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UE217 - LING 203 - Language acquisition and processing

Lieu et planning

Autre lieu Paris
ENS, 29 rue d'Ulm 75005 Paris
2nd semestre / hebdomadaire, lundi 14:00-17:00
du 31 janvier 2022 au 9 mai 2022
Nombre de séances : 12

Description

Dernière modification : 28 janvier 2022 14:50

Type d'UE: Enseignements fondamentaux de master
Disciplines: Linguistique, sémantique, Psychologie et sciences cognitives
Page web: https://docs.google.com/document/d/1fC9ZHRjMqZZCoAzvA_7BhNoLmdCUpj7E6lU94AOQwz8/edit
Langues: anglais
Mots-clés: Anglais Apprentissage Développement Linguistique Perception Psychologie Sciences cognitives
Aires culturelles: -

Intervenant·e·s

Alex de Carvalho [référent·e] maître de conférences, Université de Paris

What are the features of the human brain allowing for the existence and re-creation of language? How does the environment contribute to its development? Once language networks have stabilized, how do they shape their perception and production of a variety of stimuli? We draw insights from current and classical research in many disciplines (e.g., linguistic theory & laboratory linguistics, experimental & developmental psychology, neuropsychology, neuroimaging, computer modeling) to shed light on a few key psycholinguistic issues ranging from phonology to semantics.

Class 1 - Introduction: course structure; main features of language; main theories about language development; sub-fields
Class 2 - Language evolution and the evolution of language. Comparison with other species, evolution of humans and why and when language appeared, pidgin and creole, emergent sign languages, language change, experimental studies of language evolution
Class 3 - Language-specific perception: generating and testing alternative models of language-specific influence on perception
Class 4 - Word Learning: linguistic, perceptual & memory constraints on word learning across development
Class 5 - Understanding and producing words (adults): Classic models and bilingualism.
Class 6 - Second language acquisition
Class 7 - The Acquisition of syntax
Class 8 - Interactions across linguistic levels and beyond; bottom-up, top-down, and mixed models of language.
Class 9 - Reading and writing in the brain, different writing systems and their effect on cognitive and linguistic processing and development
Class 10 - The relationship between oral language acquisition, reading readiness and academic success
Class 11 - Language in a social context: the role of peers in language development
Class 12 - Using linguistic theory to understand language impairment: the example of phonological deficits

Master

Séminaires de tronc commun – Sciences cognitives – M1/S2-M2/S4
Suivi et validation – semestriel hebdomadaire = 6 ECTS
MCC – contrôle continu, fiche de lecture, examen

Renseignements

Contacts additionnels

cogmaster@psl.eu

Informations pratiques

The complete syllabus of the course is available on the Cogmaster's website and also via the following link:
https://docs.google.com/document/d/1fC9ZHRjMqZZCoAzvA_7BhNoLmdCUpj7E6lU94AOQwz8/edit

For any further information, please contact the secretariat of the Cogmaster.

Registration procedure (external students) : https://cogmaster.ens.psl.eu/en/students/external-students-13501

Direction de travaux des étudiants

Réception des candidats

Pré-requis

There are no necessary pre-requisites. The following readings/viewings, however, should inspire some questions (provided in largely historical order): http://psychclassics.yorku.ca/Broca/aphemie-e.htm

Pinker, S. (1995). Language acquisition. In L. R. Gleitman & M. Liberman (Eds.), An Invitation to Cognitive Science: Language. MIT Press. http://www.ted.com/talks/susan_savage_rumbaugh_on_apes_that_write http://www.linguisticsociety.org/content/linguistics-everyday-life#Domain

Compte rendu

During the second semester of 2021-2022, the Language acquisition and processing classes involved online and on-site classroom activities with on-site lectures and online forum discussions, and readings. Each class contained a mixture of lectures with in-class activities, partially based on discussion of the papers the students had to read in preparation of each class. Topics we treated in the lectures included questions about the features of the human brain allowing for the existence and re-creation of language and how does the environment contribute to language development in children. We also saw how language can shape our perception and production of a variety of stimuli. In our lectures and in interaction with the students, we drew many insights from current and classical research in several disciplines (e.g., linguistic theory & laboratory linguistics, experimental & developmental psychology, neuropsychology, neuroimaging, computer modeling) to shed light on a few key psycholinguistic issues ranging from phonology to semantics.

Publications

Class 1 Alex de Carvalho (Université de Paris) — February 6th

Introduction: course structure; main features of language; main theories about language development; sub-fields

No readings

Class 2 Valentin Thouzeau (Ecole normale supérieure) — February 13th

Language evolution and the evolution of language

Comparison with other species, evolution of humans and why and when language appeared, pidgin and creole, emergent sign languages, language change, experimental studies of language evolution

Readings: Kirby (2001), Christiansen, Chater, & Reali (2009)

Class 3 Sharon PEPERKAMP (Ecole normale supérieure) — February 20th

Language-specific speech perception

Readings: Pallier, Colomé, & Sebastián-Gallés (2001)

Skoruppa et al., (2009)

Class 4 Maria Giavazzi (Ecole normale supérieure) — February 27th
(This class will be online on zoom: up5.fr/ling203)

Using linguistic theory to understand language impairment: the example of phonological deficits

Readings: Buchwald (2014), Buchwald, et al., (2007).

Class 5 Maureen de Seyssel (Ecole normale Supérieure) — March 13th

Word Learning: linguistic, perceptual & memory constraints on word learning across development

Readings: Brent (2001), Wittgenstein (2010)

Class 6 Maureen de Seyssel (Ecole normale supérieure) — March 20th

Understanding and producing words (adults): Classic models and bilingualism.

Readings: Costa et al. (2000), Rugg (1990)

Class 7 Alex de Carvalho (Université de Paris) — March 27th

Acquisition of syntax
Readings: de Carvalho et al., (2019), Gutman et al., (2015)

Class 8 Maureen de Seyssel (Ecole normale supérieure) — April 3rd

Second language acquisition

Reading: Díaz et al. (2016), Sanders et al. (2002)

Class 9 Alejandrina CRISTIA (Ecole normale supérieure) — April 17th

Interactions across linguistic levels and beyond; bottom-up, top-down, and mixed models of language.

Readings: Heinz, J., & Idsardi, W. (2011); Ramus, F., et al., (2013).

Class 10 Alex de Carvalho (Université de Paris) - April 24th

The relationship between oral language acquisition and reading readiness and academic success

Readings: Hassinger-Das et al., (2017); Golinkoff et al., (2019).

Class 11 Sho Tsuji & Alejandrina Cristia (Ecole normale supérieure) — May 15th

Language in a social context: Conversation analysis, linguistic and cultural sampling biases.

Readings: Tsuji, Cristia & Dupoux (2021)

Class 12 Irene Altarelli (Université de Paris) — May 22nd

Reading and writing - in the brain, different writing systems and their effect on cognitive and linguistic processing and development

Readings: Dehaene et al., (2015)

Full references:

Brent, M. R., & Siskind, J. M. (2001). The role of exposure to isolated words in early vocabulary development. Cognition, 81, 33–44. https://doi.org/10.1016/S0010-0277(01)00122-6
Buchwald, A. (2014). Phonetic processing. The Oxford handbook of language production, 245-258.
Buchwald, A. B., Rapp, B., & Stone, M. (2007). Insertion of discrete phonological units: An articulatory and acoustic investigation of aphasic speech. Language and Cognitive Processes, 22(6), 910-948.
Costa, A., Caramazza, A., & Sebastián-Gallés, N. (2000). The cognate facilitation effect: Implications for models of lexical access. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(5), 1283–1296.
Christiansen, M. H., Chater, N., & Reali, F. (2009). The biological and cultural foundations of language. Communicative and Integrative Biology, 2(3), 221–222. https://doi.org/10.4161/cib.2.3.8034
de Carvalho, A., He, A. X., Lidz, J., & Christophe, A. (2019). Prosody and Function Words Cue the Acquisition of Word Meanings in 18-Month-Old Infants. Psychological Science, 30(3), 319–332. https://doi.org/10.1177/0956797618814131
Díaz, B., Erdocia, K., de Menezes, R. F., Müller, J. L., Sebastián-Gallés, N., & Laka, I. (2016). Electrophysiological correlates of second-language syntactic processes are related to native and second language distance regardless of age of acquisition. Frontiers in Psychology, 7, 133.
Dehaene, S., Cohen, L., Morais, J., & Kolinsky, R. (2015). Illiterate to literate: behavioural and cerebral changes induced by reading acquisition. Nature Reviews Neuroscience, 16(4), 234-244.
Gutman, A., Dautriche, I., Crabbé, B., & Christophe, A. (2015). Bootstrapping the syntactic bootstrapper: probabilistic labeling of prosodic phrases. Language Acquisition, 22(3), 285-309.
Golinkoff, R. M., Hoff, E., Rowe, M. L., Tamis-LeMonda, C. S., & Hirsh-Pasek, K. (2019). Language Matters: Denying the Existence of the 30-Million-Word Gap Has Serious Consequences. Child Development, 90(3), 985–992. https://doi.org/10.1111/cdev.13128
Hassinger-Das, B., Toub, T. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). A matter of principle: Applying language science to the classroom and beyond. Translational Issues in Psychological Science, 3(1), 5–18. https://doi.org/10.1037/tps0000085
Heinz, J., & Idsardi, W. (2011). Sentence and word complexity. Science, 333(6040), 295-297. [pdf]
Kirby, S. (2001). Spontaneous evolution of linguistic Structure. IEEE Transactions on Evolutionary Computation, 5(2), 102–110.
Lupyan, G., & Dale, R. (2010). Language structure is partly determined by social structure. PloS one, 5(1), e8559.
Pallier, C., Colomé, A., & Sebastián-Gallés, N. (2001). The Influence of Native-Language Phonology on Lexical Access: Exemplar-Based Versus Abstract Lexical Entries. Psychological Science, 12(6), 445–449. https://doi.org/10.1111/1467-9280.00383
Ramus, F., Marshall, C. R., Rosen, S., & Van Der Lely, H. K. (2013). Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model. Brain, 136(2), 630-645. [pdf]
Rugg (1990). Event-related brain potentials dissociate repetition effects of high- and low-frequency words. Memory & Cognition, 18(4), 367-379.
Sanders, L. D., Neville, H. J., & Woldorff, M. G. (2002). Speech Segmentation by Native and Non-Native Speakers: The Use of Lexical, Syntactic, and Stress-Pattern Cues. J Speech Lang Hear Res, 45(3), 519-530.
Skoruppa, K., Pons, F., Christophe, A., Bosch, L., Dupoux, E., Sebastián-Gallés, N., … Peperkamp, S. (2009). Language-specific stress perception by 9-month-old French and Spanish infants. Developmental Science, 12(6), 914–919. https://doi.org/10.1111/j.1467-7687.2009.00835.x
Tsuji, S., Cristia, A., & Dupoux, E. (2021). SCALa: A blueprint for computational models of language acquisition in social context. Cognition, 213(April), 104779. https://doi.org/10.1016/j.cognition.2021.104779
Wittgenstein, L. (2010). Philosophical investigations. New York, NY: John Wiley & Sons.‏ (only the selected 5 pages will be read)