Panayiota (Pani) Kendeou Educational Psychology
Learning often involves the revision of prior knowledge at the level of systems, at the level of individual concepts, and of course at the level of individual beliefs. This type of learning is known as conceptual change. In this seminar, we will focus on the discussion of current research in the area of conceptual change learning with the aim to advance our understanding of the underlying cognitive processes involved in knowledge revision and their implications for pedagogy and assessment.
Main topics include current theories of conceptual change learning, processes and mechanisms of change, conceptual change in different domains (e.g., science, math, physics), influences of learner characteristics (e.g., prior knowledge, epistemological beliefs, motivation, engagement), instructional approaches for conceptual change, and challenges in conceptual change research. Graduate students are invited to register for the course, regardless of disciplinary background.
Benjamin Munson Speech Language Hearing Sciences
This course will cover three issues in the study of phonological variation and change that are of particular relevance to the disciplines of audiology and speech-language pathology. The course is divided into three modules. In each module, we will read and discuss research articles, then summarize the implications of these findings for speech-language pathology and audiology. The focus of this course is primarily on variation in the sound structure of language, though variation related to other aspects of language will be touched upon where appropriate.
Requirements: Students will be active participants in this seminar-style course. Students will be responsible for taking charge of the discussion of the articles each week, creating a handout that will guide the class's discussion of the article, and assembling the rest of the class's questions and comments beforehand, and summarizing the discussion afterward (20%). There will be a take-home midterm exam (40%). The final project will be to develop a proposal to conduct original research on one of the topics discussed in the course (40%). This course is designed to be information-rich, reading-heavy, and advanced. This means that students should be prepared to spend the necessary time reading each week's articles and preparing for class. The representative readings below should give students a sense of the prior coursework that they will need to have taken to succeed in this class. At a minimum, students should have had classes in articulatory phonetics (SLHS 3304 or the equivalent), experimental phonetics (SLHS 3305 or the equivalent), language acquisition (SLHS 3303 or the equivalent), and some exposure speech, language, and hearing disorders (SLHS 1401 and SLHS 4801 or the equivalent). Students who are unsure about their prior coursework should contact the professor at email@example.com.
The three topics are as follows:
1. The acquisition of socially meaningful phonological variation in the first decade of life. How and when do children and adolescents begin to use distinctive speech styles that convey social attributes like gender, ethnicity, and social-group membership, among others? How does this interact with other aspects of oral and written language acquisition? Is the ability to convey and perceive social categories through linguistic variation reduced in children with primary speech and language impairments, or with speech and language impairments secondary to other neurodevelopmental disorders (i.e., autism spectrum condition)?
2. Social Influences on Speech Perception. What social attributes can listeners glean from phonetic variation alone? How do listeners' beliefs about social attributes about talkers affect low-level perception of sounds and words? How do these influences affect speech perception in clinical situations (i.e., real-time scoring of word-recognition tests by audiologists, assessments of speech and language by speech-language pathologists). How do these processes differ in individuals with speech, language, and hearing impairment?
3. Cross-dialect language processing. How robustly can individuals perceive linguistic forms when presented with a dialect that they don't speak natively? How robustly can individual learn new linguistic forms in a novel dialect? How might cross-dialect interference affect the assessment of speech, language, and hearing disorders (as in a clinician assessing a client who speaks a different dialect)? How might they affect learning in therapy? A strong focus on this section will be primarily on differences between African-American English and mainstream American English dialects.
William Beeman Anthropology
Sashank Varma Educational Psychology
LING5001 Introduction to Linguistics
11:15 to 12:30 Tuesdays and Thursdays
Tim Hunter Linguistics
The goal of this course is to provide an introduction to the scientific study of human language. The central question that we aim to address is: what are the mental/biological capacities that enable a person to be a competent language speaker? By the end of the course, students should: