nireEHU 
Subject
Fundamentals of Psycholinguistics and Neurolinguistics
General details of the subject
- Mode
- Face-to-face degree course
- Language
- Spanish
Description and contextualization of the subject
The objective of the course is to present and discuss central questions of psycholinguistics and neurolinguistics (of language neurocognition). The course is aimed at students with linguistic knowledge, but does not assume prior knowledge of psychology or neuroscience. For this reason, emphasis is placed on both conceptual and theoretical issues and methodological aspects of experimental research on language as a human cognitive function.Teaching staff
| Name | Institution | Category | Doctor | Teaching profile | Area | |
|---|---|---|---|---|---|---|
| ERDOZIA URIARTE, KEPA | University of the Basque Country | Personal Doctor Investigador | Doctor | Bilingual | General Linguistics | kepa.erdozia@ehu.eus |
Competencies
| Name | Weight |
|---|---|
| Desarrollar la capacidad de edscripción, análisis y argumentación y de evaluar y criticar hipótesis propias y ajenas, siendo capaz de aplicar la metodología y herramientas experimentales propias de la psicolingüística. | 20.0 % |
| Ser capaz de elaborar documentos de carácter académico y científico en el ámbito de la psicolingüística, así como de transmitir oralmente el contenido de los mismos de manera eficaz. | 20.0 % |
| Ser capaz de interrelacionar los componentes teórico y experimental del campo de la psicolingüística y neurolingüística, diferenciando cuestiones conceptuales y metodológicas. | 20.0 % |
| Desarrollar la capacidad de acceder a las fuentes de información relevantes para la transmisión de los avances científicos en el ámbito del procesamiento adquisición y representación del lenguaje, así como a las técnicas y herramientas de las diferentes sub-disciplinas, y de interpretar y evaluar dicha información con espíritu crítico en la elaboración de nuevas hipótesis de trabajo. | 20.0 % |
| Tener capacidad de elaborar un diseño experimental adecuado a una pregunta científica. | 20.0 % |
Study types
| Type | Face-to-face hours | Non face-to-face hours | Total hours |
|---|---|---|---|
| Lecture-based | 18 | 0 | 18 |
| Applied classroom-based groups | 12 | 0 | 12 |
| Applied computer-based groups | 0 | 45 | 45 |
Training activities
| Name | Hours | Percentage of classroom teaching |
|---|---|---|
| Group discussion | 5.0 | 100 % |
| Handling experimental equipment and facilities | 30.0 | 50 % |
| Presentations and Papers | 10.0 | 50 % |
| Student's personal work | 30.0 | 0 % |
Assessment systems
| Name | Minimum weighting | Maximum weighting |
|---|---|---|
| Attendance and participation | 50.0 % | 75.0 % |
| Continuous evaluation | 25.0 % | 50.0 % |
Ordinary call: orientations and renunciation
Students who have not attended 80% of the classes will not be able to pass the course.Extraordinary call: orientations and renunciation
Students who have not attended 80% of the classes will not be able to pass the course.Temary
INTRODUCTION: THE LANGUAGE AND THE BRAINNeuroanatomy; biological foundations of language; methods in the study of the neurobiology of language; results and interpretations.
THE PERCEPTION OF SPEECH / LANGUAGE
Catching phonemes: categorical perception. Segmentation strategies. Catching words: lexical access, recognition and context effects. Frequency, competition and lexical neighbors.
THE MENTAL LEXICON
The representation of meaning. What do speech errors, tip-of-the-tongue and tongue twisters phenomena reveal on semantic representations and associations, lexical selection, morphological structure and phonological coding? Monolingual (and bilingual) lexical access models in speech production.
SYNTATIC PROCESSING.
Syntactic complexity and processing: the derivational complexity theory. Strategies and preferences of syntactic processing and linguistic variation. Mazes and ambiguities: what do they reveal about sentence processing? Semantics and syntax: are they independent? How much syntax do we use during sentence processing? Prosody and syntactic processing. Constraint-based models, hybrid models, prominence-based models.
BILINGUALISM
Executive functions and the bilingual cognitive advantage. Switching from one language to another. The representation and processing of language in bilinguals. Simultaneous activation of languages. Bilingual syntax: native and non-native processing. Effects of age, competence and linguistic distance.
Note: This evaluation system is designed for face-to-face teaching and will be adapted in the event that we enter a new state of health emergency and have to go to virtual teaching. In this case, the updated version of the program and the new evaluation system will be posted in the Egela virtual classroom.
Bibliography
Compulsory materials
Traxler, Matthew. 2012. Introduction to Psycholinguistics: Understanding languagescience. Willey-Blackwell.
Basic bibliography
Costa, A. (2017) El cerebro bilingüe: La neurociencia del lenguaje. Debate, Madrid [English translation: 2019. Schwieter, J. W. The bilingual brain: And what it tells us about the science of language. London, England: Allen Lane/Penguin Random House.]Brown, C.M. & Hagoort, P. (1999) The Neurocognition of Language, Oxford: Oxford University Press.
Grodzinsky, Y., Saphiro, L. & Swinney D. (2000) Language and the Brain. Representation and Processing, Foundations of Neuropsychology series, Academic Press, New York.
Jenkins, L. (2000) Biolinguistics. Exploring the biology of language, Cambridge University Press, Cambridge, UK. Obler, L. & Gjerlow, K. (1999) Language and the Brain, Cambridge University Press, Cambridge UK. Traducción al español: El lenguaje y el cerebro, 2001.
Journals
Brain and LanguageBilingualism: Language and Cognition
Cognition
Frontiers in Psychology
Journal of Memory and Language
Journal of Neurolinguistics
Language, Cognition and Neuroscience