Linguistics 3701H / Psychology 3371H: Language and the Mind

This course is an introduction to the psychological processes for producing and understanding speech, the means by which they arise in the child, and bases in the brain.

Instructor: William Schuler

Meeting time: Tuesday and Thursday 3:55am-5:15pm in 218 Enarson Classroom

Web site: The updated syllabus, assignments, slides, etc. will be posted here, so check it regularly.

Textbook: "Language in Mind: An introduction to Psycholinguistics," Julie Sedivy. Sinauer Associates, 2014. ISBN 978-0-87-893598-7.

Course Content:

Wk Reading due Monday Lecture: Tuesday Reading due Wednesday Lecture: Thursday
1 8/22 Sedivy Ch 1 pp 1—7 8/23
overview of course, overview of field
8/24 Sedivy Ch 2 pp 9—31 8/25
language and thought
2 8/29 Sedivy Ch 2 pp 31—53 8/30
background: neural activation
8/31 Tom Mitchell video 9/1 PS1 handout
discuss Tom Mitchell video
3 9/5 Sedivy Ch 3 pp 55—75 9/6
background: associative memory
9/7 Sedivy Ch 3 pp 75—104 9/8
background: complex ideas
4 9/12 PS1 due 9/13
9/14 Sedivy Ch 4 pp 104—121 9/15 background: generalization (learning)
speech sounds
5 9/19 Sedivy Ch 4 pp 121—143 9/20
speech segmentation
9/21 Sedivy Ch 5 pp 145—168 9/22
lexical semantics
6 9/26 Sedivy Ch 5 pp 168—184 9/27
lexical acquisition
9/28 Sedivy Ch 6 pp 185—206 9/29 background: hierarchic prediction
7 10/3 Sedivy Ch 6 pp 206—231 10/4
grammar acquisition
10/5 review weeks 1—6 10/6
review session
8 10/10 review weeks 1—6 10/11
(midterm 1)
(autumn break) (autumn break)
9 10/17 Sedivy Ch 7 pp 233—252 10/18
processes: encoding and decoding cued associations
10/19 Sedivy Ch 7 pp 252—277 10/20 PS2 handout
10 10/24 Sedivy Ch 8 pp 279—295 10/25
processes: ambiguity and resolution
10/26 Sedivy Ch 8 pp 295—328 10/27
processes: models of sentence processing
11 10/31 PS2 due 11/1
11/2 Levy 2008 pp 1126—1144 excluding proof in sect 2.1 11/3
discussion of Levy 2008
12 11/7 Levy 2008 pp 1144—1169 11/8
11/9 Vosse and Kempen 2009 11/10
discussion of Vosse and Kempen 2009
13 11/14 (cont'd) 11/15
11/16 Sedivy Ch 9 pp 329—346 (cancelled)
14 11/21 Sedivy Ch 9 pp 346—371 11/22
speech production
(Thanksgiving break) (Thanksgiving break)
15 11/28 Pickering and Garrod 2013 11/29
discussion of Pickering and Garrod 2013
11/30 review wks 9—15 12/1
review session
16 12/5 review wks 9—15 12/6
(midterm 2)
(end of term) (end of term)

Successful course participation involves:

Students with Disabilities:

Students who need an accommodation based on the impact of a disability should contact me to arrange an appointment as soon as possible to discuss the course format, to anticipate needs, and to explore potential accommodations. I rely on the Office of Disability Services for assistance in verifying the need for accommodations and developing accommodation strategies. Students who have not previously contacted the Office for Disability Services are encouraged to do so (292-3307;

Academic Misconduct:

It is the responsibility of the Committee on Academic Misconduct to investigate or establish procedures for the investigation of all reported cases of student academic misconduct. The term "academic misconduct" includes all forms of student academic misconduct wherever committed; illustrated by, but not limited to, cases of plagiarism and dishonest practices in connection with examinations. Instructors shall report all instances of alleged academic misconduct to the committee (Faculty Rule 3335-5-487). For additional information, see the Code of Student Conduct

Academic dishonesty is not allowed and will be reported to the University Committee on Academic Misconduct.

General Education Requirements

This course fulfills "GE Social Science: Individuals and Groups"

Goals: Students understand the systematic study of human behavior and cognition; the structure of human societies, cultures, and institutions; and the processes by which individuals, groups, and societies interact, communicate, and use human, natural, and economic resources.

Expected Learning Outcomes:

  1. Students understand the theories and methods of social scientific inquiry as they apply to the study of individuals and groups.
  2. Students understand the behavior of individuals, differences and similarities in social and cultural contexts of human existence, and the processes by which groups function.
  3. Students comprehend and assess individual and group values and their importance in social problem solving and policy making.
Students are expected to achieve these goals through in-class group exercises and discussions and through homework that focus on similarities and differences in language processing across individuals.