SYLLABUS: PSYCHOLINGUISTICS (PSYC 553)
Fall 2011
Mondays 4:30-7:15pm
Ruffner 312/314
Instructor:
Dr. Stephanie Buchert
Office: 301 Ruffner
Phone: (434) 395-2348
E-mail: bucherts@longwood.edu (best way to reach me)
Office Hours: M 2-4pm
W 2-3pm
Th 10:45-11:45am
or by appointment
Required Items:
--Anderson, S. R. (2004). Doctor Dolittle’s Delusion. New Haven, CT: Yale University Press.
--various articles posted via the LU library’s online reserves (password: Chomsky) will be printed out
and organized together in a 3-ring binder
Course Description:
PSYC 453. Psycholinguistics. This course surveys the psychological foundations of language. Topics
will range from basic issues such as the structure of language, language development, language
comprehension, and language production, to special issues such as the relationship between language
and thought, the relationship between language and the brain, bilingualism, and learning a second
language. 3 credits.
Course Objectives:
Students successfully completing the PSYC453 course will demonstrate through quizzes, essay
examinations, presentations, class discussions, and observational research:
1. knowledge about the psychological underpinnings of language
2. knowledge about the progression of children’s language development
3. understanding of the structure of language
4. critical thinking abilities in applying knowledge about language to topics such as animal language
and the relationship between language and thought
5. understanding of educational issues pertaining to language learning
6. ability to identify linguistic phenomena in naturalistic conversations
7. ability to discuss and intelligently share ideas about psycholinguistics with others
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Mechanics of the Course:
1. Attendance
[from the student handbook]…Students are expected to attend all classes. Failure to attend class
regularly impairs academic performance. Absences are disruptive to the educational process for
others. This is especially true when absences cause interruptions for clarification of material
previously covered, failure to assume assigned responsibilities for class presentations, or failure
to adjust to changes in assigned material or due dates.
Per the Longwood policy, your grade will be lowered by one letter grade after you miss 10% of
the scheduled class meeting times (1.3 classes) for unexcused absences. You will earn an F for
the course after you have missed (excused and unexcused) 25% of the scheduled class meeting
times (3.25 classes). Excused absences are those resulting from participation in a collegesponsored activity, from recognizable emergencies, or from serious illness. Documentation will
be required for excused absences.
If you do not come to class, you are still responsible for all material covered in class, for any
assignments that are due, and for any announcements made in class.
2. Academic Integrity
In accordance with Longwood University policy, any form of cheating or other abuse of the
academic process will not be tolerated. Violations of the Honor Code will be dealt with severely.
3. Common Courtesy
Rude or immature behavior will produce unpleasant results. The most serious consequence for
this type of behavior may be either removal from the classroom or Judicial Board charges. This
type of undesirable behavior may include, but is not limited to:
cell phones ringing/vibrating in class
text messaging during class
talking on the phone in the classroom, even during breaks or before class
using the internet during class (includes IM, etc.)
having private conversations with classmates during class
coming to class blatantly unprepared (i.e., missing textbook, pen, having obviously not read,
etc.)
1st offenses will result in a loss of 5 points from your total final point value for the course.
Subsequent offenses may result in either the loss of 10 additional points or in one of the more
serious consequences listed above.
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Assignments:
1. Weekly Quizzes
At the beginning of class each week, students will take a quiz on information previously covered
and also on materials to have been read for that day. Quizzes may contain multiple choice,
matching, or short answer questions. No late or makeup quizzes will be taken. Each quiz is
worth 10 points, for a total possible point value of 120 points. Your lowest quiz grade (including
ones not taken) will be replaced with a perfect score at the end of the semester.
2. Take-home Exams
There will be three take-home exams during the course. The exams will consist of essay
questions. You will be able to choose which questions you wish to answer from a larger pool of
possible questions (although occasionally, some of the particular questions will be required).
Exam questions will cover the readings, lectures, and discussions. One of the questions will
require you to incorporate an extra outside empirical source. Each exam will be worth 50 points,
for a total possible point value of 150. Exam grades will be penalized by 20% for each calendar
day they are received late.
Exams can be found under the “take-home exams” button on Blackboard. Exam 1 will be made
available after class on September 19th, and will be due no later than 9am on Monday, September
26th (via Blackboard). Exam 2 will be made available after class on October 24th, and will be
due no later than 9am on Monday, October 31st (via Blackboard). Exam 3 will be made
available after class on November 28th, and will be due no later than 9am on Monday, December
5th (via Blackboard).
3. Discussion Leader
You will lead discussions on two of the assigned readings. Presenters will review the basics of
