DIVISION OF PSYCHOLOGY AND LANGUAGE SCIENCES
PLIN7311 / PLING157 Neurolinguistics
2014/15 Module information sheet1
Name of lecturer: Mr Jamie Williams (ucjujlw@ucl.ac.uk)
Chandler House, Rm 115A
Course description
This course provides an introduction to the neuroscience of language and the role that
linguistic theory plays in this domain. The ultimate goal of neuroscience of language is to
understand how language is represented in the brain, including both where and the
mechanisms engaged. Some background knowledge in the nature of language
representations, anatomy and neuroscientific methods are necessary for reading research
papers in this area. Some basic linguistic knowledge is assumed (see prerequisites)
otherwise we will cover this basic background knowledge throughout the course.
Aims
• Critically read and understand experimental papers on how language is processed and the
underlying brain regions
• Understand and describe recent findings from experimental work on language processing
and the brain considering theoretical linguistics
Learning Objectives
• Identify key anatomical structures relevant to language
• Describe experimental techniques to study language and the brain (i.e., lesion, fMRI,
ERP)
• Compare and contrast advantages and disadvantages of the different experimental
neurological techniques
• Apply theoretical linguistics to the evaluation of experimental designs and results
• Describe and explain key neurolinguistic findings (i.e., phoneme processing, processing
derived words, syntactic processing)
• Describe and critique key neurolinguistic theories (ie, Tree Pruning Hypothesis, Trace
Deletion Hypothesis, Generalized Minimality)
• Relate experimental findings from different areas of language processing
• Make experimental predictions based on neurolinguistic theories
• Design mini experiments to test theoretical predictions
1
Please note that modules are reviewed regularly and content, assessment specifications and other elements
may change from year to year
UCL Division of Psychology and Language Sciences
Chandler House 2 Wakefield St
London WC1N 1PF
Week-by-week summary
Week
Topic
1
INTRODUCTION AND NEUROANATOMY 1
Course overview. What is neurolinguistics? Linking linguistics to the brain. Single neurons, action
potentials and propagation. Neuronal ensembles and Hebb’s postulates.
2
NEUROANATOMY 2 AND IMAGING TECHNIQUES
Macro-level structures relevant to language. Brodmann areas and cortical lobes. Introduction to
the major imaging techniques (fMRI, EEG, MEG, lesion studies, TMS, PET).
3
SPEECH AND SOUNDS
Brain regions engaged in speech perception (fMRI/PET) and evidence for abstract categories
(phonemes) in the brain (MEG)
4
WORDS 1
Lexicon (organization), processes of Lexical Access (electrophysiological data), brain regions
engaged in mapping sounds to meaning (aphasia and fMRI data).
5
WORDS 2
Morphology. Testing Nonderivational vs Derivational Theories with Cognitive Neuroscience
6
SENTENCES 1
An Account for Sentence Production Deficits in Aphasia – Tree Pruning Hypothesis (TPH)
7
SENTENCES 2
An Account for Sentence Comprehension deficits in Aphasia – Trace Deletion Hypothesis (TDH)
8
SENTENCES 3
Sentence Comprehension using fMRI in Normal subjects. Local vs. Non-local Syntax – Broca’s
areas and Anterior Temporal Lobe.
9
CONCEPTUAL SEMANTICS
Semantic Dementia (SD) and Conceptual Knowledge – Anterior Temporal Lobe (ATL). What is
the relation to last week?
10
BILINGUALISM AND SUMMARY
Are multiple languages represented in the brain in the same way/ areas? An overall model for
neurolinguistics? The future of the subject.
Prerequisites
PLIN1201 Introduction to Generative Grammar A or equivalent
Timetable
PLIN7311:
https://cmis.adcom.ucl.ac.uk:4443/timetabling/moduleTimet.do?firstReq=Y&moduleId=PLIN7311
PLING157:
https://cmis.adcom.ucl.ac.uk:4443/timetabling/moduleTimet.do?firstReq=Y&moduleId=PLING157
Teaching methods and backup arrangements
2 hour lecture + 1 hour tutorial. Lecture will utilize PowerPoint slides with periodic multiple
choice questions to assess comprehension. Occasionally videos will be used for
demonstration (ie, Broca’s aphasic speaking). There are two tutorials, one for the BAs and
one for the MAs, given their different backgrounds. The tutorials will be used to cover some
background material that either group lacks but primarily will be used for discussion of
material presented in lecture and in applying knowledge acquired in lecture. The application
may take the form of generating predictions on new data from a theory presented, critiquing
real/fictional experimental designs, discussing similarities/distinctions across theories or
experiments, or group work debating areas of disagreement on a given topic.
Communication
Email is the best method of communication. I should respond within 24hr. Depending on the
nature of the question (ie, requiring a lengthy discussion of material), I might suggest a
meeting.
Workload
Students are expected to spend 5-7hr/week on private reading.
Online resources
Moodle page available at https://moodle.ucl.ac.uk/course/view.php?id=13145.
Basic texts
Primary research articles will be available via Moodle.
Information for intercollegiate and interdepartmental students
This module is available for students on other degree programmes, numbers permitting.
Interdepartmental students registered at UCL should register for the course on Portico.
Intercollegiate students should contact Stefanie Anyadi (s.anyadi@ucl.ac.uk) for a
registration form. Interdepartmental and intercollegiate students with a disability requiring
additional support should contact the lecturer or Stefanie as soon as possible.
Assessment
PLIN7311 (undergraduates) and PLING157 (Masters)
The module has a two part assessment.
 One essay (1,000 words) 25.00%: 1 page response to 1-2 questions (multiple parts)
regarding lecture material and 1 page summary of an assigned article to read. To be
submitted through moodle, deadline: 5 November 2015.
 Unseen two-hour written examination (75.00%): The final exam, provisionally
scheduled 20 January 2016, will be part multiple choice, part long answer (similar in
style to the homework assignment).
PLIN7311A (Term 1 affiliates)
The module has a two part assessment.
 One essay (1,000 words) 25.00%: 1 page response to 1-2 questions (multiple parts)
regarding lecture material and 1 page summary of an assigned article to read. To be
submitted through moodle, deadline: 5 November 2015.
 One essay (2500 words) 75.00%: To be submitted through moodle, deadline: 08
January 2016.
Your grade on both the exam and coursework will reflect both the accuracy of the content of
your response and the clarity of expression.
Citing of sources: Students are expected to have familiarised themselves with the plagiarism
guidelines on the Moodle page for this module.
Feedback
See below for information on how feedback will be provided.
Transferable skills
See below for information on the transferable skills you can acquire by studying this module.
Feedback Mechanisms
Types of Feedback (categorised into feedback areas)
For those responses you tick, further details may be provided in the
relevant box below (optional)
GENERIC TUTOR FEEDBACK
Oral feedback is given to the whole class (e.g. this may be about
coursework done, a task completed in-class, or an online task)
Further details:
Feedback will be provided after students answer multiple choice
questions in lecture.
Feedback will also be provided on the written assignment.
Electronic feedback to the whole group (e.g. see oral feedback above)
Further details:
Printed feedback to the whole group (e.g. answers to an exercise done in
class, feedback relating to general performance on coursework or a task
etc.)
Further details:
Written feedback will be provided on the individual homework
assignments.
Coverage of topics in class which have been raised by members of the
class (e.g. in areas where students ask for clarification/elaboration, these
topics are addressed in class)
Further details:
Questions raised by students via email or in tutorial that relate to
misunderstanding or clarification will be covered in class or via moodle
forum (depending on nature of response).
This type of
feedback is
provided for
this module
( all that
apply)



Electronic responses to the whole group via the VLE or via email (e.g.
sending replies to individual queries to the whole group)
Further details:
Other generic tutor feedback (please give details)
Further details:
AUTOMATED FEEDBACK
Tests / quizzes within VLE These are tests which do not count towards
the module mark, but serve to inform students of how well they are
understanding materials taught.
Further details:
Personal Response Systems (“clickers”) used within class (e.g. to test that

students understand a concept, to survey which topics students would
like elaborated)
Further details:
Will be used to assess student understanding
Other automated feedback (please give details)
Further details:
SPECIFIC, TARGETED TUTOR/DEMONSTRATOR FEEDBACK
Oral responses within class (e.g. demonstrators talking to students in lab,
stats and computing classes).
Further details:
Oral responses outside class (e.g. students are invited to telephone or
come to see the module convenor/demonstrators/members of staff
teaching on the module with individual queries regarding topics taught)
Further details: (e.g. contact details/office hours may be specified here)
Appointments can be made via email ucjujlw@ucl.ac.uk
Electronic responses to queries from individual students are provided (as
above)
Further details:


Summative comments on coursework (e.g. handwritten feedback at the
end of a written assessment which counts towards the module mark)
Further details:
On-script comments in the body of individual summative coursework
Further details:
Indication of achievement against set marking criteria (e.g. for an
individual essay or a lab report)
Further details:
Feedback using a standard feedback form (e.g. essay feedback form or
lab marking forms)
Further details:
Oral feedback on coursework talking to individual students about their
coursework on the phone or in person, this could be summative points or
specific comments on parts of the essay / lab report / project.
Further details:
Electronic feedback on coursework This could be via email or on a VLE
(e.g. using Gradebook on Moodle)
Further details:

