教學大綱 Syllabus

科目名稱：神經語言學

Course Name: Neurolinguistics
  • 學年學期：113-1 Fall Semester, 2024
  • 科目代碼：555938001 Course No.555938001

修別：選

Type of Credit: Elective

3.0

學分數

Credit(s)

20

預收人數

Number of Students

課程資料Course Details
  • 開課單位：語言碩一、語言博一、語言碩二、語言博二 Course Department:Institute of Linguistics/G/1&2
  • 授課老師：賴瑶鍈 Instructor: LAI YAO-YING
  • 先修科目：無Prerequisite(N/A)
  • 上課時間：三D56 Session: wed13-16

課程簡介Course Description

Neurolinguistics studies how human language is represented and processed in the brain. It aims to uncover the neurocognitive mechanisms that support language comprehension and production, based on the architecture of language. This course introduces major research themes and approaches in neurolinguistics, along with the current trends/controversies in the field. We will discuss the neural correlates of various aspects of language as rooted in formal/functional linguistics, including phonetics-phonology (e.g., speech perception), lexical encoding and retrieval, morphology, syntax (hierarchical structure-building), lexical/compositional semantics, and pragmatics (e.g., implicatures), as currently understood. Language impairments associated with atypical brain development or functions will be covered as well. Special attention will be given to how linguistic theories and cognitive neuroscience inform each other, and how we may proceed with the multi-level investivagation (representational, psychological, neural) to advance language sciences.

核心能力分析圖 Core Competence Analysis Chart

能力項目說明

    課程目標與學習成效Course Objectives & Learning Outcomes

    In this course, the students will learn:                     
    • The fundamental approach of scientific invetigation
    • The framework, concepts and basic techniques of neurolinguistics
    • How our neurocognitive system processes language in various aspects, including lexical, semantic, phono-phonetic, syntactic, and pragmatic processing
    • The neural underpinnings associated with language impairments in atypical populations (e.g., aphasia)
    • The interplay between linguistics, cognitive psychology, and neuroscience, as well as the potential obstacles in interdiscinplinary research.
                          
    Through this course, the students will be able to:
    • Understand the scientific method and how it works in language sciences 
    • Recognize the main research lines in neurolinguistics
    • Understand the neurocognitive mechanisms underlying language processing as currently understood
    • Understand the basic concepts associated with language processing in linguistics, cognitive neuroscience, as well as the interaction between the disciplines
    • Apply logical reasoning and independent critical thinking to scientific investigations from a multidimensional perspective, and
    • Obtain the skills and experience of academic discussions and presentations.

    每周課程進度與作業要求 Course Schedule & Requirements

    教學週次Course Week 彈性補充教學週次Flexible Supplemental Instruction Week 彈性補充教學類別Flexible Supplemental Instruction Type
    週次
    Week
    課程主題
    Topic
    課程內容與指定閱讀
    Content and Reading Assignment
    教學活動與作業
    Teaching Activities and Homework
    學習投入時間
    Student workload expectation
    課堂講授
    In-class Hours
    課程前後
    Outside-of-class Hours
    1
    (9/11)
    Overview
    The architecture of language
    & the human brain
    - as rooted in linguistic theories
    Lecture, discussion, and readings
    3
    3
    2
    (9/18)
    Methodology
    Methods and techniques
    in neurolinguistics 
    Lecture, discussion, and readings
    3
    5
    3
    (9/25)
    Visit to
    the MRI center
    腦造影中心參訪 & fMRI 實驗 demo
    Lecture, discussion, and readings
    3
    5
    4
    (10/02)
    Speech processing
    Speech processing
    Lecture, discussion, and readings
    3
    5
    5
    (10/09)
    Lexical processing
    Semantic memory,
     Lexical retrieval & ambiguity
    Lecture, discussion, and readings
    3
    6
    6
    (10/16)
    Morphological 
    processing
    Word-internal structure &
    Morphological processing 
    Lecture, discussion, and readings
    3
    5
    7
    (10/23)
    Syntactic
    processing
    Building hierarchical structures
    Lecture, discussion, and readings
    3
    6
    8
    (10/30)
    Meaning:
    lexcial & phrasal
    Word meaning and beyond
    Lecture, discussion, and readings
    3
    5
    9
    (11/06)
    Composition in language
    The neural network of semantic/syntactic composition
    Lecture, discussion, and readings
    3
    5
    10
    (11/13)
    Nontransparent
    meaning comprehension
    Getting meaning in sentences
    Lecture, discussion, and readings
    3
    6
    11
    (11/20)
    Mid-term
    Mid-term report
    Presentation and discussion
    2
    6
    12
    (11/27)
    Neurocognitive models
    of language
    Neurocognitive mechanisms of sentence comprehension  
    Lecture, discussion, and readings
    3
    6
    13
    (12/04)
    Neurocognitive models
    of language
    The neural network
    of language processing
    Lecture, discussion, and readings
    3
    6
    14
    (12/11)
    Pragmatic
    processing
    Linguistic Meaning Contextualizaation
    Lecture, discussion, and readings
    3
    6
    15
    (12/18)
    Interface &
    Language impairments 
    Linguistic processing & 
    domain-general cognition
    Lecture, discussion, and readings
    3
    5
    16
    (12/25)
    Language learning 
    The language-learning brain
    Lecture, discussion, and readings
    3
    5
    17
    (1/01)
    National 
    Holiday
    National Holiday
    (No Class)
    Lecture, discussion, and readings
    3
    6
    18
    (1/08)
    Final report
    & Wrap-Up
    Final report & Wrap-up
    Presentation
    & discussion
    3
    6

