PSYCHOLOGY OF LANGUAGE (830:351:01/615:371) Fall 2008

(Last Updated: September 15, 2008)

Prof. Karin Stromswold Course time: Mon & Thurs 10:20 -11:40 am

E-mail: karin@ruccs.rutgers.edu Course location: Pharmacology Building Room 115

Phone: (732) 445-2448 Office hours: TBA

Syllabus URL: http://ruccs.rutgers.edu/~karin/351syllabus.htm

SPECIAL ANNOUNCEMENTS: A course website has been established on Sakai. Slides for lectures will be posted after each lecture.

LECTURE NOTES/READINGS.

REVIEW SESSIONS.

FINAL EXAM.

MAKE-UP FINAL EXAMS.

EXTRA CREDIT

FINAL GRADES

Unit 1: Language, Communication & Thought
Thur 9/4	Language & Communication	Crystal, pp 396-402 Gleason & Ratner (G&R), chap. 1
Mon 9/8	Colorless Green Ideas Sleep Furiously	Pinker chap. 1-2
Thur 9/11	Language and Thought	Pinker chap. 3
Mon 9/15	Language and Thought	Pinker chap. 3
Unit 2: Sounds: Phonology, Acoustics & Speech Perception
Thur 9/18	Phonology & Phonetics	Pinker chap. 6
Mon 9/22	Articulation & Speech Production	Gleason & Ratner chap. 3
Thur 9/25	Speech Perception	G & R chapter 3
Mon 9/29	Speech Perception	G & R chapter 3
Thur 10/2	Speech Perception	G & R chapter 3
Mon 10/6	First Hour Exam (Units 1-2)	In regular room
Unit 3: Words: Morphology, Semantics & the Lexicon
Thur 10/9	No class
Mon 10/13	Morphology	Pinker chap. 5
Thur 10/16	Lexicon	Pinker chap. 5
Mon 10/20	Lexicon	Pinker chap. 5
Thur 10/23	Words & Meaning	Gleason & Ratner chap. 4
Unit 4: Sentences: Syntax, Parsing & Production
Mon 10/27	Sentences & Syntax	Pinker chap. 4
Thur 10/30	Sentence Processing	Pinker chap. 7
Mon 11/3	Sentence Processing	Gleason & Ratner chap. 5
Thur 11/6	Sentence Processing	Gleason & Ratner chap. 5
Mon 11/10	Sentence Production	Gleason & Ratner chap. 6
Thur 11/13	Second Hour Exam (Units 3-4)	In regular room
Unit 5: Biological Bases of Language
Mon 11/17	Typical Language Acquisition	Pinker chap. 9, G&R ch. 8
Thur 11/20	Atypical Language Acquisition	Pinker chap. 9, G&R ch. 8
Mon 11/24	Neurolinguistics	Pinker chap. 10
Tue 11/25	Neurolinguistics: (Thanksgiving day change)	Gleason & Ratner chap. 2
Mon 12/1	Neurolinguistics	Gleason & Ratner chap. 2
Thur 12/4	Genetics & Evolution of Language	Stromswold, Pinker chap.11 (2^nd half)
Mon 12/8	Course review. Bring questions
Mon 12/22 8-11 AM	Cumulative Final Exam	In regular room

Required readings

Gleason, J.B & Ratner, N. B. 1998. Psycholinguistics, 2^nd edition. Wadsworth

Pinker, S. 1994. The Language Instinct. William Morrow. Any edition is fine.

Crystal, D. 1991. The Encyclopedia of Language, pp. 396-402.

Stromswold, K. 2005.. Genetic specificity of linguistic heritability. In A. Cutler (Ed.), Twenty-First Century Psycholinguistics: Four Cornerstones. Mahwah NJ: Lawrence Erlbaum Associates.

GRADING

2 Hourly Exams: There are 2 hourly exams, each of which is worth 25 points. For each hourly, students will have the option of taking either an essay or a multiple-choice version of the hourly.

