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This course introduces language as a unique product of cognitive processes of human mind, differing from any other type of communication. It shows how language is used to organize human thought and to categorize experience, which is also why it is indispensable even for teaching.
Topics:
1. Introduction; position of psycholinguistics, research objectives, key concepts; 2. Animal and human communication; properties of human language; non-verbal communication; sign language 3: First language acquisition; language loss 4. Comprehension 5: Production; meaning representation; theory of schemata; 6: Language skills (speaking, writing, reading, listening) 7: Bilingualism 8: Brain and language; language disorders; memory; information processing
Last update: Pípalová Renata, doc. PhDr., CSc. (07.09.2023)
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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. (19.09.2024)
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Self-study of literature 5 hours Work with study materials 5 hours Assignments 10 hours Seminar paper 9 hours Preparation for the credit test 15 hours Last update: Pípalová Renata, doc. PhDr., CSc. (07.09.2023)
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● Active participation in seminars (max. two missed classes)
● One of two alternatives: - Conducting a small-scale psycholinguistic research/ experiment, inspired by an existing psycholinguistic study and presenting the findings in seminars - Comparing and reviewing two recent psycholinguistic studies dealing with similar topics and presenting the results in seminars ● Submitting hard copy version of the review or the small-scale psycholinguistic experiment conducted (at least two pages), meeting all the formal and content standards, by the end of the first week of the exam period ● Theoretical test verifying the student´s familiarity with essential concepts in Psycholinguistics taking the form of a Multiple-choice test (30 minutes, min. requirement for a pass: 11/15pts). The student has three attempts to pass the test. Their proficiency and formulation skills are included in the assessment criteria. Note: Students can ask for explanation of topics in office hours during the teaching period (not during the exam period). Familiarity with relevant secondary sources is taked for granted.
Last update: Pípalová Renata, doc. PhDr., CSc. (08.09.2024)
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AITCHISON, Jean. The Articulate Mammal: An Introduction to Psycholinguistics. 5th edition London & New York: Routledge, 2011. ISBN 978-0415610186 FERNÁNDEZOVÁ, Eva M. a CAIRNSOVÁ-SMITHOVÁ, Helen. Základy psycholingvitiky. Praha: Karolinum. 2014. ISBN 978-80-246-2435-8. FIELD, John. Psycholinguistics. A Resource Book for Students. London & New York: Routledge, 2003. ISBN 978-0415276009 FIELD, John. Psycholinguistics: Key Concepts. London & New York: Routledge, 2004. ISBN 978-0415258913 NEBESKÁ, Iva. Úvod do psycholingvistiky. Praha: H&H, 1992. ISBN 80-85467-75-5 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: Pípalová Renata, doc. PhDr., CSc. (07.09.2023)
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SYLLABUS 24 1/ Introduction to psycholinguistics; history and position of psycholinguistics; theories of language origin; 2/ Animal and human communication; Verbal and non-verbal communication; 3/ Sign language; properties of human language 4/ Language acquisition; critical period; language and aging; loss of language 5/ Language comprehension; Language production 6/ Language skills (speaking, writing, reading,listening) 7/ Bilingualism and related topics 8/ Language, mind and brain; language centres; language disorders; 9/ Language and culture 10/ - 12/Student presentations of small-scale psycholinguistic experiments or reviews of psycholinguistic studies Last update: Pípalová Renata, doc. PhDr., CSc. (06.09.2024)
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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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