課程資訊
課程名稱
 語言與心理
Language and Mind 
開課學期
 107-2 
授課對象
 學程  神經生物與認知科學學程  
授課教師
 馮怡蓁 
課號
 LING5407 
課程識別碼
 142 U0790 
班次
  
學分
 3.0 
全/半年
 半年 
必/選修
 選修 
上課時間
 第1,2,3,4,5,6,7,8,9,10,11,12 週
星期二2,3,4,5(9:10~13:10) 
上課地點
 樂學館305 
備註
 密集課程。9:30-13:10上課。屬跨域專長「語言、資訊與認知」。不計入語言所博士班畢業學分。
限學士班二年級以上
總人數上限：12人
外系人數限制：8人 
Ceiba 課程網頁
 http://ceiba.ntu.edu.tw/1072LING5407_LGMD 
課程簡介影片
 
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課程概述

This is an introductory course on psycholinguistics targeted at the upper-division undergraduate and early graduate level. In this course, we will focus on the uniqueness of language, and its multifaceted relationship with the mind. Topics covered include language processing, the biological foundation of language, language disorders, and child language acquisition. Experimental methodologies and theoretical models related to the study of language as a cognitive process will also be discussed. 

課程目標
 待補 
課程要求
 Your final grade for this course will be based on the total number of points you accumulate during the semester. There will be NO curving. You will be evaluated according to the following criteria:

Participation 15%
Thought questions 10%
Exam 1 15%
Exam 2 15%
Exam 3 15%
Project 25%
Hands-on 5%

Attendance and participation
Please consider attendance a prerequisite for passing this class. The readings provide a base upon which the class discussions build, but they are not a substitute for them. Participation in in-class activities is also very important for understanding the material. Each class session assumes that you have read the materials required BEFOREHAND. If you must be absent from class, you are responsible for getting the notes from someone who did attend. It is not necessary for you to call the department or me if you will be absent. Also, do not expect me to repeat missed lectures during office hours or over the phone. However, I will be happy to answer your questions after you have thoroughly reviewed the notes for the lecture that you missed. If you must arrive late to class, please sit in the vacant chair closest to the door. Please let me know before class if you will be leaving early. Otherwise, you should not prepare to leave until you are dismissed. Also, please try not to do things in class that could distract others, like talking with your neighbor, doing your nails, eating loud/smelly food, or texting messages. In short, please be considerate of your classmates and your instructor.

Readings
Except for the first class, readings should be completed in advance. Some of the materials will NOT be covered in class. However, in-class discussions and activities will assume that you have read these. You should have the textbook available to you when you come to class everyday as a handy reference.

Thought questions
For each topic, you need to come up with a thought question regarding the topic, which is due at noon on the Monday before the designated class period. We will accommodate as many questions in class as time allows. Late submissions will not be accepted.

Exams
There are three exams. Makeup exams can be scheduled only in the event of death in the family, illness, or mandatory court appearance (see makeup policy below).

Projects
There are two project options, described as below. You can decide for yourself which is the better option for you.
(1)A summary on a research topic: for this, you need to
(a)decide on a research topic that you are interested in.
(b)find 4 (undergrad)/6 (grad) relevant papers on this topic using library databases (on the web go to http://drm.lib.ntu.edu.tw/cgi-bin/db/swlink.cgi for an alphabetic listing of databases, select P and then click on PsychINFO.
(c)read carefully.
(d)write a 3-5 (undergrad)/5-8 (grad) paged (excluding the title page) single-spaced summary of the papers that you read. Your summary should explain the question under study, the rationale for the question (background), the way the experiment(s) were set up to answer that question, what the results were, and how they answered the question of interest. Often, papers include more than one experiment, so if it gets too long you can focus on a subset of the experiments, e.g. pick 2 out of 3. On the other hand, you may need to look up a couple of papers that are referenced in the article in order to understand an issue more clearly. Especially interesting would be papers with conflicting views that you could compare and contrast, but papers that support similar views are okay too. Your paper should also include an evaluation of the experiment, that is, you should provide some critical commentary: Do you think the experiment was set up well? Are there any possible confounds? Could they modify the experiment to get less ambiguous results? Should they have done an additional experiment to clear up any confusion in the data? Do you think they answered their questions adequately? What is the next logical step in this research?

(2)An experiment: for this, you need to
(a) decide on a research topic that you are interested in.
(b) find 2 (undergrad)/4 (grad) relevant papers on this topic using library databases (e.g., PsycINFO)
(c) read carefully.
(d) design an experiment.
(e) run the experiment.
(f) write a 2-4 (undergrad)/ 4-6 (grad) paged (excluding the title page and the reference page) single-spaced report of the experiment that you have done.
(g) Experiments can get pretty involved. But if you pick your topics carefully and have taken some kind of experimental method courses before, some of the experiments might be doable. Consult with me about the experiment before you run it. If you choose this option, you should write up your study like a psycholinguistic journal article, with introduction, methods, results, and discussion sections (IMRD). If you choose to replicate an experiment from the literature, please look up the original paper and use it as background in your write-up. If you are not replicating an experiment from the literature, you should try to find out whether anyone has done this or something similar before you, and use their paper as background. In either case, relate the results to what you will have learned in class.

The purpose of the project is to give you the opportunity to explore some issue in the psychological aspects of language more in depth, and even get some hands-on experience if you choose to. You may use an article in the popular press as a starting point, but in general these articles do not go into enough detail and you will need an article from the psychology literature to provide more specific information. By popular press I mean newspapers or magazines such as Time, Newsweek, Discover, and Popular Science, etc.
The only periodical that I consider to be an exception to this is Scientific American. If you find an article that you think constitutes an exception, please discuss it with me ahead of time.


In either case, you need to include the following for your project report (IMRD):
(1)Introduction: what the research topic is and why it is important/interesting.
(2)Method: what the experimental setup is. You need to at least include the number of subjects, the stimuli and the experimental procedure.
(3)Results: what the results are.
(4)Discussion/Conclusion: what the significance of this result is.
(5)References: list the papers that you’ve read.

A Few Possible Topics:
Choose a psycholinguistic topic that interests you, for example, perception of sound, structure of the mental lexicon, processing of sentences or discourse, dyslexia, William’s syndrome, language acquisition, etc., and search the psycholinguistic literature for papers about that topic. As you look at abstracts, try to narrow down your topic, i.e., it is not possible to write an 3–5 paged paper on all of language acquisition, so you might want to narrow it down to something like the acquisition of relational terms by children, or tests that show that dyslexia consists of an inability to make sound-symbol associations, for example. Make sure that the issue you end up writing about is psycholinguistic in nature. If you have trouble deciding on a topic please come see me.

If you have or know small children, you can do a language acquisition study of some kind. For example, you could administer the wug test. To do this, you should look up the original study by Berko (1958), and write it up as a research article, providing the introduction, methods, results and conclusion. Some of you are already familiar with this IMRD format (shown above), others will not be, so if you need help with this, please see me.

Due dates for progress reports are listed in the schedule below. 10% of the grades will be deducted for each late day.

Makeup Policy
Please do not ask for an extension on a project or to make up a missed exam unless you are able to demonstrate that (1) your presence in the class would place you or the other members of the class in physical jeopardy, or (2) circumstances beyond your control prevented you from completing the work at the same time as everyone else. If you believe these criteria have been met, you must also produce written documentation to support your claim (e.g. a police report, a doctor’s note). However, I reserve the right to pass the final judgment on your petition for an extension, whatever evidence you provide. All makeup projects/exams are due a week after you return to class. In the case of makeup exams, 10% of the grade will be deducted.

Hands-on Experience
Psycholinguistics is not only textbook knowledge, but a real-world science. In this class, you are required to gain some hands-on experience with what people are doing in the real world by any of the three ways listed in the following:

(1)sign up for an on-going psycholinguistic experiment for two hours in the Graduate Institute of Linguistics (簡慧宇助教 r06142011@ntu.edu.tw);
(2)attend a psycholinguistic-oriented talk in the Graduate Institute of Linguistics (http://homepage.ntu.edu.tw/~gilntu/);
(3)attend a psycholinguistic-oriented talk in NTU Neurobiology and Cognitive Scicence Center (郭淑靜小姐 ntuncsc@ntu.edu.tw).

Not every talk in (2) and (3) is psycholinguistically oriented. Please consult with me before you attend the talk. After participation, you are to hand in a one-page typed report containing the following points:
(1)describe what the experiment/talk was about;
(2)describe something that you find interesting about the experiment/talk (even if you don’t understand all of it);
(3)give one suggestion for improvement that you would like to make to the experimenter/speaker about the experiment/talk.
The report is due one week after the time the experiment/talk is taken place. For example, if the talk/experiment is held on 1/1, then you should hand in by 1/8. 10% of the grades will be deducted for each late day.

A note on collaboration
Students often find it helpful to form study groups with classmates to discuss the reading each week. The course instructor encourages such cooperative study habits. However, each student must work independently in writing up the project report.
 
預期每週課後學習時數
  
Office Hours
  
指定閱讀
 待補 
參考書目
 待補 
評量方式
(僅供參考)
    
課程進度
週次
日期
單元主題
第1週
 2/19  Introduction (9:30-11:30) 
第2週
 2/26  Language ⌨
The bouba/kiki effect: Maurer et al. (2006)
/Ch1 
第3週
 3/05  Animals
FOXP2 gene: Marcus & Fisher (2003)
/Ch2 
第4週
 3/12  Children
First year decline: Werker & Tee (1984)
/Ch3 
第5週
 3/19  Exam 1 (Ch1-3)
Thought
/Ch4 
第6週
 3/26  Thought; Meaning
Classifiers and cognition: Zhang & Schmitt (1998)
/Ch4-5 
第7週
 4/02  Spring vacation 
第8週
 4/09  Meaning; Words
Selective inability: Semenza & Zettin (1988)
/Ch5-6 
第9週
 4/16  Words; Understanding
Phonemic awareness in Chinese speakers: Read et al. (1984)
/Ch6-7 
第10週
 4/23  Exam 2 (Ch4-6)
Understanding
Integrating visual information: Tannenhaus et al. (1995)
HW: Speech error collection
/Ch7 
第11週
 4/30  Speaking
The tip-of-the-tongue phenomenon in bilinguals: Gollan et al. (2005)
/Ch8 
第12週
 5/07  Wrap-up
Project discussion
/Ch9 
第13週
 5/14  Exam 3 (Ch7-9) (!!NOTE TIME CHANGE!! 10:30-12:30) 
第14週
 5/21  Project 
第15週
 5/28  Project 
第16週
 6/04  Project 
第17週
 6/11  Project presentation 
第18週
 06/18  Project report submission