Course Information
SchoolEnglish Language and Literature
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
Course ID600007239

Programme of Study: 2018-2019

Registered students: 3
OrientationAttendance TypeSemesterYearECTS
KORMOSElective CoursesWinter/Spring-6

Class Information
Academic Year2019 – 2020
Class PeriodSpring
Instructors from Other Categories
Weekly Hours3
Total Hours39
Class ID
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
Required Courses
Learning Outcomes
By the end of this course students: 1. should have a firm grasp of the methodology used to investigate more and less subconscious/implicit processes underlying language perception and production 2. should be able to discuss (and, more importantly, reconcile) the claims made by opposing camps as to whether language is an autonomous system of cognition or a highly interactive one 3. will become sensitive to issues of language use and how these inform linguistic theory 4. will become familiar with methodology of research in language production and comprehension 5. should be more confident in studying and discussing original research articles that investigate models of language production and perception
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The course offers an introduction to the architectures and mechanisms behind our ability to speak and understand language. Basic models of written and spoken language processing as well as some language production models are presented. Topics discussed include visual and spoken word recognition, sentence processing mainly focusing on the effects of context on lexical and structural ambiguity resolution, and oral and written language production and comprehension conditioned at the language interfaces. Within the same context, modular and interactive views of language production and comprehension will be distinguished as well as advantages and disadvantages of viewing the syntactic component as operating independently of conceptual and phonological factors. Finally, special attention will be given to how models of language production and comprehension may be informed by language processing patterns in disordered populations, including children with neurodevelopmental language disorders and adults with acquired language disorders.
word recognition, sentence processing, language interfaces, oral and written language, non-typical/disordered populations
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • Interactive excersises
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Use of power point presentations in Course Teaching Use of e-class with lecture slides, notes and articles Use of e-mail in Communication with Students Use of sis.auth - Student Information System in Student Assessment
Course Organization
Reading Assigment1004
Student Assessment
Student Assessment methods
  • Written Exam with Extended Answer Questions (Summative)
Additional bibliography for study
Harley, T. A. (2007). The Psychology of Language: From Data to Theory (3rd ed.). Psychology PressBock, K., & & Levelt, W. (1994). Language production. Grammatical encoding. In M.A. Gernsbacher (Ed.), Handbook of Psycholinguistics (pp. 945-985). New York: Academic Press. Caramazza, A., Laudanna, A., & Romani, C. (1988). Lexical access and inflectional morphology. Cognition, 28, 297-332. Caramazza, A. & Miozzo, M. (1997). The relation between syntactic and phonological knowledge in lexical access: Evidence from the tip-of-the-tongue phenomenon. Cognition, 64, 309-343. Chang, F., Dell, G.S., Bock, K., & Griffin, Z.M. (2000). Structural priming as implicit learning: A comparison of models of sentence production. Journal of Psycholinguistic Research, 29, 217-230. Clifton, C., Jr., Speer, S., & Abney, S. (1991). Parsing arguments: Phrase structure and argument structure as determinants of initial parsing decisions. Journal of Memory and Language, 30, 251-271. Frazier, L., & Rayner, K. (1982). Making and correcting errors during sentence comprehension: Eye movements in the analysis of structurally ambiguous sentences. Cognitive Psychology, 14, 178-210. Kennison, S. M. (2001). Limitations on the use of verb information during sentence comprehension. Psychonomic Bulletin & Review, 8, 132-138. Levelt, W.J.M. (1989). Speaking: From intention to articulation. Cambridge: MIT Press. Levelt, W.J.M., Roelofs, A., & Meyer, A.S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22, 1-75. MacDonald, M.C. (1994). Probabilistic constraints and syntactic ambiguity resolution. Language and Cognitive Processes, 9, 157-201. MacDonald, M.C., Pearlmutter, N.J., & Seidenberg, M.S. (1994). Lexical nature of syntactic ambiguity resolution. Psychological Review, 101, 676-703. Pickering, M.J. & Branigan, H.P. (1998). The representation of verbs: Evidence from syntactic priming in language production. Journal of Memory and Language, 39, 633-651. Pickering, M.J., Traxler, M.J., & Crocker, M.W. (2000). Ambiguity resolution in sentence processing: Evidence against frequency-based accounts. Journal of Memory and Language, 43, 447-475. Spivey, M.J., & Marian, V. (1999). Cross talk between native and second languages: Partial activation of an irrelevant lexicon. Psychological Science, 10, 281-284. Spivey, M.J., Tanenhaus, M., Eberhard, K. M., & Sedivy, J. C. (2001). Eye movements and spoken language comprehension: Effects of visual context on syntactic ambiguity resolution. Cognitive Psychology. Taft, M., & Forster, K.I. (1975). Lexical storage and retrieval of prefixed words. Journal of Verbal Learning and Verbal Behavior, 14, 638-647. Tanenhaus, M.K., & Trueswell, J.C. (1995). Sentence comprehension. In J. Miller & P. Eimas (Eds.), Handbook of perception and cognition: Speech, language, and communication, Second Edition (Vol. 11, pp. 217-262). San Diego: Academic Press.
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