PS935-7-SP-CO:
Neurocognition of Human Interaction
2023/24
Psychology
Colchester Campus
Spring
Postgraduate: Level 7
Current
Monday 15 January 2024
Friday 22 March 2024
15
06 November 2023
Requisites for this module
(none)
(none)
(none)
(none)
(none)
MSC C85512 Cognitive Neuroscience and Neuropsychology,
MPHDC85548 Psychology with Cognitive Neuroscience and Neuropsychology,
MPHDC85584 Psychology with Cognitive Neuroscience and Neuropsychology,
PHD C85548 Psychology with Cognitive Neuroscience and Neuropsychology,
PHD C85584 Psychology with Cognitive Neuroscience and Neuropsychology,
MSCIC999 Psychology with Cognitive Neuroscience,
MSCICA98 Psychology with Cognitive Neuroscience (Including Placement Year),
MSCICA99 Psychology with Cognitive Neuroscience (Including Year Abroad)
One of the fastest moving areas in the field of cognitive neurocience is the study of the neurocognition of language and human interaction more broadly. This module provides an advanced introduction to major contemporary topics in the field.
The module will introduce different neuroscience methodologies used to study human interactions in the brain but will pay special attention to electro-physiological measurements that have proven to be very effective in studying the neurocognitive architecture underlying the comprehension of interactions. Relevant theories and research findings will be critically analysed in the weekly seminar-style sessions.
The aims of this module are:
- To provide students with an understanding of the neurocognitive processes underlying human communication.
- To introduce students to a range of research findings within the field of human interactions, which will enable them to understand how complex psycholinguistic processes may be represented in the brain.
By the end of this module, students will be expected to have acquired:
- An advanced knowledge and understanding of neurocognitive theories of human interaction components.
- Demonstrate a thorough understanding how specific language functions can be tied to particular neural correlates.
- An ability to deploy advanced research skills including the use of scientific databases.
- An ability to deploy advanced writing skills following conventions for academic writing.
Students are expected to read journal articles that describe experimental paradigms and theoretical (re)views of topics in Neurocognition of Human Interaction research. Attendance at seminars, effective note-taking, and prepared readings will be essential to successfully complete this module.
This module will be delivered via:
-
Männel, C. (2008) ‘The Method of Event-Related Brain Potentials in the Study of Cognitive Processes: A Tutorial’, in A.D. Friederici and G. Thierry (eds)
Early Language Development: Bridging Brain and Behaviour. Amsterdam, NL: John Benjamins, pp. 1–22. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=229746&site=ehost-live&ebv=EB&ppid=pp_1.
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Steinhauer, K. and Connolly, J.F. (2008) ‘Event-Related Potentials in the Study of Language’, in B. Stemmer and H.A. Whitaker (eds)
Handbook of the Neuroscience of Language. London, UK: Academic Press, pp. 91–104. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=230896&site=ehost-live&ebv=EB&ppid=pp_91.
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Osterhout, L., Kim, A. and Kuperberg, G.R. (2012) ‘The Neurobiology of Sentence Comprehension’, in M. Spivey, M. Joanisse, and K. McRae (eds)
The Cambridge Handbook of Psycholinguistics. Cambridge, UK: Cambridge University Press, pp. 365–389. Available at:
https://doi.org/10.1017/CBO9781139029377.019.
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Van Heuven, W.J.B. and Dijkstra, T. (no date) ‘Language Comprehension in the Bilingual Brain: fMRI and ERP Support for Psycholinguistic Models’,
Brain Research Reviews, 64(1), pp. 104–122. Available at:
https://doi.org/10.1016/j.brainresrev.2010.03.002.
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Abutalebi, J., Cappa, S.F. and Perani, D. (2005) ‘What Can Functional Neuroimaging Tell Us About the Bilingual Brain?’, in J.F. Kroll and A.M.B. de Groot (eds)
Handbook of Bilingualism: Psycholinguistic Approaches. Oxford, UK: Oxford University Press, pp. 497–515. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=176896&site=ehost-live&ebv=EB&ppid=pp_497.
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Emmorey, K. and Lee, B. (no date) ‘The Neurocognitive Basis of Skilled Reading in Prelingually and Profoundly Deaf Adults’,
Language and Linguistics Compass, 15(2). Available at:
https://doi.org/10.1111/lnc3.12407.
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Gutierrez-Sigut, E., Vergara-Martínez, M. and Perea, M. (no date) ‘Early Use of Phonological Codes in Deaf Readers: An ERP Study’,
Neuropsychologia, 106, pp. 261–279. Available at:
https://doi.org/10.1016/j.neuropsychologia.2017.10.006.
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Kotz, S.A. and Paulmann, S. (no date) ‘Emotion, Language, and the Brain’,
Language and Linguistics Compass, 5(3), pp. 108–125. Available at:
https://doi.org/10.1111/j.1749-818X.2010.00267.x.
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Paulmann, S. and Pell, M.D. (no date) ‘Contextual Influences of Emotional Speech Prosody on Face Processing: How Much is Enough?’,
Cognitive, Affective, & Behavioral Neuroscience, 10(2), pp. 230–242. Available at:
https://link-springer-com.uniessexlib.idm.oclc.org/article/10.3758/CABN.10.2.230.
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Paulmann, S., Seifert, S. and Kotz, S.A. (2010) ‘Orbito-Frontal Lesions Cause Impairment During Late but Not Early Emotional Prosodic Processing’,
Social Neuroscience, 5(1), pp. 59–75. Available at:
https://doi.org/10.1080/17470910903135668.
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Zougkou, K., Weinstein, N. and Paulmann, S. (no date) ‘ERP Correlates of Motivating Voices: Quality of Motivation and Time-Course Matters’,
Social Cognitive and Affective Neuroscience, 12(10), pp. 1687–1700. Available at:
https://doi.org/10.1093/scan/nsx064.
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Paulmann, S., Weinstein, N. and Zougkou, K. (no date) ‘Now Listen to This! Evidence From a Cross-Spliced Experimental Design Contrasting Pressuring and Supportive Communications’,
Neuropsychologia, 124, pp. 192–201. Available at:
https://doi.org/10.1016/j.neuropsychologia.2018.12.011.
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 |
Presentation |
|
12.5% |
| Coursework |
Essay |
|
87.5% |
| Exam |
Main exam: Remote, Open Book, 24hr during Summer (Main Period)
|
| Exam |
Reassessment Main exam: Remote, Open Book, 24hr during September (Reassessment Period)
|
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
Prof Silke Paulmann, email: paulmann@essex.ac.uk.
Silke Paulmann
contact by email: paulmann@essex.ac.uk
Yes
Yes
Yes
Dr Alexander Jones
Middlesex University
Senior lecturer
Available via Moodle
Of 20 hours, 14 (70%) hours available to students:
6 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s), module, or event type.
Psychology
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