Materia
The mental lexicon/El léxico mental
Datos generales de la materia
- Modalidad
- Presencial
- Idioma
- Inglés
Descripción y contextualización de la asignatura
Spoken word production: Theories, models, dynamics; Bilingual speech production; Spoken word comprehension; Visual word recognitionProfesorado
Nombre | Institución | Categoría | Doctor/a | Perfil docente | Área | |
---|---|---|---|---|---|---|
KAPNOULA , EFTHYMIA EVANGELIA | Otros | Otros | Doctora | e.kapnoula@bcbl.eu | ||
MCLAUGHLIN , DREW | Basque Center on Cognition, Brain and Language (BCBL) | Otros | Doctor | d.mclaughlin@bcbl.eu |
Competencias
Denominación | Peso |
---|---|
Adquisición de conocimientos avanzados sobre percepción del habla y adquisición del lenguaje. | 25.0 % |
CE2. Dotar al alumno/a de conocimientos y habilidades en las principales técnicas de investigación sobre the mental lexicon | 25.0 % |
CE3. Afianzar en el alumno sus destrezas analíticas para enjuiciar de modo eficaz los procesos y productos de la investigación en the mental lexicon | 25.0 % |
CE4. Generar en el alumno una inquietud específica para que relacione los contenidos del curso con ámbitos de intervención, problemas y demandas de nuestro entorno social y cultural. | 25.0 % |
Tipos de docencia
Tipo | Horas presenciales | Horas no presenciales | Horas totales |
---|---|---|---|
Magistral | 10 | 10 | 20 |
P. de Aula | 10 | 10 | 20 |
P. Ordenador | 10 | 25 | 35 |
Sistemas de evaluación
Denominación | Ponderación mínima | Ponderación máxima |
---|---|---|
Examen Oral | 25.0 % | 25.0 % |
Examen escrito | 25.0 % | 25.0 % |
Exposiciones | 20.0 % | 20.0 % |
Participación en las clases | 15.0 % | 15.0 % |
Trabajos Prácticos | 15.0 % | 15.0 % |
Temario
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.Bibliografía
Materiales de uso obligatorio
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.Bibliografía básica
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