{"id":4438,"date":"2022-07-04T10:44:37","date_gmt":"2022-07-04T02:44:37","guid":{"rendered":"https:\/\/caes.hku.hk\/?page_id=4438"},"modified":"2025-06-13T21:39:11","modified_gmt":"2025-06-13T13:39:11","slug":"maal7006","status":"publish","type":"courses","link":"https:\/\/caes.hku.hk\/maal\/courses\/maal7006\/","title":{"rendered":"MAAL7006 Psycholinguistics"},"content":{"rendered":"

COURSE TEACHER<\/span>:<\/span>
\n<\/span>Dr.<\/span><\/b>\u00a0Derek Chan
\n<\/span><\/b>Email:<\/span>\u00a0<\/span>dhlchan@hku.hk<\/span><\/a>\u00a0<\/span><\/p>\n


\n<\/span><\/b>Aims\/Objectives<\/strong><\/p>\n

This course is an introduction to psycholinguistics \u2013 the study of how human beings comprehend, produce, and acquire language. It contrasts with the more static<\/em>\u00a0view of language and the study of it in other areas of applied linguistics. Psycholinguistics focuses on the\u00a0psychological reality<\/em> of language. One guiding question is What are the psychological mechanisms that support the uniquely human capacity for language (and how they operate)? <\/em>We explore this multi-faceted question from an interdisciplinary perspective, combining insights and tools from cognitive psychology, linguistics, cognitive neuroscience, and computer science, just to name a few. We will cover topics central to the psycholinguistics of bilingualism and second language acquisition, including word recognition, sentence comprehension, speech production and errors, code- switching, simultaneous interpretation, aphasia and language disorders, and language and thought.<\/em> Students will come to develop a critical understanding of the literature and relevant debates, learn to appreciate basic experimental designs in language studies, and connect more broadly with implications for language classrooms and beyond.<\/p>\n

 <\/p>\n

Course Learning Outcomes (CLOs):<\/strong><\/p>\n\n\n\n\n\n\n\n
CLO No<\/strong>.<\/td>\nCLO Statement<\/strong><\/p>\n

Upon successful completion of this Module, you should be able to:<\/em><\/td>\n<\/tr>\n

1<\/td>\nEstablish a broad understanding of key concepts, questions, theories, and applications in psycholinguistics<\/td>\n<\/tr>\n
2<\/td>\nAnalyze and evaluate theoretical and empirical literature critically and scholarly<\/td>\n<\/tr>\n
3<\/td>\nAppreciate basic design principles, methods, and complexities of psycholinguistic experiments<\/td>\n<\/tr>\n
4<\/td>\nApply psycholinguistic knowledge to varying fields such as psychology, marketing, translation, legal studies, and language teaching<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/strong><\/p>\n

Course Organization<\/strong><\/p>\n

There are 6 sessions of 3-hours contact time each for this course. Students are expected to actively participate and contribute to interactive activities during class and on Moodle\u2019s discussion forums.<\/p>\n

\u00a0<\/em><\/p>\n

Schedule: tbc<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n
Session<\/td>\nDate<\/td>\nTopic<\/td>\nReading<\/p>\n

(Essential reading in\u00a0bold)<\/strong><\/td>\n

Experimental paradigm<\/td>\n<\/tr>\n
1<\/td>\n<\/td>\n <\/p>\n

 <\/p>\n

Introduction<\/p>\n

 <\/p>\n

Psychological mechanisms<\/p>\n

 <\/p>\n

Bilingual memory<\/p>\n

(to be continued in Session 2)<\/p>\n

 <\/td>\n

Miller (1990)<\/p>\n

 <\/p>\n

Carroll (2008) Ch. 3<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

De Groot (2013) Ch. 8<\/strong><\/td>\n

Stroop task<\/p>\n

 <\/td>\n<\/tr>\n

2<\/td>\n<\/td>\nSpeech production and errors<\/td>\nCarroll (2008) Ch. 8<\/strong><\/p>\n

 <\/p>\n

Griffin (2004)<\/td>\n

Slip of the tongue<\/p>\n

 <\/p>\n

Eye-tracking<\/td>\n<\/tr>\n

3<\/td>\n<\/td>\nComprehension<\/p>\n

 <\/p>\n

Sentence processing<\/td>\n

Carroll (2008) Ch. 4 (pp.91-101)<\/strong><\/p>\n

 <\/p>\n

Traxler (2012) Ch. 4<\/strong><\/td>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

