University Relations
http://www.umn.edu/urelate
612-624-6868

Director
Apostolos Georgopoulos,
MD, PhD, Regents Professor
Neuroscience

Associate Director
Jeanette Gundel, PhD
Professor, Linguistics

Research Assistant Professor
Trenton Jerde, PhD
Cognitive Science

Fall 2015 CCS Faculty Member Courses

EPSY 8114-003 Conceptual Change (3 credits)
2:30 to 5:10 Wednesdays
Peik Hall 28

Panayiota (Pani) Kendeou Educational Psychology

Course description

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.

 

 

SLHS 5900 Topic - Language Variation and Change: Applied Issues in Speech-Language Pathology and Audiology (1 to 4 credits)
9:00 to 12:00 Wednesdays
Shevlin Hall 125

Benjamin Munson Speech Language Hearing Sciences

Course description

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 munso005@umn.edu.

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)?

Representative Readings:

  • Bucholtz, M. (1999). "Why be normal?": Language and identity practices in a community of nerd girls.
  • Craig, H. K., Kolenic, G. E., & Hensel, S. L. (2014). African American English-speaking students: A longitudinal examination of style shifting from kindergarten through second grade
  • Drager, K. (2011). Sociophonetic variation and the lemma
  • Horton-Ikard, R., & Miller, J. F. (2004). It's not just the poor kids: The use of AAE forms by African-American school-aged children from middle SES communities
  • Munson, B., Crocker, L., Pierrehumbert, J., Owen-Anderson, A., & Zucker, K. (2015). Gender Typicality in Children's Speech: A comparison of the Speech of Boys with and without Gender Identity Disorder.
  • Nardy, A., Chevrot, J.P., & Barbu, S. (2013). The acquisition of sociolinguistic variation: Looking back and thinking ahead.
  • Roberts, J. (1997). Acquisition of variable rules: A study of (-t, d) deletion in preschool children.

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?

Representative readings:

  • Drager, K. (2011) Speaker age and vowel perception
  • Levi, S., & Schwartz, R. (2013). The Development of Language-Specific and Language-Independent Talker Processing
  • McGowan, K. (2015). Social expectation improves speech perception in noise.
  • Munson, B., Ryherd, K., & Kemper, S. (2015). Implicit and Explicit Gender Priming in English Lingual Sibilant Fricative Perception
  • Niedzielski, N. (1999). The effect of social information on the perception of sociolinguistic variables
  • Rubin, D. L. (1992). Nonlanguage factors affecting undergraduates' judgments of nonnative English-speaking teaching assistants

 

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.

Representative readings:

  • Beyer, T., & Hudson Kam, C. (2012). First and second graders' interpretation of Standard American English morphology across varieties of English.
  • Charity, A., Scarborough, H., & Griffin, D. (2004). Familiarity with school English in African American children and its relation to early reading achievement
  • Clopper, C. Sound change in the individual: Effects of exposure on cross-dialect speech processing.
  • Connor, C. M., & Craig, H. K. (2006). African American preschooler's language, emergent literacy skills, and use of African American English: A complex relationship.
  • Edwards, J., et al. (2014). Dialect Awareness and Lexical Comprehension of Mainstream American English in African American English–Speaking Children.
  • Koenig, M., & Woodward, A. (2012). Toddlers learn words in a foreign language: The role of native vocabulary knowledge

 

 

ANTH 8005 Linguistic Anthropology (3 credits)
9:00 to 11:30 Thursdays
Hubert H Humphrey Center 389

William Beeman Anthropology

Course description
This course will be a seminar providing an introduction to the literature of Anthropological Linguistics for graduate students and qualified upper level undergraduates. The course takes an historical approach starting with the 19th Century antecedents of modern linguistics, and tracing the history of anthropological linguistic thought from Franz Boas to modern linguistic anthropologists. It will also deal briefly with the biology of language and language and cognition. Students wishing a more extensive introduction to the evolution and biology of language should enroll in ANTH5021W "Biology and Evolution of Language"to be offered in Spring, 2016

 

 

EPSY 8114 Seminar: Advanced Cognitive Psychology (3 credits)
2:30 to 5:15 Tuesdays
Folwell Hall 6

Sashank Varma Educational Psychology

Course description
This course is an introduction to theories and behavioral data of cognitive psychology. It (1) focuses on higher-level cognition and (2) emphasizes data, theories, and models. The topics covered will include: the cognitive revolution, working memory, executive function and cognitive control, long-term memory, learning and transfer, problem solving, expertise, word and sentence comprehension, discourse comprehension, mathematical thinking, reasoning, and cognitive architecture.

 

 

Tim HunterLING5001 Introduction to Linguistics
11:15 to 12:30 Tuesdays and Thursdays
Location TBD

Tim Hunter Linguistics

Course description

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:

  • (a) be familiar with the foundational techniques of formal analysis that have been developed for describing and studying these mental capacities, and
  • (b) have a basic appreciation for some of the field's open research questions and for the ways in which such questions are approached.

 

 

Maria GiniCSci 5511 Artificial Intelligence 1 - 3 credits
6:30 to 9:00 Wednesdays
Mechanical Engineering 212

Maria Gini, Computer Science & Engineering

Course description
Introduction to AI. Problem solving, search, inference techniques. Logic/theorem proving. Knowledge representation, rules, frames, semantic networks. Planning/scheduling. Lisp programming language.


 

 

Maria GiniCSci 8551 Intelligent Agents - 3 credits
4:00 to 5:15 Mondays and Wednesdays
Keller Hall 3-125

Maria Gini, Computer Science & Engineering

Course description
Theories of intelligent agents. Agent architectures; knowledge representation, communication, cooperation, and negotiation among multiple agents; planning and learning; issues in designing agents with a physical body; dealing with sensors and actuators; world modeling.

 

 

Bagrat Amirikian NSC 5040 Brain Networks - 4 credits
2:00 to 4:00 Tuesdays and Thursdays
Elliott Hall S204

Bagrat Amirikian, Neuroscience

Course description

 

  • Application of emerging science of complex networks to studies of the brain.
  • Network approaches that provide fundamental insights into the integrative nature of brain function and its relation to the brain structure.
  • Organization of brain networks and dynamics at multiple spatial scales, ranging from the microscale of single neurons and synapses, to mesoscale of anatomical cell groupings and their projections, and to the macroscale of brain regions and pathways.
  • Experimental studies, including electrophysiology, voltage-sensitive dye imaging, electroencephalography, magnetoencephalography, and functional magnetic resonance imaging, that allow mapping network elements and structural/functional connectivity between them at different temporal and spatial scales will be considered.
  • Experimental/theoretical perspectives.

 

 

Updated May 20, 2015