Run by School of Arts, Culture and Language
20.000 Credits or 10.000 ECTS Credits
Organiser: Dr Athanasia Papastergiou
Overall aims and purpose
The aim of this module is to survey current research and approaches to the study of psycholinguistics. It provides an overview of major empirical issues and findings concerning the development and processing of language. Topics will change from year to year and may include lexical and morphological processing, development of cognition, language and modularity, information processing. The focus will be on both first language (L1) and second language (L2) processing. The lectures will provide you with the “big picture”, i.e. central topics are summarized, important studies discussed and open questions outlined. In the tutorials, we will then discuss key studies in detail and reflect on methodologies, results and implications.
This module provides a basic overview of how the mind and the brain process language. There are two goals for this course. The first goal is to introduce students to key findings and central debates in psycholinguistic research. The second goal is to provide students with the tools to critically examine the existing literature. The lectures will provide students with the “big picture”, i.e. central topics are summarized, important studies discussed and open questions outlined. In the tutorials, students discuss key studies in detail and reflect on methodologies, results and implications. The following topics will be covered: 1: Introduction to Language Science and what is psycholinguistics? 2: Speech production and comprehension 3: Word processing 4: Sentence processing 5: Discourse processing 6: Reference and non-literal language 7: Language Acquisition 8: Reading 9: Bilingualism 10: Aphasia
“B” : The answer must be focussed and structured. The answer must show a better-than-average standard of knowledge and understanding of the relevant areas of Psycholinguistics. The linguistic examples used in the answer may be based upon examples from the literature but must also include original examples. The answer must show evidence of background study with at least some from primary sources.
“A” : The answer must be highly focused and well-structured. The answer must show comprehensive knowledge and detailed understanding. The answer must show some original interpretation, new links between topics and/or a new approach to a problem. The answer must show evidence of extensive background study using primary sources.
“D” : The answer must address the question. The answer must show a basic knowledge and understanding of the relevant key areas and principles of Psycholinguistics as described in section 16. The student must show evidence of being able to apply the principles to the analysis of language and linguistic examples and/or data. The answer must show evidence of some background study.
On successful completion of the module,
Students will know: 1. what the central questions in psycholinguistic research are, 2. how to critically evaluate empirical studies in psycholinguistics
Students will understand: 3. the basic principles underlying the scientific method in general and scientific experimentation in particular 4. what research methods (behavioural, computational, neuroscientific) are commonly used in psycholinguistics.
Students will be able to: 5. present and discuss key facts, concepts, ideas and approaches relating to the study of psycholinguistics.
Teaching and Learning Strategy
One one-hour seminar per fortnight, over 11 weeks.
Directed Reading - students are given required reading each week (of about 2 hours) on the topic of that week's lecture.
One two-hour lecture per week, for 11 weeks.
Students are encouraged to see the lecturer on a one-to-one basis during published office hours (or by appointment) to discuss issues with the module content, seek clarification on topics and discussions, and discuss feedback on assessments and class exercises.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- Research skills - students will be able to undertake advanced independent research, involving formulating a research question, identifying and deploying appropriate linguistic methodology (theoretical or empirical), data collection techniques (experimental or field-based), as well as the selection and application of appropriate theoretical frameworks in order to adequately analyse and interpret data.
- Writing & scholarly conventions - students will be able to present data, argumentation, findings and references in written form in keeping with the conventions current in language science and English language studies to an advanced standard.
- Analysis & interpretation skills - students will be able to analyse and interpret data accurately and to draw appropriate conclusions based on the application of appropriate analytic and theoretical frameworks available in linguistics and English language studies.
- Problem solving - students will be able to evidence sophisticated problem-solving skills in formulating problems (factual, empirical, theoretical) in precise terms, identifying key issues, and developing the confidence to address challenging problems using a variety of different approaches
- Evaluation & reflection - students will be able to critically evaluate to an advanced standard a particular position, viewpoint or argument in relation to a specific area of investigation. They will be able to reflect on the efficacy of a particular approach, practice or performance, and moderate these as a consequence in order to achieve specific goals.
- Independent investigation - students will develop the ability to plan, design and execute a highly original and significant piece of research or inquiry, either independently or as a member of a team in order to discover a specific solution to an outstanding issue or question through searching out and synthesising written, visual and oral information. Students will also develop skills of independent investigation, including interacting with peers and participants/informants.
- Personal organisation - students will develop the ability to undertake self-directed study and learning with appropriate time-management
- Learning to learn - students will learn to reflect upon, modify and improve their learning strategies
- Knowledge of linguistic theory and application - students will demonstrate a detailed knowledge of terms, issues, principles, aspects and best practices related to the study of human language and linguistics.
- Understanding of the nature and organisation of language - students will demonstrate detailed knowledge of observations and findings relating to various aspects of linguistic phenomena and organization.
- Knowledge of the relationship between language and mind/brain - students will demonstrate detailed knowledge of phenomena and findings relating to the complex interdependent relationship between language and mind/brain.
- Understanding of the nature of bi/multilingualism - students will demonstrate familiarity with phenomena and findings relating to the nature of bilingual and multilingual individuals and communities.
Resource implications for students
There are no resource implications.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/qxl-3349.html
Courses including this module
Compulsory in courses:
- Q102: MArts Bilingualism year 3 (MARTS/BILING)
Optional in courses:
- T101: BA Chinese and Linguistics year 4 (BA/CHL)
- WQ93: BA Creative Stds & English Lang. year 3 (BA/CSTEL)
- Q301: BA English Language year 3 (BA/EL)
- QQ3M: BA English Language & Cymraeg year 3 (BA/ELC)
- T123: BA English Language and Chinese year 4 (BA/ELCH)
- 8G55: BA English Language with Creative Writing (with Int Exp) year 4 (BA/ELCIE)
- Q3WL: BA Eng Lang with Creat Writ year 3 (BA/ELCW)
- Q310: BA Eng Lit with Eng Lang year 3 (BA/ELEL)
- QR3C: BA English Language and French year 4 (BA/ELFR)
- Q3WP: BA Eng Lang with Film Studs year 3 (BA/ELFS)
- QR3F: BA English Language and German year 4 (BA/ELG)
- Q312: BA English Language (with International Experience) year 3 (BA/ELIE)
- QR3H: BA English Language and Italian year 4 (BA/ELIT)
- PQ54: BA English Lang & Journalism with International Experience year 3 (BA/ELJIE)
- PQ53: BA English Language & Journalism year 3 (BA/ELJO)
- 1Q3Q: BA Linguistics and English Literature year 3 (BA/ELL)
- QQC3: BA English Lang and Lit year 3 (BA/ELLIT)
- QQCF: BA English Language & English Lit [with Foundation Year] year 3 (BA/ELLITF)
- Q3P3: BA English Lang with Media Stds year 3 (BA/ELMS)
- Q30P: BA English Language with Placement Year year 3 (BA/ELP)
- CQ83: BA English Language & Psychology year 3 (BA/ELPSY)
- LQ3J: BA English Lang. & Sociology year 3 (BA/ELSOC)
- QR3K: BA English Language and Spanish year 4 (BA/ELSP)
- Q315: BA English Language for TEFL year 3 (BA/ELT)
- Q3Q2: BA English Language w English Lit year 3 (BA/ENGEL)
- PQ3J: BA Film Studies and English Language year 3 (BA/FSELAN)
- QR13: BA Italian/Linguistics year 4 (BA/ITL)
- Q1Q3: BA Ling with Eng Lit year 3 (BA/LEL)
- Q140: BA Ling & the Eng Lang year 3 (BA/LELA)
- QR11: BA Linguistics/French year 4 (BA/LFR)
- QR15: BA Linguistics and French with International Experience year 3 (BA/LFRIE)
- QR12: BA Linguistics/German year 4 (BA/LG)
- Q100: BA Linguistics year 3 (BA/LING)
- Q104: BA Linguistics (with International Experience)) year 4 (BA/LINGIE)
- Q3R8: BA Linguistics and Modern Languages year 4 (BA/LML)
- Q1C8: BA Linguistics and Psychology year 3 (BA/LP)
- QR14: BA Linguistics/Spanish year 4 (BA/LSP)
- QQ31: BA Linguistics & the English Language with International Exp year 4 (BA/LWEL)
- LQ31: BA Sociology/Linguistics year 3 (BA/SL)
- QQ15: BA Cymraeg and Linguistics year 3 (BA/WL)
- Q316: MArts English Language for TEFL year 3 (MARTS/ELT)
- Q317: MArts English Lang for TEFL with International Experience year 3 (MARTS/ELTI)
- Q105: MArts Linguistics with International Experience year 3 (MARTS/LIE)
- Q101: MArts Linguistics year 3 (MARTS/LING)