Psychology 525: Psycholinguistics
Fall 2002
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Class meeting time: first class W 1 p.m., Sewall 462, subsequent courses TBA. Instructor: Dr. Randi Martin Ofc: Sewall A, x3417 Email: rmartin@rice.edu This course takes a cognitive approach to the study
of language production and comprehension. The course will cover the study
of speech perception, reading, syntax, meaning, bilingualism, language
and thought,, language development, and language Requirements: The first half of the course will be a lecture/discussion format covering basic material in the psychology of language. A midterm exam will be given covering this material. The second half of the course will be a seminar format, with individual students being in charge of assigning readings and leading the discussion for that week. Students should assign about 3 papers for the class to read. Students will also do a research project on a topic related to that covered during the session in which they lead the class. A paper on the project will be turned in at the end of the semester. Grading will be based on the following: 33% midterm exam 33% research project and paper 33% class participation, including performance when leading the class Research Project Students will work individually on a research project. The research project can involve either carrying out an experiment or doing library research (i.e.,doing research for a typical term paper). If you choose to do an experiment, you need to start working on your project early, as experiments always take longer than you expect. Each student will turn in a written report of his or her project. The project must be written up in American Psychological Association Publication Manual format. |
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The textbook is: Harley, T. (2001). The Psychology of Language: From Data to Theory, 2nd ed. New York: Taylor & Francis. Chapters listed below without an author name are from the text. This book will be supplemented by additional readings which will be available in the file cabinet outside Dr. Martin's office. Some additional readings are listed below by the author's last name. |
| Date (Week of |
Topic |
Readings |
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Aug. 26 |
Introduction |
Chap. 1-2 overheads |
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Sept. 3 |
Biological bases/Language Development |
Chap. 3-4, Altmann pp. 10-53 slides: phon & semantics, syntax |
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Sept 9 |
Reading |
Chap. 6, Appendix (pp. 411-415) Rayner. Slide: visual recog. |
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Sept. 16 |
Reading cont. Spoken word recognition |
Chap. 7, 8 |
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Sept. 23 |
word meaning sentnce comprehension |
Chap. 10 Chap. 9 Burgess, |
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Sept. 30 |
Discouse comprehenion Language production |
Chap. 11, Gernsbacher Chap, 12 , Griffin & Bock |
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Oct. 7 |
Structure of language. system Bilingualism
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Chap. 13, Martin, Lesch & Bartha Chap. 5, Heredia
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Oct. 14 |
Midterm exam |
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Oct. 21 |
student presentation |
tba |
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Oct. 28 |
student presentation |
tba |
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Nov. 4 |
student presentation |
tba |
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Nov. 11 |
student presentation |
tba |
| Nov. 18 | student presentation | tba |
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Nov. 25 |
student presentation |
tba |
| Dec. 2 | student presentation | tba |
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Dec. 18, 5 p.m. |
Papers due |
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Additional Readings Altmann, G. (1997). The Ascent of Babel. New York: Oxford University Press. Corina, D. (1998). Studies of neural processing in deaf signers: Toward a neurocognitive model of language processing in the deaf. J. of Deaf Studies and Deaf Education, 3, 35-48. Ellis, A. (1993). Reading, writing and dyslexia: a cognitive anallysis. Hillsdale, NJ: Erlbaum. Gernsbacher, M. A. (1990). Language comprehension as structure building. Hillsdale, N. J.: Erlbaum. Heredia, R. (1997). Bilingual memory and hierarchical models: A case for language dominance. Current Directions in Psychological Science, 6, 34-39. Martin, R., &Lesch, M., & Bartha, M. (1999). Independence of input and output phonology in word processing and short-term memory. J. of Memory and Language, 41, 3-29. |