LG358-6-AU-CO:
Language and the Mind
2023/24
Language and Linguistics
Colchester Campus
Autumn
Undergraduate: Level 6
Current
Thursday 05 October 2023
Friday 15 December 2023
15
10 October 2023
Requisites for this module
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This module builds on notions and topics approached and developed in psycholinguistics modules in Years 1 and 2. It covers current trends and recent research published on a range of aspects in the field of psycholinguistics, with excursions towards phonology and applied linguistics.
Led by various research active members of the Department, the topics that are covered demonstrate the richness of the experimental methods and enquiries in the field.
You will widen your understanding of how empirical study can advance theories on language acquisition, language processing and language use. This will contribute to a more precise grasp of theories of language processing, representation, learning and use.
You will expand your understanding of psycholinguistics and applied linguistics research. You will discover new topics and methods of investigation.
You will develop and apply your critical thinking skills when discussing scientific papers, in the classroom, in written assignments and during your presentation in front of your peers.
Upon completion of this module, you will:
(i) have gained specific knowledge of current theoretical and methodological issues in psycholinguistics and applied linguistics,
(ii) (ii) be able to understand and assess the contribution of scientific outputs to the scientific community, in psycholinguistics but also in more applied environments,
(iii) be able to gather data and knowledge on a specific topic and present your findings in a lecture-like format.
Syllabus
Topic #1 Phonological/phonetic processing
Week 2: Intro on EEGs (CDL)
Week 3: Using ERPs (MMN) to investigate vowel perception in healthy adults, infants and clinical populations (FC)
Week 4: Lexical processing: do consonants drive lexical access? (CDL)
Topic #2 Language acquisition
Week 5: Deafness and sign language (LL)
Week 6: Aging (LL)
Topic #3 Factors influencing L2 acquisition
Week 7: L2 acquisition and working memory (FC)
Week 8: Anxiety and personality in language learning (KRB)
Week 9: Children's language learning in the classroom (KRB)
Topic #4 Variability in speech input (accent perception and bilingualism)
Week 10: Perception of regional variation: the pre-school years and beyond (EJ) (back up by CDL)
Week 11: Speech perception: how do infants deal with speaker variability? (CDL)
1 x 2hr lecture per week for 10 weeks
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Nefdt, R.M. (2019) ‘The philosophy of linguistics: Scientific underpinnings and methodological disputes’,
Philosophy Compass, 14(12). Available at:
https://doi.org/10.1111/phc3.12636.
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Barrett, L.F. (2009) ‘The Future of Psychology: Connecting Mind to Brain’,
Perspectives on Psychological Science, 4(4), pp. 326–339. Available at:
https://doi.org/10.1111/j.1745-6924.2009.01134.x.
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Friederici, A.D.
et al. (2017) ‘Language, mind and brain’,
Nature Human Behaviour, 1(10), pp. 713–722. Available at:
https://doi.org/10.1038/s41562-017-0184-4.
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Coltheart, M. (1999) ‘Modularity and cognition’,
Trends in Cognitive Sciences, 3(3), pp. 115–120. Available at:
https://doi.org/10.1016/S1364-6613(99)01289-9.
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Robbins, P. (2013) ‘Modularity and mental architecture’,
WIREs Cognitive Science, 4(6), pp. 641–649. Available at:
https://doi.org/10.1002/wcs.1255.
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McClelland, J.L.
et al. (2010) ‘Letting structure emerge: connectionist and dynamical systems approaches to cognition’,
Trends in Cognitive Sciences, 14(8), pp. 348–356. Available at:
https://doi.org/10.1016/j.tics.2010.06.002.
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Fowler, C.A. (1986) ‘An event approach to the study of speech perception from a direct–realist perspective’,
Journal of Phonetics, 14(1), pp. 3–28. Available at:
https://doi.org/10.1016/S0095-4470(19)30607-2.
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Diehl, R.L. and Kluender, K.R. (1989) ‘On the Objects of Speech Perception’,
Ecological Psychology, 1(2), pp. 121–144. Available at:
https://doi.org/10.1207/s15326969eco0102_2.
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Ohala, J.J. (1996) ‘Speech perception is hearing sounds, not tongues’,
The Journal of the Acoustical Society of America, 99(3), pp. 1718–1725. Available at:
https://doi.org/10.1121/1.414696.
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Nearey, T.M. (1990) ‘The segment as a unit of speech perception’,
Journal of Phonetics, 18(3), pp. 347–373. Available at:
https://doi.org/10.1016/S0095-4470(19)30379-1.
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Pitt, M.A. and McQueen, J.M. (1998) ‘Is Compensation for Coarticulation Mediated by the Lexicon?’,
Journal of Memory and Language, 39(3), pp. 347–370. Available at:
https://doi.org/10.1006/jmla.1998.2571.
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Magnuson, J.S.
et al. (2003) ‘Lexical effects on compensation for coarticulation: The ghost of Christmash past’,
Cognitive Science, 27(2), pp. 285–298. Available at:
https://doi.org/10.1207/s15516709cog2702_6.
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McQueen, J. (2003) ‘The ghost of Christmas future: Didn’t Scrooge learn to be good? Commentary on Magnuson, McMurray, Tanenhaus, and Aslin (2003)’,
Cognitive Science, 27(5), pp. 795–799. Available at:
https://doi.org/10.1016/S0364-0213(03)00069-7.
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Magnuson, J. (2003) ‘Lexical effects on compensation for coarticulation: a tale of two systems?’,
Cognitive Science, 27(5), pp. 801–805. Available at:
https://doi.org/10.1016/S0364-0213(03)00067-3.
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McQueen, J.M., Jesse, A. and Norris, D. (2009) ‘No lexical–prelexical feedback during speech perception or: Is it time to stop playing those Christmas tapes?’,
Journal of Memory and Language, 61(1), pp. 1–18. Available at:
https://doi.org/10.1016/j.jml.2009.03.002.
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Taft, M. (1994) ‘Interactive-activation as a framework for understanding morphological processing’,
Language and Cognitive Processes, 9(3), pp. 271–294. Available at:
https://doi.org/10.1080/01690969408402120.
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Baayen, R.H., Dijkstra, T. and Schreuder, R. (1997) ‘Singulars and Plurals in Dutch: Evidence for a Parallel Dual-Route Model’,
Journal of Memory and Language, 37(1), pp. 94–117. Available at:
https://doi.org/10.1006/jmla.1997.2509.
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Rastle, K., Davis, M.H. and New, B. (2004) ‘The broth in my brother’s brothel: Morpho-orthographic segmentation in visual word recognition’,
Psychonomic Bulletin & Review, 11(6), pp. 1090–1098. Available at:
https://doi.org/10.3758/BF03196742.
The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's
reading list.
Assessment items, weightings and deadlines
Coursework / exam |
Description |
Deadline |
Coursework weighting |
Coursework |
Assignment 1 |
|
35% |
Coursework |
Oral Presentation |
|
25% |
Coursework |
Assignment 2 |
|
35% |
Coursework |
Presentation evaluation |
|
5% |
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Dr Charles Redmon, email: c.redmon@essex.ac.uk.
Dr Charles Redmon
c.redmon@essex.ac.uk, Room: 4.127, Number: 2227
Yes
No
Yes
Mr Conrad Hechter Heyns
Goldsmiths, University of London
Director - Centre for Academic Language and Literacies
Available via Moodle
Of 20 hours, 20 (100%) hours available to students:
0 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s), module, or event type.
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