Final exam: The final exam is a cumulative, multiple-choice exam (no essay option) worth 50 points. Approximately 25% of the questions on the final will cover material from the first 1/3 of the course, 25% from the second 1/3 of the course, and approximately 50% of the questions will cover material from the third 1/3 of the course.

Final grades will be determined by the total number of points earned in the class. Grades will be scaled so that the top-scoring student receives 100 points for the course. For example, if the top scoring student earns 95 points during the course, all students will have an additional 5 points added to their final grade.

Course grades will be assigned as follows:
A (90-100 points); B+ (85-89 points); B (80-84 points); C+ (75-79 points); C (70-74 points); D (60-69 points); F (<60)

Makeup exams will not be given without a note from your doctor or dean.

EXTRA CREDIT

Throughout the semester, students may earn extra credit points toward their final grade. The purpose of the extra credit assignments is to give students the experience of learning about language acquisition in the ways that a researcher/scientist learns about language acquisition. You will receive one point toward your final grade for each acceptable paper you write (see below). You may earn a maximum of 5 extra credit points toward your final grade. I will accept extra credit papers up to the morning of the final exam.

Ways of earning extra credit:

1) Attend a colloquium that concerns language and write a 2-page double-spaced paper that summarizes the talk and what you have learned by attending the talk. Throughout the course, I will announce various colloquia/talks that definitely count towards extra credit. In addition, students may attend other language colloquia. If you plan to attend a colloquium that I do not announce in class must talk to me before the talk so I can determine whether the colloquium will count for extra credit. When you speak to me, you must bring a print out of the announcement that gives the name of the speaker, the title of the talk, what series the talk is part of, and an abstract of the talk. When you hand in your paper, please attach this announcement. Course lectures do not count.

2) Participate in a language experiment and write a 2-page double-spaced paper that summarizes what you did in the experiment and what you think the experiment was investigating. You must also provide proof that you did the experiment (e.g., a signed consent form, a note from the experimenter, etc.). You must talk to me before you do the experiment so I can determine whether the experiment counts. When you speak with me, you will have to provide a print-out that gives the name of the experiment, the experimenter or lab that is conducting the experiment, and the affiliation of the experimenter (e.g., Rutgers Psychology Department). When you hand in your paper, please append this print out.

3) Read a peer-reviewed, published journal article on psycholinguistics and write a 2-page paper about what you learned by reading the paper. Any article that is published in the journals Language and Cognitive Processes, Journal of Psycholinguistic Research, Memory & Language, Journal of Child Language, Language Acquisition, Brain & Language, Applied Linguistics, and Journal of Neurolinguistics automatically counts for extra credit. If you would like to read an article that appears in some other journal, please speak to me before you read the journal paper so I can determine whether the journal article will count for extra credit. When you speak to me, you must bring a print out that has the name of the journal, the authors of the paper, the title of the paper, and the abstract. When you hand in your paper, please append a copy of the journal article. Book chapters, articles that appear in the popular press (e.g., New York Times, Scientific American, Time Magazine, etc.), and on-line articles (e.g., Wikipedia entries, NIH summaries, articles directed at parents, etc.) do not count.

How to find journal articles

1. Go to the following URL:
http://www.libraries.rutgers.edu/rul/indexes/findarticles.shtml

2. Go to the link that says “Indexes and Databases”
http://www.libraries.rutgers.edu/rul/indexes/indexes.shtml

3. For most topics, the most relevant databases will be:
PsycInfo:http://www.libraries.rutgers.edu/rul/indexes/search_guides/psycinfo.shtml
Medline: http://www.libraries.rutgers.edu/rul/indexes/search_guides/medline.shtml

4. Once you choose your database, login in by hitting the CONNECT button. You will be prompted to provide keywords or phrases.

5. The default search is a Keyword search. If “Map terms onto subject headings is “clicked”, your terms will be used to find matching subject headings, a strategy that sometimes is useful when you are just beginning. If you ‘unclick’ the “Map Terms onto Subject Headings”, the program will match any reference in the database that includes all of those terms somewhere in the title, abstract, author, journal title, and subject headings.

6. If you want to search for a particular author, click the author icon, and then provide the last name of the author and the author’s first initial.

7. If you get too many hits, you can use the “LIMIT” function to limit your search to particular years, articles with abstracts, review articles, age groups, population groups (e.g., animals vs. humans), publication type etc. For example, if you merely search for “autism” on PsycInfo, you will get 9312 hits … far too many to even read the abstracts of. But let’s say I am interested in the language of autistic children, and only want articles written in English, with an abstract. By limiting my search to English, abstract, human, and children, I get a semi-manageable number of hits.

8. Another strategy for when you get too many hits is to use the COMBINE function to combine the results of two or more searches. For example, on PsychInfo, you might combine searches for “autism” “language”, “children” and “development”

9. A third strategy if you really get too many hits is to put your search terms in quotations marks in which case only those articles which contain exactly those words in that order are found. For example, you could search for “ language of autistic” The results of this search can be combined with the results of another search (e.g., “children”).

10. If you get too few or no hits, the first thing to check is that you have spelled all of your words correctly. The second thing to do is to get rid of quotation marks if you have used them. The third thing to do is to eliminate terms. The fourth thing to do is to try a different database. If none of these things work, go back to your advisor!

11. Once you have found a reference for something that appears in a journal, see if Rutgers has an electronic version of the journal by going to the following URL:
http://www.libraries.rutgers.edu/rul/rr_gateway/ejournals/ejournals.shtml
Most of the time you will be interested in electronic journals, not electronic government journals.

12. Even if the RU Library does not have the electronic version of the journal, they may have a hard copy version of the journal. You can check this by going to:
http://www.libraries.rutgers.edu/rul/how_do_i/subscribes.shtml

Format of extra credit assignment. The format of extra credit papers is very flexible. Some possibilities are 1) a summary of the talk or paper, 2) what you liked/disliked about the talk or paper, 3) how you would change the talk or paper, 4) what you did and did not understand about the talk or paper, 5) how the material covered in the talk relates to what you have learned in class. The key is that your extra credit paper be written in your own words and contain your own thoughts. I do not expect professional-quality paper.

PLAGIARISM

DO NOT PLAGIARIZE. If you are caught plagiarizing any extra credit assignments, you will not receive for any of their extra credit assignments. Furthermore, depending on the egregiousness of the plagiarism, I reserve the right to lower your final grade and/or notify your dean about the plagiarism.

WHAT IS PLAGIARISM?

1. If you copy something that is in print ANYWHERE (books, journals, popular magazines, on-line. blogs, mailing lists etc.), you are plagiarizing.

2. Taking someone else’s words and substituting a word here or there is still plagiarism.

3. Paraphrasing someone else’s words but ‘borrowing’ their line of argument and reasoning is plagiarism.

4. Plagiarism is stealing. Better to hand in something that is yours than to hand in something that you sole.

5. For more guidelines on plagiarism, see http://wire.rutgers.edu/research_plagiarism.html

Ten hints for doing well in this class:

1) Come to every class and take good notes. If you do miss a class, get the notes from a classmate. I stress different topics in my lectures than those stressed in the readings. The material I stress in lecture tends to appear on exams.

2) Spend 10 minutes immediately after each lecture going over your lecture notes, reconstructing the lecture and making sure you understand the "key concepts" for the day.

3) Spend the 10 minutes before each lecture going over the lecture notes and "key concepts" from the previous class.

4) Try to at least skim the assigned readings before each class.

5) When you go back and reread the books, use the lecture notes to guide your reading.

6) If you are having trouble with one of the readings for a topic, try the other reading for the topic.

7) If you don't understand something said in the lectures or in the readings, let me know. Ask a question in class or come to my office hours. Chances are if you are confused, others are too.

8) Use your lecture notes and the "key concepts" to review for exams

9) Form study groups and quiz each other on key concepts.

10) Do not try to cram. The material in this course builds on itself, just like in a math or physics course and the exams are cumulative. If you don't learn the material in the beginning of the course, you are going to be lost.

KEY CONCEPTS

UNIT 1: Language, Communication & Thought

Communication Systems vs. Human Language

Hockett's 13 Design Features

Faculty of Language Broad (FLB)

Faculty of Language Narrow (FLN)

Linguistics vs Psycholinguistics

Metalinguistics

Competence vs. Performance

Descriptive vs prescriptive grammar

Modularity of language

Sapir-Whorf Hypothesis

The relationship between language & thought

UNIT 2: Sounds

Articulatory phonetics vs Acoustic phonetics vs Aural phonetics

Phonetics

Phonology

Acoustic and phonological differences between C & V

Articulatory features of consonants

Distinctive features

Minimal pairs

Phones [ ]

Allophones [ ]: two sounds that are not phonemic (aspirated & unaspirated p in English)

Phonemes / /

Categorical perception of phonemes (adults, infants & chinchillas)

Liebermann's Motor theory of speech perception

Auditory theory of speech percepion

Assimilation and co-articulation

McGurk effect

Acquisition of speech production and speech perception

The invariance problem in speech perception

Speaker normalization

Practice Exam for Units 1 & 2: http://ruccs.rutgers.edu/~karin/Unit1&2_selfquiz.pdf

Answers to Practice Exam: http://ruccs.rutgers.edu/~karin/Units1&2_quizAnswer.pdf

UNIT 3: Words and Meanings

Open versus closed class words

Morpheme { }

Allomorph / /

Root Morphemes versus Affixes (prefixes, infixes, suffixes)

Bound vs, Free Morphemes

Inflectional vs Derivational Morphology

Acquisition of inflectional morphology

The lexicon (what's in it)

Lexical access (how do we get the info out)

Serial search versus parallel search of the lexicon

Access vs postaccess effects in lexical decision

Tachistiscopic studies of lexical access

Lexical decision experiments

Lexical naming experiments

Top-down vs Bottom-up models of lexical access

Semantic priming

Cross-modal priming experiments (Swinney's experiments)

Tip-of-the tongue phenomenon

2-Stage model of lexical access (Stage 1: meaning. Stage 2: sound)

Speech errors: semantic errors, malapropisms, spoonerisms, anticipations, perseverations, deletions, substitions, shifts, exchanges, strandings etc)

Semantic change (amelioration, degradation, narrowing, etc)

Lexical innovation (compounding, blending, coinage, iconic,

eponyms, acronyms, backformation, clipping, derivational

morph, coinage)

Classical view of concepts: necessary and sufficient

Family resemblance view of concepts (Wittgenstein)

Prototypes and cluster concepts (Rosch)

Lexical concepts (Fodor)

Primitive concepts

Complex concepts

Causal theory of reference (Kripke)

Natural kind terms

Artifact terms

Word learning as an induction problem

Component-by-component word learning (Clark)

Principle of Contrast

Syntactic context and word learning

Soja et al.s word learning of object and substance names

Fast-mapping (One trial word learning)

Extension of a concept

Intension of a concept

Ostensive definition

UNIT 4: Sentences

Autonomousness of Grammar and Cognition

Ungrammatical

Grammar = List of Sentences (talking doll)

Finite State Grammar

Transitional probabilities between words

Grammatical categories (N, V, Adj, Adv, Det, P, Aux)

Phrases (NP, VP, AP, DP, PP ... XP)

Phrase structure grammar

Rewrite rule (e.g., NP --> (det) (Adj*)N

Recursion

Tree-diagram

Nodes and branches

Predicate

Arguments vs. Adjunct

Transitive verbs vs. Intransitive verbs

Head of Phrase

Features of the Head determine the features of the phrase

Specifier position (SPEC)

X-Bar Theory

Theta-theory (every theta-role must discharged exactly once)

Case-theory (every NP must get case once and only once)

Universal Grammar (UG)

Principles and Parameter approach to syntax (e.g., SPEC-inital vs SPEC-final parameter; Head-inital vs Head-final parameter) –

Tranformational theory of language: D(eep)-structure à S(urface)-structure à

Phonetic Form à motor program

Competence vs. performance

Syntactic parsing

Semantic interpretation

"On-line" processing

Garden path sentences and ambiguous sentences

Eye-movement studies

speech shadowing

RSVP experiments

Minimal attachment

Garrett's Production model: message level --> functional level (meaning) --> po

sitional level (sound) --> phonetic --> motor program

UNIT 5: The biological bases of language

LANGUAGE ACQUISITION

Learnabiliity theory

Language acquisition as an induction problem

Subset and superset languages

Productivity vs conservativism

Language acquisition as paramter setting

Structure-dependence

Innate constraints

Universal grammar and parameter-setting

Positive evidence

Negative evidence

The 'no-negative evidence' problem

Non-occuring errors

Motherese

One-word stage

Two-word stage

Telegraphic speech

Continuity hypothesis vs maturational accounts

Critical period for language acquisition

Linguistic isolates ("wild" children and deaf isolates)

NEUROLINGUISTICS

Broca's area

Wernicke's area

Perisylvian cortical regions

Agrammatic aphasia

Jargon aphasia

Hemispheric localization (left hemisphere)

Double dissociation of function

ERP studies (Event Related Potentials)

PET studies (Positron Emission Tomography)

fMRI studies (functional magnetic resonance imaging)

Neuronal plasticity and language

Hemispherectomy children

Specifically language impairment (SLI) or developmental aphasia

GENETICS

Family aggregation studies

Linkage studies

Twin studies

Adoption studies

EVOLUTION

Reproductive fitness and evolution

Was language 'selected for' or is language a spandrel?

Possible precursors of language

Some Related Websites

UNIT 1: Language, Communication and Thought

General info

http://www.yourdictionary.com/library/index.html#baldi

Tongue in-cheek language essays

http://www.theonion.com/content/radio_news/rules_grammar_change?utm_source=slate_rss_1

More language humor

http://www.geocities.com/CollegePark/3920/index.html

An overview of the field and brief descriptions of its subdisciplines.

http://www.mc.maricopa.edu/academic/cult_sci/anthro/Language/what1.html

An introduction to the patterning of sounds, words, and phrases. Includes exercises and sound clips.

http://www.zompist.com/langfaq.html

Linguistics FAQ

Animal communication & non-linguistic human communication systems:

Bird Brains. Clues to the origins of human language are turning up in the brains of birds.

Ape Genius. Experts zero in on what separates humans from our closest living relatives

http://ruccs.rutgers.edu/~karin/Alex_obit.pdf

New York Times Animal communication article

http://ruccs.rutgers.edu/~karin/DrDoolittleNYT2004.pdf

Stephen Anderson & Dr. Doolittle’s delusion.

http://www.argyroneta.com/s4b/sem02.html

A paper with explanations of various types of signs and their interpretations.

http://www.yourdictionary.com/library/ling002.html

Light hearted essay about animal communication

http://www.angelfire.com/sc2/nhplanguage/

The homepage for a project conducted by a seminar at the University of Leuven in Belgium. Includes a paper reviewing evidence for and against the existence of language in apes, with particular attention to Savage-Rumbaugh’s work with Kanzi, the bonobo chimpanzee. Features a useful collection of links.

More Ape Language http://www.slatev.com/player.html?id=1630417590

KANZI THE BONOBO. Launch interactive

What would it be like to converse with a bonobo? According to primatologist Sue Savage-Rumbaugh, a lead scientist at the Great Ape Trust of Iowa, these apes cannot only understand language, but some of them can convey their thoughts and feelings to humans and to each other by pointing to any of hundreds of symbols on lexigram keyboards. In this audio slide show, meet Kanzi, the Trust's alpha male, who has demonstrated an extraordinary ability to communicate on our terms.

http://www.brown.edu/Departments/Anthropology/apelang.html

Includes links to general Web sites concerned with primate research and primate communication, books and texts, newsgroups, and bulletin boards.

