From: web-form@Oswego.EDU
Sent: Friday, November 16, 2007 2:09 PM
To: ucc@oswego.edu
Subject: Web Form: Course_Submission

Department_Chair: Karen Wolford
Department_Chair_Email: wolford@oswego.edu
Additional_Contact: Pam Brand, dept. curric. comm. chair
Additional_Contact_Email: brand@oswego.edu

Course_Number: PSY 361
Course_Type: New Course
Course_Title: Psychology of Language

Catalog_Description: Survey of the major research findings in the psychology of language with special emphasis on the psychological processes involved in language acquisition and adult language comprehension and production.  Students that have completed Psy 310:Psycholinguistics cannot take this course.

Prerequisites: PSY 100

Fl_irregular basis: Yes
Semester_Hours: 3

Justification: 
This course is currently being offered under the number PSY 310 with the title “Topics: Psycholinguistics.” We propose to give the course a unique number and to change the name to Psychology of Language, which is a term that is not associated with a particular theoretical or methodological approach, as “psycholinguistics” often is. This field continues to be a significant area of research and practice within the discipline of psychology, with several leading graduate schools offering major programs in this and related fields. Continuing to offer such a course at the undergraduate level offers psychology majors a chance to acquaint themselves with this discipline and determine whether they would be interested in pursuing it further in their graduate careers. The course also offers a unique opportunity for interdisciplinary experience, and students in many  interdisciplinary programs at Oswego, including linguistics, TESOL, HCI, and cognitive science, often choose or are required to take the course. The course is also beneficial to students interested in speech science, speech therapy, and education, especially those students majoring in reading education. The course will continue to be offered every other semester.


Course_Objectives: Students will be able to discuss current psychological research and theory in language acquisition and use; they will be able to understand and evaluate research designs which have been and are being used in studying language; and they will be able to anticipate future directions in psycholinguistic research.


Course_Description: 
Course Outline:

A.	Introduction to linguistics
	1.	Phonology
2.	Syntax
3.	Semantics
 
B.	Language acquisition
1.	Basic methods of studying language development
2.	Descriptive data: the stages of development
3.	Theories of language development
C.	Language processing
1.	visual and spoken word recognition
2.	processing models and architectures 
3.	speech production
4.	syntactic processing
5.	word meaning/concept representation
6.	sentence and discourse comprehension
7.	conversation
D.	Language and cognition
1.	Language and thought; the Whorfian hypothesis
2.	Interrelation of linguistic and cognitive development
3.	Interrelation of language and cognitive processes
G.	Other areas related to psycholinguistics depending on student interest (e.g., reading, language deficiencies, teaching a second language, bilingualism, pragmatics)


Resources: No additional resources needed; Deborah Curry has already reviewed and approved the course outline.

Bibliography: 
Bates, E., & Tomasello, M. (Eds.). (2001). Language development: The essential readings. Oxford: Blackwell.
Berko Gleason, J., & Bernstein Ratner, N. (Eds.) (1998). Psycholinguistics (2nd ed.). Fortworth, TX: Harcourt Brace.
Black, M., & Chiat, S. (2003). Linguistics for clinicians. London: Arnold.
Carroll, D. W. (2004). Psychology of language (4th ed.). Pacific Grove, CA: Brooks/Cole.
Christiansen, M.H., et al (Eds.) (1999). Connectionist models of human language processing: Progress and prospects. Special issue of Cognitive Science, 23(4).
Christiansen, M. H., & Chater, N. (Eds.). (2001). Connectionist psycholinguistics. Westport, CT: Ablex.
Clark, H. H. (1996). Using language. Cambridge: Cambridge University Press.
Elman, J. L., Bates, E. A., Johnson, M. H., Karmiloff-Smith, A., Parisi, D., & Plunkett, K. (1996). Rethinking innateness: A connectionist perspective on development. Cambridge, MA: MIT Press.
Fauconnier, G. (1997). Mappings in thought and language. Cambridge: Cambridge University Press.
Field, J. (2003). Psycholinguistics: A resource book for students. London: Routledge.
Field, J. (2004). Psycholinguistics: The key concepts. London: Routledge.
Fodor, J. (1975). The language of thought. Cambridge, MA: Harvard University Press.
Gernsbacher, M. A. (Ed.). (1994). Handbook of psycholinguistics. San Diego, CA: Academic Press.
Harley, T. A. (2001). The psychology of language: From data to theory. Philadelphia, PA: Psychology Press.
Holtgraves, T. M. (2001). Language as social action: Social psychology and language use. Mahwah, NJ: Erlbaum.
Jay, T. B. (2003). The psychology of language. Upper Saddle River, NJ: Prentice Hall.
Pinker, S. (1988). Connections and symbols. Cambridge, MA: MIT Press.
Pinker, S. (1994). The language instinct: How the mind creates language. New York: HarperCollins.
Pinker, S. (2000). Words and rules: The ingredients of language. New York: HarperCollins.
Plunkett, K. (ed.) (1998). Language acquisition and connectionism. Special issue of Language and Cognitive Processes, 13(2/3).
Steinberg, D. D., Nagata, H., & Aline, D. P. (2001). Psycholinguistics: Language, mind and world (2nd ed.). Pearson ESL.
Tomasello, M. (Ed.) (2003). The new psychology of language: Cognitive and functional approaches to language structure (vol. 2). Mahwah, NJ: Erlbaum. 
Tomasello, M., & Slobin, D. I. (Eds.) (2004). Beyond nature-nurture: Essays in honor of Elizabeth Bates. Mahwah, NJ: Erlbaum.
Townsend, D. J., & Bever, T. G. (2001). Sentence comprehension: The integration of habits and rules. Cambridge, MA: MIT Press.
Whitney, P. (1998). The psychology of language. Boston, MA: Houghton Mifflin.

Other_Comments: 

IP_Adress: 129.3.51.1