the article, provide discussion questions for the class, and lead thoughtful discussions. Use of
Powerpoint is encouraged. Both portions of the presentation (review and discussion) should last
approximately 20-30 minutes. Included with the presentation should be a 1-page handout for
each member of the class summarizing the article.
Presentations are worth 25 possible points, for a total possible point value of 50. They will be
graded on degree of preparedness, quality of knowledge, ability to lead good discussion, and
overall adherence to the requirements. Not completing this assignment will result in a grade of F
for the course.
4. Project
Each student will complete an individual project on any topic of psycholinguistics that interests
him/her. Projects should be completed by the last week of class. Your findings will be
presented to the class via PowerPoint during the final exam period. Project topic approval
should be secured no later than 9am on Tuesday, November 15th. Projects should incorporate
information learned in class/readings. More details about this project are forthcoming.
Some suggestions for topics include, but are not limited to:
-recording a conversation and analyzing specific aspects of language
-interviewing a bilingual person about issues specific to bilingualism
-interviewing an international student about experiences learning another language
-interviewing someone about dyslexia
-observing an ESL teacher
-observing a child’s language skills
-analyzing a recorded speech sample for a specific aspect of language
The project is worth 25 possible points. It will be graded based on adherence to the assignment
guidelines and application of knowledge learned in the course. Not doing the project and/or
delivering the corresponding presentation will result in a grade of F for the course.
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5. Optional Extra Credit
You have the opportunity to earn up to three extra points toward your final total score (single
points, not percentage points). This can be accomplished by participating in research projects
that are being conducted by various psychology faculty and students. If you earn more than
three points, only three points will be added to your score. For each experiment that you sign up
for but do not attend (without notifying the researcher 24 hours in advance), you will lose one
point from the extra credit points that you earn. In order to participate in any research project,
you must first set up an account at http://longwood.sona-systems.com.
Grading:
The total possible number of points to earn for the course is 345 (quizzes = 120; exams = 150;
discussion leader = 50; project = 25). Grades will be assigned according to the following percentages:
A+ = 99-100%
A = 93-98%
A- = 90-92%
B+ = 87-89%
B = 83-86%
B- = 80-82%
C+ = 77-79%
C = 73-76%
C- = 70-72%
D+ = 67-69%
D = 63-66%
D- = 60-62%
F = 59% and below
Students with Disabilities:
If you have a documented disability and require accommodations to obtain equal access in this course,
please let me know at the beginning of the semester or when given an assignment for which an
accommodation is required. The Director of the Office of Disability Resources can be reached at x2391.
A Final Note:
I am ready to help you with any problems or questions that you may have pertaining to this course.
Please do not hesitate to come talk with me at any time. If you have problems understanding the
material covered, it pays to talk to me sooner rather than later.
If you would rather have outside help, the Learning Center (http://www.longwood.edu/learning)
provides tutoring in various subjects as well as help with writing.
Even if you’re not having problems in the course, I’d love for you to stop by my office any time just to
say hi.
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Grade Log for Psycholinguistics (Fall 2011)
Weekly Quizzes
Quiz 1=_____________ points out of 10 (______________%)
Quiz 2=_____________ points out of 10 (______________%)
Quiz 3=_____________ points out of 10 (______________%)
Quiz 4=_____________ points out of 10 (______________%)
Quiz 5=_____________ points out of 10 (______________%)
Quiz 6=_____________ points out of 10 (______________%)
Quiz 7=_____________ points out of 10 (______________%)
Quiz 8=_____________ points out of 10 (______________%)
Quiz 9=_____________ points out of 10 (______________%)
Quiz 10=_____________ points out of 10 (______________%)
Quiz 11=_____________ points out of 10 (______________%)
Quiz 12=_____________ points out of 10 (______________%)
COMBINED QUIZ TOTAL (replace lowest)=_______ points out of 120 (________%)
Take-home Exams
Exam 1=_____________ points out of 50 (______________%)
Exam 2=_____________ points out of 50 (______________%)
Exam 3=_____________ points out of 50 (______________%)
COMBINED EXAM TOTAL=_______ points out of 150 (________%)
Discussion Leader
Article 1=_______ points out of 25 (________%)
Article 2=_______ points out of 25 (________%)
DISCUSSION LEADER TOTAL=_______ points out of 50 (________%)
Project
PROJECT TOTAL=_______ points out of 25 (________%)
Extra Credit
Research Study
Number of Points
_________________________________
_________________________________
_________________________________
TOTAL SCORE=_____________ points out of 345 (______________%)
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LECTURE AND ASSIGNMENT OUTLINE
This is only a tentative guide, since material may be added or deleted during the course, as time permits. If
changes are made, they will be announced in class as soon as possible.
DATE
TOPIC
August 22
introduction to course,
background info
definition of language &
language in the brain