http://www.pbs.org/newshour/bb/science/chimp_5-6.html

The transcript of a PBS segment looking at both sides of the issue of language use among apes. Focuses on the work of Rumbaugh and Savage-Rumbaugh with Kanzi, the bonobo chimpanzee.

http://natzoo.si.edu/zooview/exhibits/thinktan/olp/olp.htm

Describes a language training program for orangutans at the National Zoo in Washington, DC, in which orangutans use computers with touch screens.

http://www.cages.org/research/pepperberg/index.html

Describes Irene Pepperberg's work with African Grey Parrots. Her claims for language in parrots are reported in favorable terms here

http://www.abc.net.au/oceans/whale/song.htm

Whale songs

Sapir-Whorf Hypothesis

http://venus.va.com.au/suggestion/sapir.html

http://www.linguistlist.org/topics/sapir-whorf/

http://www.ecst.csuchico.edu/~atman/Misc/eskimo-snow-words.html

UNIT 2: Sounds: Phonology, Acoustics & Speech Perception

http://hctv.humnet.ucla.edu/departments/linguistics/VowelsandConsonants/vowels/contents.html

Lots of video and audio clips of sounds around the world

http://www2.arts.gla.ac.uk/IPA/ipa.html

Includes the full IPA chart and audio files, as well as information on the organization.

http://www.umanitoba.ca/linguistics/russell/138/notes.htm

Notes from a phonetics course at the University of Manitoba, including phonetic transcriptions of English, vocal tract anatomy, properties of consonants and vowels, and acoustic phonetics, among other things.

http://www.ling.yale.edu/Ling120/index.html

The homepage for a course at Yale. Includes lecture materials and audio-video clips.

http://www.phon.ucl.ac.uk/project/siphtra.htm

These interactive tutorials from University College London are part of a project called System for Interactive Phonetics Training and Assessment. They include voicing, plosives (i.e., stops), and other topics.

UNIT 3: Words: Morphology, Semantics and the Lexicon

http://thisisnotthat.com/humor/language.html#conundrum

Linguistic conundrums

http://www2.hawaii.edu/~bender/paradox.html

Morphological paradoxes

http://www.yourdictionary.com/library/ling005.html

This short essay from Robert Beard’s files illustrating what morphology is begins with "Jabberwocky," compares lexemes and morphemes, and makes a stop at Tagalog reduplication along the way.

http://www.ruf.rice.edu/~kemmer/Words/morphemes.html

A definition and illustration of the concept of a morpheme using examples from English.

http://www.quinion.com/words/articles/unpaired.htm

Unpaired words or why people aren’t couth, kempt or ruly

http://www.geocities.com/Heartland/Lane/7867/humor/humor10.html

Humor piece using unpaired words “How I met my wife” by Jack Winter (from the July 25th1994 New Yorker)

http://www.libraries.rutgers.edu/rul/indexes/search_guides/oed.shtml

The Oxford English Dictionary. Probably the world’s best dictionary for English. Entries include detailed etymologies for most words. (Requires Rutgers account to access this website).

http://pages.zoom.co.uk/leveridge/dictionary.html

An English neologism on-line dictionary (UK-leaning)

http://www.rdues.liv.ac.uk/newwords.shtml

This site contains 'new' English words culled from the Independent newspaper from 1997 to1999.

http://thisisnotthat.com/humor/language.html#office

Office slang

http://www.csupomona.edu/~jasanders/slang/

College slang project homepage

http://www.csupomona.edu/~jasanders/slang/top20.html

Top 20 college slang words for 2002

UNIT 4: Sentences: Syntax, Parsing & Production

http://www.yourdictionary.com/library/ling004.html

A lighthearted introduction to syntax from Robert Beard’s files.

http://www.yourdictionary.com/library/ling003.html

A lighthearted introduction to syntax from Robert Beard’s files.

http://babelfish.altavista.com/translate.dyn

This engine translates entire paragraphs back and forth between English, French, German, Italian, Portuguese, and Spanish.

