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    <title>Courses — Speech and Psycholinguistics Lab at York</title>
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            <h1 class="all-pages-h1 non-frontpage-h1">Speech and Psycholinguistics Lab at York</h1>
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                    <li class="nav-item"><a class="nav-link active" href="./courses.html">Courses</a></li>
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                            <h5><a href="https://saplabyork.github.io/Courses/LING2200.html">LING 2200</a></h5>
                            <p>Introduction to Speech and Language Sciences</p>
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                            <p> This is the capstone course for the the Speicalized Honours BA in Speech and Language Sciences. The course serves as an introduction to major themes in the study of speech. </p>
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                            <h5>LING 3210</h5>
                            <p>First Language Acquisition</p>
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                            <p>How does an infant learn the sounds of her native language? What stages does she go
                                through while stringing together words to form sentences? How does she discover the
                                meaning of words and phrases? We’ll try to answer these questions (and many more) in
                                this course—a general introduction to various aspects of a child’s speedy and
                                comprehensive acquisition of their first language. The course provides an overview of
                                current theoretical models of language acquisition, and includes discussion of the
                                biological determinants of acquisition, the interaction between cognitive and linguistic
                                development, learnability issues, and the role of child-directed speech. In addition,
                                the course will examine the stages and sequences of acquisition, as established through
                                empirical findings. Topics will include: methods of collecting and analyzing child
                                language data; cross-linguistic patterns of acquisition; typical sequences and processes
                                in phonological, morphological, syntactic, and semantic development;
                                prelinguistic-to-linguistic development of communicative competence; and processing
                                strategies underlying production and comprehension. While most of the examples will be
                                drawn from English acquisition data, reference will be made to the acquisition of other
                                languages from time to time.</p>
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                            <h5>LING/PSYC 3290</h5>
                            <p>Psycholinguistics [<a target="_blank"
                                    href="./pdfs/LING3220_Psycholx_F2016_syllabus.pdf">syllabus</a>]</p>
                        </div>
                        <!-- course description -->
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                            <p>This course introduces students to the major research questions motivating the study of
                                the mental processes involved in producing and comprehending language. The course
                                surveys the field of Psycholinguistics from its origins in the 1950s up to recent
                                debates and findings in speech perception, the mental lexicon, syntactic processing,
                                pragmatics and conversation. Students will be introduced to primary experimental
                                research in the form of journal articles, which they learn to read critically from the
                                perspective of linguistic and psychological theory.</p>
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                            <h5>LING 4230</h5>
                            <p>Language and the Brain</p>
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                        <!-- course description -->
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                            <p>This course focuses on the relationship between the human brain, comprehension,
                                production, and acquisition of language. We examine questions like: What are the mental
                                processes that underlie language? What brain structures are associated with language?
                                How do the properties of neural structures influence language processing? We focus on
                                methods as much as conclusions, so students read a variety of primary research articles
                                from the field. The course follows the speech chain beginning with basic audition,
                                speech perception, and phonological processing, into higher levels of syntactic and
                                semantic processing. The course concludes with a survey of a variety of speech and/or
                                language disorders, such as aphasias, delayed language development, dyslexia, deafness,
                                and language dissolution in old age.</p>
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                            <h5>LAL 6120</h5>
                            <p>Phonetics and Phonology: <em>Speech perception and sound change</em></p>
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                            <p>In this seminar we will explore the nature of speech perception explanations for why
                                sound systems look the way they do and why certain phonological phenomena are more
                                common than others. Since at least the 19th century linguists have concerned with the
                                speaker-hearer relationship and the force it exerts on the directions of sound change
                                (e.g., Baudoin de Courtenay, Paul Passy). We will build on this tradition by examining
                                more recent developments in theoretical approaches to what is called phonetically based
                                phonology. Our readings will establish an intellectual history of this line of thinking,
                                covering a variety of theoretical positions (e.g., Lindblom's H & H theory, Ohala's
                                theory of misperception, Kingston & Diehl's notion of phonetic knowledge, and Blevins'
                                Evolutionary Phonology among others) that each propose well-dened, though not
                                necessarily compatible, roles for speech production and perception in patterns of
                                sounds. We will quickly engage with experimental evidence supporting these theoretical
                                positions. Our task will be to examine (critique/support) each of these studies with an
                                eye towards experimental technique, phonological history (and to some extent synchrony),
                                and the predictions implied by the authors' conclusions. Some issues we will consider
                                are whether phonetic factors in phonology are teleological, whether the speakers' and
                                listeners' contributions to the structure of sound systems are complementary or at odds
                                with each other, and whether speaker "diculties" and listener "mistakes" are as
                                important in sound change as they're often claimed to be.</p>
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