Subject
The mental lexicon
General details of the subject
- Mode
- Face-to-face degree course
- Language
- English
Description and contextualization of the subject
Spoken word production: Theories, models, dynamics; Bilingual speech production; Spoken word comprehension; Visual word recognitionTeaching staff
Name | Institution | Category | Doctor | Teaching profile | Area | |
---|---|---|---|---|---|---|
KAPNOULA , EFTHYMIA | Otros | Otros | Doctor | e.kapnoula@bcbl.eu | ||
MCLAUGHLIN , DREW | BCBL- Basque Center on Cognition, Brain and Language | Otros | Doctor | d.mclaughlin@bcbl.eu |
Competencies
Name | Weight |
---|---|
CE1. Advanced knowledge of the mental lexicon. | 25.0 % |
CE2. Main research techniques in studies of the mental lexicon | 25.0 % |
CE2. Main research techniques in studies of the mental lexicon | 25.0 % |
CE4. Relating course content to areas of intervention, problems and demands of social and cultural contexts | 25.0 % |
Study types
Type | Face-to-face hours | Non face-to-face hours | Total hours |
---|---|---|---|
Lecture-based | 10 | 10 | 20 |
Applied classroom-based groups | 10 | 10 | 20 |
Applied computer-based groups | 10 | 25 | 35 |
Assessment systems
Name | Minimum weighting | Maximum weighting |
---|---|---|
Oral examination | 25.0 % | 25.0 % |
Participation in schools | 15.0 % | 15.0 % |
Practical tasks | 15.0 % | 15.0 % |
Presentations | 20.0 % | 20.0 % |
Written examination | 25.0 % | 25.0 % |
Temary
Words, whether spoken, written or signed, form a key element in language production and comprehension. This course provides an introduction into how words and their meanings are processed and organized during word recognition and production. The first part of the course will focus on spoken and written word recognition. The topics that will be covered include: behavioral methods used to study the time course of lexical processing, the role of lexical characteristics (such as frequency) in word processing, and computational models of word recognition. Furthermore, the first part of the course will explore how new word forms and meanings are established in the lexicon and integrated with existing lexical representations. The second part of the course will explore the neural basis of these processes examining current neuroanatomical models of spoken language comprehension and production, as well as different types of neuroimaging experimental designs and analyses that are being used to further inform these models.Bibliography
Compulsory materials
There is no textbook for this class, a list of readings selected from scholarly articles and book chapters will be provided at the beginning of the course.Basic bibliography
Abdel Rahman, R., & Melinger, A. (2009b). Semantic context effects in language production: A swinging lexical network proposal and a review. Language and Cognitive Processes, 24, 713 - 734.Balota, D.A. (1994). Visual word recognition. In M.A. Gernsbacher (Ed.), Handbook of psycholinguistics, Academic Press, pp. 303-358.
Caramazza, A. (1997). How many levels of processing are there in lexical access? Cognitive Neuropsychology, 14, 177-208.
Castles, A. & Nation, K. (2006). How does orthographic learning happen? In S. Andrews (Ed.), From inkmarks to ideas: Challenges and controversies about word recognition and reading (pp. 151-179). Hove, UK: Psychology Press.
Collins, A. M., & Loftus, E. F. (1975). A spreading-activation theory of semantic processing. Psychological Review, 82, 407-428
Davis, C. J. (2006). Orthographic input coding: A review of behavioural evidence and current models. In S. Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processin (pp. 180-206). Hove, UK: Psychology Press
Dell, G. S. (1986). A spreading-activation model of retrieval in sentence production. Psychological Review, 93, 283-321.
Dell, G. S., & O'Seaghdha, P. G. (1992). Stages of lexical access in language production. Cognition, 42, 287-314.
Dell, G. S., Chang, F., & Griffin, Z. M. (1999). Connectionist models of language production: Lexical access and grammatical encoding. Cognitive Science, 23, (4), 517-542.
Dumay, N., & Gaskell, M.G. (2007). Sleep-associated changes in the mental representation of spoken words. Psychological Science, 18, 35-39.
Foygel, D., & Dell, G. S. (2000). Models of impaired lexical access in speech production. Journal of Memory and Language, 43, 182-216.
Gaskell, M. G. & Ellis, A. W. (2009). Word learning and lexical development across the lifespan. Special issue of Philosophical Transactions of the Royal Society B.
Gaskell, M.G. & Dumay, N. (2003). Lexical competition and the acquisition of novel words. Cognition, 89, 105-132.
Gernsbacher, M. A., & Kaxchak, M. P. (2003). Neuroimaging studies of language production and comprehension. Annual Review of Psychology, 54, 91-114.
Grainger, J. (2008). Cracking the orthographic code: An introduction. Language and Cognitive Processes, 23(1), 1-35.
Grainger, J., & Holcomb, P. J. (2009). Watching the Word Go by: On the Time-course of Component Processes in Visual Word Recognition. Language and Linguistics Compass, 3(1), 128-156.
Hickok, G., & Poeppel, D. (2007). The cortical organization of speech processing. Nature Reviews. Neuroscience, 8(5), 393-402. doi:10.1038/nrn2113