Speech errors:

http://www.departments.bucknell.edu/linguistics/lectures/05lect16.html

http://www.lsadc.org/Fromkin.html

What I meant to say was: Ambiguous sentences, headlines, signs etc.

http://thisisnotthat.com/humor/language.html#bulletins

http://thisisnotthat.com/humor/language.html#signs

http://monster-island.org/tinashumor/humor/headline.html

http://www.departments.bucknell.edu/linguistics/synhead.html

What I though you said was: AKA mondegreens (misunderstood song lyrics)

http://www.rulefortytwo.com/mondegreens.htm

http://www.rulefortytwo.com/mondegreenhall.htm

http://www.punkhart.com/dylan/lyrics/mondegreens.html

http://strangeways.tripod.com/mondegreens.html

UNIT 5: The Biological Bases of Language

Language acquisition

http://www.yourdictionary.com/library/ling001.html

Humorous piece on language acquisition

http://childes.psy.cmu.edu

CHILDES: Child Language Data Exchange System. Tools for studying children's language acquisition through the study of conversational interactions. The site features a database of transcripts, programs for analysis, and methods of coding data, among other things.

http://www.sci.sdsu.edu/cdi

The MacArthur Communicative Development Inventories. These are parent report forms to assess the development of language and communication in children. Included are lexical norms for English vocabulary acquisition showing when particular words and expressions are acquired.

http://www.pbs.org/saf/1205/video/watchonline.htm

Growing up different.

http://www.pbs.org/wgbh/nova/transcripts/2112gchild.html

Nova #2112G: Secret of the Wild Child. The broadcast transcript of a Nova program on Genie. Includes interview material with Susan Curtiss and others involved in caring for Genie and studying her development.

Deafness :

http://www.pbs.org/wnet/soundandfury/

http://www.bbc.co.uk/science/horizon/silenttran.shtml

Down Syndrome: http://www.nas.com/downsyn/

Williams Syndrome: http://www.williams-syndrome.org/facts.htm

Autism: http://www.autism-society.org/

Neurolinguistics

Video of how ischemic strokes happen

http://www.nytimes.com/packages/khtml/2007/05/25/health/20070528_STROKEB_FEATURE.html

http://www.biology.about.com/science/biology/library/organs/brain/blbrain.htm

Anatomy of the Brain. An outline with illustrations for students. Includes concise sections on Broca’s area and Wernicke’s area

http://www.stroke.cwc.net/niweb/faq.htm#14 different parts of the brain do

What Do Different Parts of the Brain Do? Question 12 in a series of frequently asked questions written for stroke victims and their families features a clear, color-coded, numbered diagram of the left hemisphere, with an explanation. Scroll down to read question 13 concerning speech problems.

Aphasia

http://www.asha.org/speech/disabilities/Aphasia_info.cfm

http://fuzzy.iau.dtu.dk/aphasia.nsf

http://www.asha.org/speech/disabilities/index.cfm

http://www.med.harvard.edu/AANLIB/home.html

Genetics of language:

http://www.nature.com/nsu/011004/011004-16.html

http://ruccs.rutgers.edu/~karin/GeneDec2002.ppt

http://ruccs.rutgers.edu/~karin/stromswoldLANG.pdf

Epigenetics (July 2007)  Our lifestyles and environment can change the way our genes are expressed, leading even identical twins to become distinct as they age. Watch now (13 mins.)

Evolution of language:

http://arti.vub.ac.be/~jelle/classics/

http://www.isrl.uiuc.edu/amag/langev/

http://www.nature.com/cgi-taf/DynaPage.taf?file=/nature/journal/vaop/ncurrent/full/nature01025_fs.html

Unit 1: Language, Communication & Thought

In regular room

Unit 4: Sentences: Syntax, Parsing & Production

Thur 11/6

In regular room

Cumulative Final Exam

In regular room

Required readings

LANGUAGE ACQUISITION

UNIT 1: Language, Communication and Thought

http://www.angelfire.com/sc2/nhplanguage/

Sapir-Whorf Hypothesis

Language acquisition

Neurolinguistics