Postgraduate Course: Psychology of Language Learning (LASC11015)
|School||School of Philosophy, Psychology and Language Sciences
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||This course provides an introduction to language learning from a linguistic and cognitive perspective.
This course provides an introduction to general principles of language learning from a linguistic and cognitive perspective. It focuses on issues of implicit vs. explicit learning, domain-specific vs. domain-general faculties, interactions of linguistic and general cognitive constraints, neural substrates of language behaviour, and age effects of language learning. Students will gain essential background knowledge for understanding monolingual and bilingual language development across the lifespan.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Not being delivered|
On completion of this course, the student will be able to:
- understand language learning from a linguistic and cognitive perspective
- understand implicit vs. explicit learning
- understanding domain-specific vs. domain-general faculties
- understanding age effects in language learning
- understand neurolinguistic factors in language learning and bilingualism
|Reber, A. 1989. Implicit learning and tacit knowledge. Journal of Experimental Psychology: General 118: 219-235.|
Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). Statistical learning by 8-month old infants. Science, 274, 1926-1928.
Elman, J.L. 1993. Learning and development in neural networks: The importance of starting small. Cognition, 48, 71-99.
Chomsky, N. 2007. Of minds and language. Biolinguistics 1: 9-27.
Goldberg, A. 2003. Constructions: A new theoretical approach to language. Trends in Cognitive Sciences 7: 219-224.
Marcus, G. 2000b. Pabiku and Ga Ti Ga: two mechanisms infants use to learn about the world. Current Directions in Psychological Science 9: 145-147.
Poeppel, D. and Embick, D. 2005. Defining the relation between linguistics and neuroscience. In A. Cutler (ed.) Twenty-First Century Psycholinguistics: Four Cornerstones, 103-121. Mahwah, NJ: Laurence Erlbaum.
Chrysikou, E., Novik, J., Trueswell, J., Thompson-Schill, S. 2011. The other side of cognitive control: can a lack of cognitive control benefit language and cognition? Topics in Cognitive Sciences 3: 253-256.
Hudson Kam, C. and Newport, E. 2005. Regularizing unpredictable variation: the roles of adult and child learners in language formation and change. Language Learning and Development 1: 151-195.
|Graduate Attributes and Skills
||After successful completion of this course the student will have gained understanding of fundamental concepts and issues in current theories of language learning.
|Additional Class Delivery Information
||Attend all lectures as scheduled
|Course organiser||Prof Antonella Sorace
Tel: (0131 6)50 3493
|Course secretary||Miss Toni Noble
Tel: (0131 6)51 3188