September 12
phonological processing


September 26
syntactic processing


October 3
discourse & pragmatics

August 29
September 5
ASSIGNMENTS TO BE COMPLETED BY THIS DAY
bring copy of syllabus, bring Dolittle book


Dolittle: Ch. 1 & 2
Chomsky, N. (1959). A review of B. F. Skinner’s Verbal
Behavior. Language, 35 (1), 26-58.
 Kim, K. H. S., Relkin, N. R., & Lee, K. (1997). Distinct
cortical areas associated with native and second languages.
Nature, 388, 171-174. doi: 10.1038/40623
NO CLASS—LABOR DAY
Dolittle: Ch. 5
Best, C. T., Tyler, M. D., Gooding, T. N., Orlando, C. B.,
& Quann, C. A. (2009). Development of phonological
constancy: Toddlers’ perception of native- and Jamaicanaccented words. Psychological Science, 20(5), 539-542.
doi:10.1111/j.1467-9280.2009.02327.x
September 19 morphological processing
 Marcus, G. F. (1996). Why do children say ‘breaked’?
& lexical processing
Current Directions in Psychological Science, 5(3), 81-85.
doi:10.1111/1467-8721.ep10772799
 Carroll, D. W. (2008). The internal lexicon. In
Psychology of Language (5th ed., pp. 111-128), Belmont,
CA: Thomson Higher Education.
 Hansen, M. B., & Markman, E. M. (2009). Children’s use
of mutual exclusivity to learn labels for parts of objects.
Developmental Psychology, 45(2), 592-596.
doi:10.1037/a0014838
(Exam 1 posted on Blackboard after class on 9/19/11; due by 9am on Monday, September 26th)

Dolittle: Ch. 8
Gertner, Y., Fisher, C., & Eisengart, J. (2006). Learning
words and rules: Abstract knowledge of word order in
early sentence comprehension. Psychological Science,
17(8), 684-691. doi:10.1111/j.1467-9280.2006.01767.x
Jay, T. B. (2003). Discourse: Text and conversation. In
The Psychology of Language (pp. 287-301). Upper Saddle
River, NJ: Prentice Hall.
Jay, T. (2009). The utility and ubiquity of taboo words.
Perspectives of Psychological Science, 4(2), 153-161. doi:
10.1111/j.1745-6924.2009.01115.x
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DATE
TOPIC
October 10
October 17
ASSIGNMENTS TO BE COMPLETED BY THIS DAY
NO CLASS—FALL BREAK
language development


Dolittle: Ch. 6
Fernández, E. M., & Cairns, H. S. (2010). The acquisition
of language. In Fundamentals of Psycholinguistics (pp.
97-124). Malden, MA: John Wiley & Sons.
 Liszkoski, U., Shäfer, M., Carpenter, M., & Tomasello, M.
(2009). Prelinguistic infants, but not chimpanzees,
communicate about absent entities. Psychological Science,
20(5), 654-660. doi:10.1111/j.1467-9280.2009.02346.x
October 24
nature vs. nurture
 Dolittle: Ch. 9
 Goldin-Meadow, S. (2007). The challenge: Some
properties of language can be learned without linguistic
input. The Linguistic Review, 24, 417-421.
doi:10.1515/TLR.2007.016
(Exam 2 posted on Blackboard after class on 10/24/11; due by 9am on Monday, October 31st)
language & thought

November 21
animal language

Dolittle: Ch. 4, 7, 10
November 28
wrapup

Dolittle: Ch. 11
October 31
November 7
November 14
It’s Halloween! Please wear a costume to class that has
something to do with the topic of psycholinguistics.
language & thought
 Harrison, K. D. (2007). An extinction of (ideas about)
species. In When Languages Die (pp. 23-59). New York,
NY: Oxford University Press.
 Frank, M. C., Everett, D. L., Fedorenko, E., & Gibson, E.
(2008). Number as a cognitive technology: Evidence from
the Pirahã language and cognition. Cognition, 108, 819824. doi:10.1016/j.cognition.2008.04.007
multilingualism & second
 Bialystok, E. & Craik, F. I. M. (2010). Cognitive and
language acquisition
linguistic processing in the bilingual mind. Current
Directions in Psychological Science, 19(1), 19-23. doi:
10.1177/0963721409358571
 Liskin-Gasparro, J. E. (1998). Linguistic development in
an immersion context: How advanced learners of Spanish
perceive SLA. The Modern Language Journal, 82, 159175. doi: 10.2307/329206
(project topic approval no later than 9am on Tuesday, November 15th)
(Exam 3 posted on Blackboard after class on 11/28/11; due by 9am on Monday, December 5th)
Wednesday,
December 7
3-5:30pm
projects

project presentations
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