interpretation of Multiple Occurrences of the Chinese Reflexive: Evidence from Real-Time Sentence Processing. PloS One, 8(9), e73226.
Yang, R., & Wang, W. S. Y. (2018). Categorical perception of Chinese characters by simplified and traditional Chinese readers. Reading and Writing, 31(5), 1133-1154.
Zhang, J. (2019). Speakers treat transparent and opaque alternation patterns differently: Evidence from Chinese tone sandhi. In 36th West Coast Conference on Formal Linguistics (pp. 22-40). Cascadilla Proceedings Project.
Zimmer, H. D., & Fischer, B. (2020). Visual working memory of Chinese characters and expertise: The expert’s memory advantage is based on long-term knowledge of visual word forms. Frontiers in Psychology, 11, 516. [Plus optional supplements]
Zamuner, T. S., Morin-Lessard, E., Strahm, S., & Page, M. P. (2016). Spoken word recognition of novel words, either produced or only heard during learning. Journal of Memory and Language, 89, 55-67.