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PSYCHOLINGUISTICS Spring 2007 Thomas Nash SF225, ext. 2563 engl1001@mail.fju.edu.tw
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2/27 T Introduction / Some general ideas
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3/1 Th More on general ideas—speech and gesture
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3/6 T Chapter 1: Introduction to Psycholinguistics
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3/8 Th Chapter 1
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3/13 T Chapter 2: The Biological Bases of Human Communicative Behavior
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3/15 Th Chapter 2
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3/20 T Chapter 3: Speech Perception
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3/22 Th Chapter 3
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3/27 T Chapter 3 Experiment
10 3/29 Th Quiz 1 (and mop up)
11 4/10 T Chapter 4: Words and Meaning
12 4/12 Th Chapter 4
13 4/17 T Chapter 4 Experiment
14 4/19 Th Chapter 5: Sentence Processing
15 4/24 T Chapter 5
16 4/26 Th Chapter 5 Experiment
17 5/1 T Chapter 6: Text and Discourse
18 5/3 Th Chapter 6
19 5/8 T Chapter 6 Experiment
20 5/10 Th Quiz 2 (and mop up)
21 5/15 T Chapter 7: Speech Production
22 5/17 Th Chapter 7
23 5/22 T Chapter 7 Experiment
24 5/24 Th Chapter 9: Reading
25 5/29 T Chapter 9
26 5/31 Th Chapter 9 Experiment
27 6/5 T Article discussion
28 6/7 Th No class (University Council representative)
29 6/12 T Quiz 3 (and mop up)
30 6/14 Th Conclusion/Evaluation
Textbook: Gleason, Jean Berko, and Nan Bernstein Ratner (Eds.). Psycholinguistics. 2nd ed. Belmont, CA:
Wadsworth-Thomson, 1998.
Requirements:
Experiment and report*
30%
Participation (attendance, in-class involvement, reading**, experiment participation)
20%
Take-home exam (tentatively: 5/17 to 5/31)
30%
Three review quizzes
20%
[Article 6/5: Weekes, Brendan Stuart, Wengang Yin, I Fan Su, and May Jane Chen. “The Cognitive
Neuropsychology of Reading and Writing in Chinese.” Language and Linguistics 7 (2006): 595-616.]
*Experiment reports due, in principle, two weeks after the experiment.
**Read all chapters in advance of the class for which they are scheduled. Write down your questions as your read and
review, to ask in class.
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PSEUDO-EXPERIMENTS
*These are small-scale, somewhat informal (but not too informal) attempts to test some of the ideas from the
textbook and discussion.
*Choose experiments from the list below, or from the reading.
*You must discuss the planning of your experiment(s) with the professor.
*Plan the TIME you need carefully. You should use at least one period to conduct your experiment(s); you may use
the full 2 periods if necessary. In any extra time you may explain the purpose of your experiment, or ask the
subjects to comment on your experiment or on their own performance in the experiment (this may provide more data
for you). Tell the teacher beforehand approximately how much time you plan to use.
*Plan and practice the instructions, materials, and procedures of your experiment. Instructions need to be very clear.
REPORTS MLA format (see “Report Guidelines” and “Sample Report” in the Intro. to Linguistics
website)
*A report should include the following sections:
Introduction/Background
What is the question that was investigated?
Brief summary of related findings reported in the textbook (or other source)
Design and Procedures
All materials, instructions given, language used as test material, number of
subjects, and so forth (what exactly went on in the experiment). Use
appendices if needed.
Results
Complete and explicit results
Any figures (table, graphs—see MLA format for labeling; link figures and
written text, e.g. “see Table 2.”)
Discussion
Interpretation (in relation to the introduction)
Any problems, limitations
[Works Cited]—if appropriate; not needed for the textbook alone
[Appendices]—some material from Design (and Results) may be too long to include in the text of the report.
Number and title appendices, e.g. “Appendix 1 Test Sentences”; link the text of the report to the Appendices, e. g.
“see Appendix 3.”
SUGGESTIONS FOR EXPERIMENTS
Chapter 3: Speech Perception
149-1 Hearing errors
141 Listening for mispronunciations (Taylor 215-216)
(Taylor 195) Relative frequencies of sounds
(Taylor 205/133) Role of timing in segmenting speech
Chapter 4: Words and Meaning
214-1 Combining morphemes
214-2 Words and nonwords
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215-3 Word association (168; C&C 477-482)
215-4 Prototypes, defining features
170 Tip-of-the-tongue (C&C 286)
164, 170 Slips of the tongue (C&C 273-275)
187-189 Family resemblances, rate exemplars
Chapter 5: Sentence Processing
230, 264-1 Statistical approximations
244-246, 265-1 Click studies
265-2 Memory for surface forms (1)
242 Memory for surface forms (2)
249 Shadowing (C&C 216-218; perception of continuous speech; selective listening)
(C&C 51) Division into constituents—aid to comprehension?
Chapter 6: Text and Discourse
301 Narrative recall (C&C 169-171)
301 Metaphors
280 Proposition rating and recall (C&C 147-148)
280 Inferences—memory
282 Comprehension and memory
Chapter 7: Speech Production
339-2 Tongue twisters (C&C 289)
340-3 Stroop test
340-3 Distribution of filled and unfilled pauses
321 Speech complexity and pausing
336 Monitoring, 338 Priming slips of the tongue
(C&C 273-275) Slips of the tongue
Chapter 9: Reading
Recognition of characters and context (see the professor)
282 Importance of a title (Taylor 67-68)
(Taylor 118-119) Eye-voice span (reading aloud)
(Taylor 178) Letter identification / (Garman 215-216) Effects of distortion
Clark, Herbert H. and Eve V. Clark. Psychology and Language. NY: Harcourt Brace Jovanovich, 1977. [C&C]
Garman, Michael. Psycholinguistics. Cambridge: CUP, 1990.
Taylor, Insup, with M. Martin Taylor. Psycholinguistics: Learning and Using Language. Englewood, Cliffs, NJ:
Prentice-Hall International, 1990.