Psyholinguistics

Objectives of the course

Introduction into psycholinguistics, its aims, scope, methods, main questions, main developments, and possible directions for individual research.

Prerequisites

In order to successfully participate in in-class discussions and to follow the lectures, the student should take the introductory linguistic courses. This course is related to other courses in the Language curriculum.

Assessment methods

Attending lectures, a term paper, active participation in in-class discussions.

Course contents

Psycholinguistics studies the psychological (and neurological) aspects of human language. The students will study the main psychological and neurological models of language constructed on the basis of the study of language evolution, language acquisition, language processing and language faculty of various speakers with various neurological malfunctions (aphasia etc.). We'll also talk about the way various computational models of neural networks and brain imaging influences the way we perceive cognitive processes like concept creation, language, memory, and thought.

Material discussed in lectures also forms the main part of recitations, where more time and care is devoted to the main issues. Emphasis is given to practical knowledge and actual analysis of language data.

Recommended reading

• Bock, K., & Levelt, W. (1994). “Language Production: Grammatical Encoding”. In: M. A. Gernsbacher (Ed.), Handbook of Psycholinguistics. San Diego, CA: Academic Press, Inc.
• Caramazza, A., & Zurif, E. (1976). “Dissociation of Algorithmic and Heuristic Processes in Language Comprehension: Evidence from Aphasia”. Brain and Language, 3, pp. 572-582.
• Carroll, D.W. (1994). Psychology of Language (4th edition) Pacific Grove: Brooks/Cole Publishing Co.
• Chomsky, Noam (1959). “A Review of B. F. Skinner's Verbal Behavior” in Language, 35, No. 1, 26-58.
• Field, J. (2004). Psycholinguistics: The Key Concepts. New York: Routledge.
• Gibson, E., & Pearlmutter, N. (2000). “Distinguishing Serial and Parallel Parsing”. Journal of Psycholinguistic Research. Vol. 29(2), pp. 231-240. Kluwer Academic, US.
• Grodzinsky, Y. (2000). “The Neurology of Syntax: Language Use Without Broca's Area”. Behavioral and Brain Sciences, 23.1, pp. 1-71.
• Rosch, E. (2002). “Principles of Categorization”. In Levitin, D. J. (Ed), Foundations of Cognitive Psychology: Core Readings, pp. 251-270. Cambridge,
• Warrington, E.K. & Shallice, T. (1984). “Category-Specific Semantic Impairment”. Brain, 107, pp. 829-853. MA, US: MIT Press.