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In the course, the language is treated as a unique product of cognitive processes of the human mind, differing from other types of communication. The course gives insight into how language enables people to organize their thoughts and categorize their experience, which makes the subject indispensable even for language teachers.
Themes:
1. Introducction, history and position of psycholinguistics, research objectives, key concepts in psycholinguistics
2. Human vs animal communication; nonverbal communication; sign language
3. Biological origina of language. Characteristics of language and language competence
4. First language acquisition
5. Memory; information processing; mental lexicon
6. Comprehension and production; reprezentation of meaning
7. Production and comprehension of discourse. Teory of schemes. Informativity
8. Language skills (speaking, listening, reading, writing)
9. Brain and language; language disorders or impairments; language loss;
10. Bilingualism
11. Research and experiments in psycholinguistics
Last update: Kadrnožková Monika, PhDr., Ph.D. (26.10.2020)
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The objective of Psycholinguistics is to familiarise students with some of the central topics of Psycholinguistics and related disciplines, particularly with the relationship between the brain, the mind and the language, and to explain especially how the native language is acquired, and how people in different contexts communicate with one another and which factors are at play Last update: Pípalová Renata, doc. PhDr., CSc. (20.09.2024)
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● Active participation in seminars (max. two missed classes)
● A review established on comparing two recent studies on a selected psycholinguistic topic, to be followed by in-class presentation
● Carrying out a psycholinguistic research/ experiment, and presenting the findings in seminars
● Multiple choice test verifying the student´s familiarity with key concepts in the field (30 minutes, at least 11pts out of 15)
(the candidate has up to three attempts to pass the test)
(Note: In case the pandemic situation moves testing online, the multiple-choice format of tests will be replaced by open tests.)
The candidate´s proficiency and formulation skills are included in assessment criteria. Last update: Svoboda Petr, Mgr. (24.05.2023)
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AITCHISON, Jean. The Articulate Mammal: An Introduction to Psycholinguistics. 5th edition London & New York: Routledge, 2011. ISBN 978-0415610186 FERNÁNDEZ, Eva M. a CAIRNS-SMITH, Helen. Fundamentals of Psycholinguistics. Malden, Oxford: Willey-Blackwell. 2011. ISBN 978-1405191470. FIELD, John. Psycholinguistics. A Resource Book for Students. London & New York: Routledge, 2003. ISBN 978-041527600 FIELD, John. Psycholinguistics: Key Concepts. London & New York: Routledge, 2004. ISBN 978-0415258913 GROSJEAN, F., & LI, P. (2012). The Psycholinguistics of Bilingualism. John Wiley & Sons,Chichester. ISBN 9781444332797. OWENS, Robert E. JR. Language Development: An Introduction. 8th edition. London: Pearson, 2011. ISBN 978-0132582520 SCOVEL, Thomas. Psycholinguistics. Oxford, New York: Oxford University Press. 1998. ISBN 0 19 437213 8 WARREN, Paul. Introducing Psycholinguistics. Cambridge: Cambridge University Press, 5th printing, 2017. ISBN 978-0-521-130-56-1. Last update: Kadrnožková Monika, PhDr., Ph.D. (26.10.2020)
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●Theoretical part: Topics:
Introduction to psycholinguistics; history and position of psycholinguistics; theories of language origin;
Language acquisition; critical period; language and aging; loss of language (19/10)
Communication: animal and human; verbal and non-verbal; sign language; properties of human language (12/10)
Language production and comprehension (16/10)
Language skills (speaking, writing, reading,listening); bilingualism (30/11)
Language, mind and brain; language centres; language disorders; memory; mental lexicon; cognitive linguistics (7/12)
●Presentation of reviews (14/12)
●Presentation of individual psycholinguistic experiments (21/12;4/1) Last update: Svoboda Petr, Mgr. (24.05.2023)
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1/ Introduction to psycholinguistics; history and position of psycholinguistics; theories of language origin; Students can summarise and interpret recommended secondary sources; students can describe the position of psycholinguistics among linguistic disciplines and can explain key concepts; students can describe prominent theories of language origin 2/ Animal and human communication; Verbal and non-verbal communication: Students can summarise and interpret recommended secondary sources; students can give the similarities and differences between animal and human communication; students can describe the means of verbal and non-verbal communication, can compare verbal and non-verbal communication and can give the similarities and differences between them 3/ Sign language; properties of human language: Students can summarise and interpret recommended secondary sources; students can describe the sign language; they can compare sign language and verbal communication and give the similarities and differences between them; students can characterise unique features of the sign language; students can enlist the main features of a human language and provide suitable examples 4/ Language acquisition; critical period; language and aging; loss of language: Students can summarise and interpret recommended secondary sources; students can list the individual stages of L1 acquisition and compare the similarities and differences between L1 and L2 language acquisition 5/ Language comprehension; language production: Students can summarise and interpret recommended secondary sources; students can describe the processes of comprehension and production, their main phases and can compare these processes; Students can relate this topic to their study programme and can compare the processes of production and comprehension in L1 and L2 6/ Language skills (speaking, writing, reading, listening): Students can summarise and interpret recommended secondary sources; students can produce various language skills, describe their particular features and they can also compare the individual skills with one another 7/ Bilingualism and related topics: Students can summarise and interpret recommended secondary sources; students can classify bilingualism and related topics using relevant criteria; they can produce suitable examples 8/ Language, mind and brain; language centres; language disorders: Students can summarise and interpret recommended secondary sources; students can describe diverse language centres in the brain; they can enlist and explain various language impairments and disorders and can give the similarities and differences between them 9/ Language and culture: Students can summarise and interpret recommended secondary sources; students can describe diverse types of cultures and can provide convenient examples; students can relate this topic to their study programme, i.e., can compare and contrast the cultures of the target countries with the culture/s of their native language and can give the similarities and differences between them 10/ - 12/Student presentations of small-scale psycholinguistic experiments or reviews of psycholinguistic studies: Students can perform a psycholinguistic experiment, they can describe its results and can produce suitable arguments; or students can compare two psycholinguistic studies dealing with a similar topic, can identify similarities and differences between them and they can produce relevant arguments; Seminars 1-12/ Students can actively and relevantly engage in seminar discussions Last update: Pípalová Renata, doc. PhDr., CSc. (20.09.2024)
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