| Title | ΨΥΧΟΓΛΩΣΣΟΛΟΓΙΑ: ΜΟΝΤΕΛΑ ΠΑΡΑΓΩΓΗΣ ΚΑΙ ΚΑΤΑΝΟΗΣΗΣ ΤΟΥ ΛΟΓΟΥ / PSYCHOLINGUISTICS: MODELS OF LANGUAGE PRODUCTION AND LANGUAGE COMPREHENSION |
| Code | Γλ4-437 |
| Faculty | Philosophy |
| School | English Language and Literature |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Common | No |
| Status | Active |
| Course ID | 600007239 |
Programme of Study: 2018-2019
Registered students: 3
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | Winter/Spring | - | 6 |
| Academic Year | 2019 – 2020 |
| Class Period | Spring |
| Instructors from Other Categories |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600148378
|
Class Schedule
| Building | School of Modern Greek |
| Floor | Groundfloor |
| Hall | ΑΙΘΟΥΣΑ 112 (111) |
| Calendar | Friday 16:00 to 18:30 |
Course Category
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600148378
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- English (Instruction, Examination)
Prerequisites
Required Courses
- Γλ4-337 INTRODUCTION TO PSYCHOLINGUISTICS
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.
Keywords
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
Description
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
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 50 | 2 | |||
| Reading Assigment | 100 | 4 | |||
| Total | 150 | 6 |
Student Assessment
Student Assessment methods
- Written Exam with Extended Answer Questions (Summative)
Bibliography
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.
Last Update
11-02-2020