Cognition and Language Development

Course manual 2021/2022

Course content

Starting point for this course are a number of questions that are central in (psycho-)linguistic debates. These include discussions about language as a cognitive function, discussions concerning the effect of multilingualism on cognitive development, and the domain specificity/generality of language.

We will focus on how these issues are translated into empirical questions in language acquisition and language pathology. Students will learn with what kind of experimental methods these questions can be investigated and how experimental studies contribute to such debates.

The philosophy behind this course is that by studying these discussions in detail, the student will not only achieve more insight in some current notions in the study of (psycho-) linguistics, cognitive science and experimental methods, but also achieve some basic knowledge of the basics of linguistic theory in general and the way it has been shaped.

Central questions which will keep coming back in our classes are:

-          What constitutes linguistic knowledge?

-          How is this knowledge acquired?

-          How is this knowledge physiologically encoded?

-          How is this knowledge related to other cognitive functions/behavior?

Study materials

Literature

• different scientific articles

Objectives

• Understand and explain the aims, methods and recent results in the field of (psycho-) linguistics
• Describe the position of (psycho-)linguistics in the field of cognitive science
• Critically evaluate current research in (psycho)linguistics

Teaching methods

• Lecture
• Presentation/symposium
• Self-study
• Seminar

The course consists of seven 4-hour seminars, each on a particular topic, in which students do most of the work and the teacher is there to coach, steer and support. Every article is read by the entire class and presented by a group of students who subsequently are put in charge of the discussion evolving after their presentation. The class as a group tries to identify problems and to solve these. It is the student’s task to make sure that (s)he understands the main lines of the research discussed and its implications. Given this course organization, being present and participating in class is a prerequisite for completing the course successfully.

General set-up for every seminar:

• 20 minutes: Discussion of homework (small position paper or questions) in small groups
• 20 minutes: Central class - (linguistic?) issues needing further explanation
• 5 minute break
• 30 minutes: Student presentation in format of position paper
• 5 minutes: Presentation of ‘discussion agenda’ by presenting students
• 15 minute break
• 60 minutes: Discussion agenda, chaired by students, moderated by teacher
• 20 minutes: Instruction for next class

Learning activities

Attendance

Requirements of the programme concerning attendance (OER-B):

1. In the case of practicals, the student must attend at least 80%. Should the student attend less than 80%, he/she must redo the practical, or the Examinations Board may have one or more supplementary assignments issued.
2. In the case of study-group sessions with assignments, the student must attend at least 80% of the study-group sessions. Should the student attend less than 80%, he/she must redo the study group, or the Examinations Board may have one or more supplementary assignments issued.

Assessment

Fraud and plagiarism

The 'Regulations governing fraud and plagiarism for UvA students' applies to this course. This will be monitored carefully. Upon suspicion of fraud or plagiarism the Examinations Board of the programme will be informed. For the 'Regulations governing fraud and plagiarism for UvA students' see: www.student.uva.nl

Course structure

Timetable

The schedule for this course is published on DataNose.

Additional information

The course consists of seven 4-hour seminars, each on a particular topic, in which students do most of the work and the teacher is there to coach, steer and support. Every article is read by the entire class and presented by a group of students who subsequently are put in charge of the discussion evolving after their presentation. The class as a group tries to identify problems and to solve these. It is the student’s task to make sure that (s)he understands the main lines of the research discussed and its implications. Given this course organization, being present and participating in class is a prerequisite for completing the course successfully.

General set-up for every meeting:

• 20 minutes: Discussion of homework questions in small groups
• 20 minutes: Central class - (linguistic?) issues needing further explanation
• 5 minute break
• 30 minutes: Student presentation in format of position paper
• 5 minutes: Presentation of ‘discussion agenda’ by presenting students
• 15 minute break
• 60 minutes: Discussion agenda, chaired by students, moderated by teacher
• 20 minutes: Instruction for next class

Last year's course evaluation

In order to provide students some insight how we use the feedback of student evaluations to enhance the quality of education, we decided to include the table below in all course guides.

Contact information

Coordinator

• prof. dr. J.C. Schaeffer