Garden path; self-paced reading<\/td>\n<\/tr>\n

4<\/td>\n<\/td>\nLanguage disorder and aphasia<\/td>\nTraxler (2012) Ch. 13 (pp. 479-486, 503-508)<\/strong><\/td>\n<\/td>\n<\/tr>\n
5<\/td>\n<\/td>\nLanguage and thought<\/td>\nBoroditsky (2011)<\/strong>; Stutterheim & Carroll (2006)<\/td>\nPriming<\/td>\n<\/tr>\n
6<\/td>\n<\/td>\nGroup presentations<\/p>\n

 <\/p>\n

Course evaluation, wrap-up<\/td>\n

\u00a0<\/strong><\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Note.<\/em>\u00a0This schedule is tentative. It will be subject to changes as the semester unfolds.<\/p>\n

\u00a0<\/strong><\/p>\n

References and Resources<\/strong><\/p>\n

Course texts<\/em><\/strong><\/p>\n

Boroditsky, L. (2011). How languages construct time. In S. Dehaene & E. M. Brannon (Eds.),\u00a0Space, time, and number<\/em>\u00a0in the brain<\/em>\u00a0(pp. 333-341). Academic Press.<\/p>\n

Carroll, D. W. (2008).\u00a0Psychology of language<\/em>. (5th<\/sup>\u00a0Ed.). Thomson Wadsworth.<\/p>\n

De Groot, A. M. B. (2013). Bilingual memory. In F. Grosjean & P. Li (Eds.),\u00a0The psycholinguistics of bilingualism<\/em>\u00a0(pp.171-191). Wiley.<\/p>\n

Griffin, Z. M. (2004). The eyes are right when the mouth is wrong.\u00a0Psychological Science, 15<\/em>, 814-821.<\/p>\n

Grosjean, F., & Li, P. (Eds.). (2013).\u00a0The psycholinguistics of bilingualism<\/em>. Wiley.<\/p>\n

Meuter, R. F. I., & Allport, A. (1999). Bilingual language switching in naming: Asymmetrical costs of language selection.\u00a0Journal of Memory and Language, 40<\/em>, 25-40.<\/p>\n

Miller, G. A. (1990). The place of language in a scientific psychology.\u00a0Psychological Science, 1<\/em>, 7-14.<\/p>\n

Stutterheim, C. v., & Carroll, M. (2006). The impact of grammatical temporal categories on ultimate attainment in L2<\/p>\n

learning. In Byrnes, H., Weger-Guntharp, H. D., & Sprang, K. A. (Eds.),\u00a0Educating for advanced foreign language\u00a0<\/em>capacities: Constructs, curriculum, instruction, assessment<\/em>\u00a0(pp. 40-53). Georgetown University Press.<\/p>\n

Traxler, M. J. (2012).\u00a0Introduction to psycholinguistics: Understanding language science<\/em>. Wiley.<\/p>\n

 <\/p>\n

Other recommended references<\/em><\/strong><\/p>\n

Fern\u00e1ndez, E. M., & Cairns, H. S. (Eds.). (2018).\u00a0The handbook of psycholinguistics.<\/em>\u00a0Wiley.\u00a0https:\/\/doi-org.eproxy.lib.hku.hk\/10.1002\/9781118829516<\/a><\/p>\n

Sedivy, J. (2020).\u00a0Language in mind: An introduction to psycholinguistics (2nd ed.)<\/em>. Oxford. [not available at HKU Libraries]<\/p>\n

Tomasello, M. (Ed.). (2012).\u00a0The new psychology of language: Cognitive and functional approaches to language<\/em>\u00a0structure<\/em>\u00a0Vol. 2<\/em>. Lawrence Erlbaum Associates.<\/p>\n

Traxler, M. J., & Gernsbacher, M. A. (Eds.). (2006).\u00a0Handbook of psycholinguistics<\/em>. Academic Press.<\/p>\n

 <\/p>\n

Resources<\/em><\/strong><\/p>\n

ScienceDirect\u00a0<\/em>[Psycholinguistics]<\/p>\n

https:\/\/www.sciencedirect.com\/topics\/neuroscience\/psycholinguistics#:~:text=Psycholinguistics%20is%20the%20discipline%20that,ages%20comprehend%20and%20produce%20language<\/a><\/p>\n

Max Planck Institute for Psycholinguistics\u00a0<\/em>[Q&A]<\/p>\n

https:\/\/www.mpi.nl\/news-events\/questions-and-answers#:~:text=The%20case%20of%20selective%20aphasia,the%20other%20after%20the%20stroke<\/a><\/p>\n

CUHK Virtual Psycholinguistics Forum\u00a0<\/em>[Webinar]\u00a0https:\/\/cuhklpl.github.io\/forum.html<\/a><\/p>\n

Psychology Today\u00a0<\/em>[Fran\u00e7ois Grosjean\u2019s blog]<\/p>\n

https:\/\/www.psychologytoday.com\/intl\/contributors\/francois-grosjean-phd<\/a><\/p>\n