Other specific, targeted tutor feedback (please give details)
Further details:
FEEDBACK FROM PEOPLE OTHER THAN MODULE STAFF
Peer feedback Fellow students commenting on/marking each other's
work, or working together on a task (e.g. group work providing students
with feedback on their ideas/understanding)
Further details:
Self-feedback (e.g. students evaluating their own coursework, worksheet
answers, etc.)
Further details:
Feedback from seminar/year tutors Students may receive feedback on
their understanding of topics/answers to queries/feedback on
coursework from their tutor (e.g. 1105 poster, Research Project
presentations etc.)
Further details:
Other feedback from those not teaching module (please give details)
Further details:
FEEDBACK RELATED TO EXAMINATIONS
A mock examination is given to help students prepare for the final exam
Further details:
Marks for the previous year provided online, with a breakdown of marks
for individual questions (where relevant). NB Marks will be anonymous.
Further details:
Samples of real student work provided, such as coursework, exam
essays, and projects from previous students on the module. NB for exam
essays these will be anonymous, for coursework and projects they may be
cited with the students’ consent.
Further details:
Other exam-related feedback (please give details)
Further details:
Please note that the categories of feedback and specific examples within categories were adapted from ideas
on the HE Academy website at: http://www.heacademy.ac.uk/resources/detail/new-to-teaching/HEAFeedback-Toolkit/what-are-the-various-forms-that-feedback-can-take (July 2013).
UCL Personal and Professional Development Framework: Transferable
Skills
Specific transferable skills (categorised into skill areas)
Skill
developed
in module?
( all that
apply)
ACADEMIC
Learning Actively - Able to approach learning as an active agent, taking
responsibility for the process and outcomes
Analysing Data - Able to filter and organise information to develop an
argument and work toward a conclusion, applying numerical analysis where
appropriate
Thinking Critically - Able to consider claims made against the evidence
available and to develop one’s own view systematically
Using Sources - Able to locate and use appropriate books, journals, websites
and other sources to gather relevant data
Solving Problems - Able to use systematic approaches to overcome
difficulties in producing a desired outcome
Managing Projects - Able to plan a coordinated set of tasks and enact over
time to produce a substantial result
SELF-MANAGEMENT




Reflecting on Learning - Able to review dispassionately one’s approaches to
learning and the outcomes and progressively improve the process.

Managing Time - Able to prioritise tasks and commitments to achieve
optimum results in a designated timeframe
Being Creative / Innovative - Able to generate and apply original approaches 
to tasks and problems and produce improved outcomes
Assessing Oneself - Able to identify one’s own strengths, weaknesses,
progress made and action needed to improve effectiveness
Being Independent - Able to work at own initiative with minimal supervision, 
taking responsibility for action and outcomes
Managing Resources - Able to allocate and conserve funds and other
resources on a day to day basis and to support projects
COMMUNICATING
Writing - Able to communicate in textual forms (essays, reports, journal
entries, web pages etc.) in an appropriate style with a clear narrative flow
Listening - Able to hear and appreciate the content, background and
purpose of what someone else is communicating to you
Using Information Technology - Able to use digital technology for managing
information and to mediate communication for learning and other purposes
Presenting - Able to speak to an audience, using visual aids as appropriate
and respond to questions




Communicating globally - Able to understand and manage factors affecting
communication across cultures, including learning other languages
Planning and making decisions - Able to identify steps needed to work
towards goals and communicate them, including means of monitoring
progress
WORKING WITH OTHERS
Working in teams - Able to co-operate with others, to contribute your
strengths and learn from theirs with a common purpose

Negotiating - Able to respect the needs and interests of others when they
differ from your own and to find common ground
Leading - Able to galvanise a team into cooperative action, to manage, guide
or facilitate a group to maximise success

Understanding others - Able to recognise the variety of ways in which
people can think and approach tasks, adjusting your own to suit
Assessing self and peers - Able to assess your own performance objectively
and to give and receive constructive feedback with others
Managing change - Able to adapt to changing circumstances and maintain
focus on the group’s declared goals
OTHER TRANSFERABLE SKILLS DEVELOPED BY THIS MODULE (please give details)
Please note that the categories and skills listed here were taken from the Personal and Professional
Development Framework provided online by the UCL Centre for the Advancement of Learning and
Teaching: http://www.ucl.ac.uk/ppd/resources/framework (July 2013).