|
|
|
||
|
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 why it is indispensable even for teaching.
Topics:
1. Introduction; history and position of psycholinguistics, research objectives, key concepts; theories of language origin;
2. Animal and human communication; non-verbal communication; sign language
3. Biological foundations of language. Properties of human language and language competence.
4. First language acquisition
5. Memory; information processing; mental lexicon
6. Comprehension and Production; Meaning representation
7. Production and reception of discourse;Theory of schemata; Informativity
8. Language skills (speaking, writing, reading, listening)
9. Brain and language;language disorders; language loss;
10. Bilingualism
11. Language and culture
12. Psycholinguistic research and experiment
Last update: Pípalová Renata, doc. PhDr., CSc. (09.09.2025)
|
|
||
|
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. (09.09.2025)
|
|
||
|
E-credits: 4
Self-study of literature 10 hours Working with study materials 20 hours Assignments 30 hours Preparation for the final exam 20 hours Last update: Pípalová Renata, doc. PhDr., CSc. (09.09.2025)
|
|
||
|
● Active participation in seminars (max. two missed classes)
● A review of two recent studies dealing with a similar and relevant psycholinguistic topic taking the form of in-class presentation
● Carrying out a small-scale psycholinguistic research/ experiment, and presenting the findings in seminars ● Submitting hard copy versions of both, the review of psycholinguistic studies (approximately two pages) and the small-scale psycholinguistic experiment (approximately two pages), meeting all the formal and content standards, by the end of the first week of the exam period ● Theoretical test verifying the candidate´s familiarity with essential concepts in Psycholinguistics taking the form of a Multiple-choice test (30 minutes, min. requirement for a pass: 11/15pts) and Open tasks (30 minutes, min. requirement for a pass: 10/15pts). The candidate has three attempts to pass the test. The candidate´s 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. (09.09.2025)
|
|
||
|
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 psycholingvistiky. 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 GROSJEAN, F., & LI, P.The Psycholinguistics of Bilingualism. John Wiley & Sons,Chichester, 2012. ISBN 9781444332797. 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. (09.09.2025)
|
|
||
|
SYLLABUS 25 LECTURES 1/ (2/10/25) Introduction to psycholinguistics; history and position of psycholinguistics; theories of language origin; properties of language 2/ (9/10/25) Animal and human communication; Verbal and non-verbal communication; sign language 3/ (16/10/25) Language acquisition; critical period; language and aging; loss of language 4/ (23/10/25) Language comprehension; Language production 5/ (30/10/25) Language skills (speaking, writing, reading,listening) 6/ (4/12/25) Bilingualism and related topics 7/ (11/12/25) Language, mind and brain; language centres; language disorders; 8/ (18/12/25) Language and culture SEMINARS 16-10/25 - 30/10/25 Presentation of psycholinguistic reviews 4/12/25 -18/12/25 Presentation of psycholinguistic research projects/experiments January 2026 - Online presentations of psycholinguistic research projects/experiments Seminar activities will include discussions, various practical exercises, comprehension tasks, student presentations of their reviews of psycholinguistic studies and student presentations of their small-scale psycholinguistic experiments
Last update: Pípalová Renata, doc. PhDr., CSc. (10.09.2025)
|
|
||
|
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; Students can summarise and interpret recommended secondary sources; students can compare animal and human communication and can give the similarities and differences between them 3/ Verbal and non-verbal communication; Students can summarise and interpret recommended secondary sources; students can describe the means of verbal and non-verbal communication, can compare verbal and non-verbal communication and give the similarities and differences between them 4/ 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 5/ 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 L1 and L2 acquisition and can give the similarities and differences between them 6/ Language comprehension: Students can summarise and interpret recommended secondary sources; students can describe the comprehension process at various levels and produce suitable examples 7/ Language production: Students can summarise and interpret recommended secondary sources; students can describe the process of comprehension, its main phases and can compare the process of comprehension and the process of production; Students can relate this topic to their study programme and can compare the process of production and comprehension in L1 and L2 8/ 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 can compare the individual skills with one another 9/ 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 10/ 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 langauge impairments and disorders and can give the similarities and differences between them 11/ 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 12/ Revision and student presentations of psycholinguistic experiments: Students can perform a psycholinguistic experiment, they can describe its results and can produce suitable arguments; students can actively and relevantly engage in discussions
Seminars: Students can engage actively and relevantly in seminar tasks and discussions; students can compare two psycholinguistic studies dealing with a similar topic,they can summarise and interpret the sources; they can identify similarities and differences between them and they can produce relevant arguments; Students can perform a psycholinguistic experiment, they can describe its results and can produce suitable arguments; Last update: Pípalová Renata, doc. PhDr., CSc. (10.09.2025)
|