 <\/p>\n

Assessment Tasks<\/strong><\/p>\n\n\n\n\n\n
Task No.<\/td>\nType of Assessment Task\/Activities<\/td>\nMode of Assessment<\/td>\nWeighting<\/td>\nDue date<\/td>\nRelated CLO(s)<\/td>\n<\/tr>\n
1<\/td>\nFinal paper*<\/td>\nIndividual<\/td>\n65%<\/td>\ntbc<\/td>\n1,2,3,4<\/td>\n<\/tr>\n
2<\/td>\nOral presentation**<\/td>\nGroup<\/td>\n35%<\/td>\ntbc<\/td>\n1,2,3,4<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/strong><\/p>\n

Note on assessment tasks.<\/em><\/p>\n

*Produce an 1800-word (\u00b110%) final paper on a focused psycholinguistic topic. This is the space (and output) to demonstrate your critical understanding of some psycholinguistic issues that have meaningful theoretical or practical ramifications. The more original your paper is, as demonstrated by a sharp focus, original insights and examples, compelling writing, as well as sound arguments against the literature evidence, the higher the quality of the paper. Please submit a softcopy of the written assignment to Turnitin by the due date.<\/p>\n

** Form groups to deliver a 10-minute intellectually thoughtful presentation followed by a 5-minute interactive Q&A session, based on one question prompt<\/u> on Moodle. Prepare Powerpoint slides; Encourage participation from fellow classmates. All members contribute to deliver the presentation.<\/p>\n

\u00a0<\/strong><\/p>\n

General Standard for Assessment<\/strong><\/p>\n

    \n
  • Understanding of the task and key concepts\/issues involved;<\/li>\n
  • Depth of analysis and\/or critique in response to the task<\/li>\n
  • Use of appropriate professional and\/or research literature to support response;<\/li>\n
  • Structure and organization of response;<\/li>\n
  • Presentation of response according to appropriate academic and linguistic conventions<\/li>\n<\/ul>\n

     <\/p>\n

    Grade Descriptors<\/strong><\/p>\n\n\n\n\n\n\n\n\n
    Grade<\/strong><\/p>\n

    (grade point)<\/td>\n

    		Description<\/strong><\/td>\n<\/tr>\n
    A+\u00a0<\/strong>(4.3)<\/p>\n

    A\u00a0<\/strong>\u00a0 (4)<\/p>\n

    A-\u00a0\u00a0\u00a0<\/strong>(3.7)<\/p>\n

    \u00a0<\/strong><\/p>\n

    Excellent<\/strong><\/td>\n

    		\n
    Overall, a very impressive and excellent piece of work, equivalent to a distinction. Includes the majority of the following features:<\/h6>\n

     <\/p>\n

    Excellent result.\u00a0<\/strong>A thorough grasp of the subject as demonstrated by original, creative or exceptionally astute analysis and synthesis of ideas or critical interpretation of texts\/issues\/other course content or reflection on learning experience. Ample evidence of familiarity with relevant reading and research as well as very effective organizational, rhetorical and presentation skills as appropriate to the assessment task. Students display excellent communication skills in areas such as grammar, vocabulary, oral and aural competencies.<\/td>\n<\/tr>\n

    B+\u00a0<\/strong>(3.3)<\/p>\n

    B\u00a0\u00a0\u00a0<\/strong>(3)<\/p>\n

    B-\u00a0\u00a0<\/strong>(2.7)<\/p>\n

    \u00a0<\/strong><\/p>\n

    Good<\/strong><\/td>\n

    		\n
    Overall, a good and commendable piece of work. Includes the majority of the following features:<\/h6>\n

    Good to very good result.\u00a0<\/strong>A good to very good grasp of the subject as demonstrated by generally persuasive analysis and synthesis of ideas or critical interpretation of texts\/issues\/other course content or reflection on learning experience. Some evidence of a generally sound understanding of relevant reading and research as well as very effective organizational, rhetorical and presentation skills as appropriate to the assessment task. Students display good to very good communication skills in areas such as grammar, vocabulary, oral and aural competencies.<\/p>\n

     <\/td>\n<\/tr>\n

    C+\u00a0<\/strong>(2.3)<\/p>\n

    C\u00a0\u00a0\u00a0\u00a0<\/strong>(2)<\/p>\n

    C-\u00a0\u00a0\u00a0<\/strong>(1.7)<\/p>\n

    \u00a0<\/strong><\/p>\n

    Satisfactory<\/strong><\/td>\n

    		\n
    Overall, a satisfactory piece of work. Includes a majority of the following features:<\/h6>\n

     <\/p>\n

    Satisfactory to reasonably good result.\u00a0<\/strong>A reasonable grasp of the subject as demonstrated by some analysis and synthesis of ideas or critical interpretation of texts\/issues\/other course content or reflection on learning experience. Familiarity with relevant reading and research is adequate but tends to be rather descriptive with little evidence of critical reflection, but organizational, rhetorical and presentation skills, as appropriate to the assessment task, still contribute to overall coherence satisfactorily. Students display reasonable communication skills in areas such as grammar, vocabulary, oral and aural competencies.<\/td>\n<\/tr>\n

    D+\u00a0\u00a0<\/strong>(1.3)<\/p>\n

    D\u00a0\u00a0\u00a0\u00a0\u00a0<\/strong>(1.0)<\/p>\n

    \u00a0<\/strong><\/p>\n

    Pass<\/strong><\/td>\n

    		\n
    Overall, a bare pass. Includes a majority of the following features:<\/h6>\n

     <\/p>\n

    Barely satisfactory result.\u00a0<\/strong>A minimal grasp of the subject with little analysis of ideas or critical interpretation of texts\/issues\/other course content or reflection on learning experience. Hardly any evidence of familiarity with relevant reading or research as required for the assessment task. Ideas presented are generally not well- organized or well-argued but still largely comprehensible. Students display minimal communication skills in areas such as grammar, vocabulary, oral and aural competencies.<\/p>\n

     <\/td>\n<\/tr>\n

    F\u00a0<\/strong>(0)<\/p>\n

    \u00a0<\/strong><\/p>\n

    Fail<\/strong><\/td>\n

    		\n
    Overall, a very poor piece of work. Includes a majority of the following features:<\/h6>\n

    \u00a0<\/strong><\/p>\n

    Unsatisfactory result.\u00a0<\/strong>A poor grasp of the subject with negligible or largely inaccurate analysis of ideas or interpretation of texts\/issues\/other course content or reflection on learning experience. A general lack of familiarity with relevant reading or research, as required for the assessment task. Work presented is poorly organized, largely irrelevant and incoherent. Work fails to reach the level expected for a master\u2019s curriculum. Students display poor communication skills in areas such as grammar, vocabulary, oral and aural competencies.<\/p>\n

     <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

     <\/p>\n

    \u00a0<\/strong>Academic Conduct<\/strong><\/p>\n

      \n
    • Regular class attendance and punctuality is required to pass the course.<\/li>\n
    • Assignments will not be accepted after the due date without good\/medical reason(s). Late penalty will be enforced to ensure fairness. To be precise, 20% of the assignment grade will be deducted for late submission after 48 hours of the due date. Penalty will be dealt with separately from the quality of work submitted.<\/li>\n
    • APA (7th<\/sup>) referencing is required for all assignments.<\/li>\n
    • Plagiarism is strictly forbidden<\/li>\n<\/ul>\n

      \u00a0<\/em><\/p>\n

      To avoid plagiarism, students are recommended to read the following materials:<\/em><\/p>\n

        \n
      • A HKU booklet: What is plagiarism? (http:\/\/www.hku.hk\/plagiarism)<\/em><\/li>\n
      • Plagiarism and how to avoid it? By David Gardner (from\u00a0<\/em>CAES<\/em>) (<\/em>http:\/\/www4.caes.hku.hk\/plagiarism<\/em>)<\/em><\/li>\n
      • HKU Library resources (https:\/\/lib.hku.hk\/general\/research\/libsupport\/index-2.html)<\/em><\/li>\n
      • HKU Library about plagiarism (https:\/\/lib.hku.hk\/turnitin\/about.html)<\/em><\/li>\n<\/ul>\n","protected":false},"author":43,"featured_media":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-4438","courses","type-courses","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/caes.hku.hk\/maal\/wp-json\/wp\/v2\/courses\/4438","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/caes.hku.hk\/maal\/wp-json\/wp\/v2\/courses"}],"about":[{"href":"https:\/\/caes.hku.hk\/maal\/wp-json\/wp\/v2\/types\/courses"}],"author":[{"embeddable":true,"href":"https:\/\/caes.hku.hk\/maal\/wp-json\/wp\/v2\/users\/43"}],"replies":[{"embeddable":true,"href":"https:\/\/caes.hku.hk\/maal\/wp-json\/wp\/v2\/comments?post=4438"}],"version-history":[{"count":11,"href":"https:\/\/caes.hku.hk\/maal\/wp-json\/wp\/v2\/courses\/4438\/revisions"}],"predecessor-version":[{"id":6927,"href":"https:\/\/caes.hku.hk\/maal\/wp-json\/wp\/v2\/courses\/4438\/revisions\/6927"}],"wp:attachment":[{"href":"https:\/\/caes.hku.hk\/maal\/wp-json\/wp\/v2\/media?parent=4438"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}