      ↵

    授課方式Teaching Approach

    60%

    講述 Lecture

    30%

    討論 Discussion

    5%

    小組活動 Group activity

    5%

    數位學習 E-learning

    0%

    其他： Others:

    評量工具與策略、評分標準成效Evaluation Criteria

    評量項目

    • Participation in class discussion ∙∙∙∙∙∙∙∙∙∙∙∙ 30%
    • Written paper summary x 2 ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 20%
    • Oral paper summary x 1   ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 10%
    • Mid-term oral report ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 10%
    • Final report & presentation   ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 30%

     

    Academic Integrity:

    All students must remain truthful in presentations, papers, and reports throughout the course. Plagiarism, lying, falsification, fabrication, improper use of electronic devices, taking others’ ideas without permission, or other dishonesty will not be tolerated and will result in penalties according to the university policy.

    指定/參考書目Textbook & References

    References

    There is no textbook for this course. We will read articles (e.g., journal papers, book chapters, reports) associated with the topic of the week from various sources. (Note: the reading assignments are subject to change based on students’ interests and the course schedule.)

    Overview (Reference books)

    • Baggio, G. (2018). Meaning in the brain. MIT Press.
    • Hickok, G., & Small, S. L. (Eds.). (2015). Neurobiology of language. Academic Press.Ingram, J. C. (2007). Neurolinguistics: An introduction to spoken language processing and its disorders. Cambridge University Press.
    • Kemmerer, D. (2014). Cognitive neuroscience of language. Psychology Press.
    • Stemmer, B., & Whitaker, H. A. (Eds.). (2008). Handbook of the Neuroscience of Language. Academic Press.

    Articles (subject to change)

    • Bendtz, K., Ericsson, S., Schneider, J., Borg, J., Bašnáková, J., & Uddén, J. (2022). Individual differences in indirect speech act processing found outside the language network. Neurobiology of Language, 3(2), 287-317.
    • Binder, J. R., & Desai, R. H. (2011). The neurobiology of semantic memory. Trends in cognitive sciences, 15(11), 527-536
    • Boroditsky, L. (2019). Language and the brain. Science, 366(6461), 13-13.Bozic, M., Marslen-Wilson, W. D., Stamatakis, E. A., Davis, M. H., & Tyler, L. K. (2007). Differentiating morphology, form, and meaning: Neural correlates of morphological complexity. Journal of cognitive neuroscience, 19(9), 1464-1475.
    • Damasio, H., Grabowski, T. J., Tranel, D., Hichwa, R. D., & Damasio, A. R. (1996). A neural basis for lexical retrieval. Nature, 380(6574), 499.
    • Diachek, E., Blank, I., Siegelman, M., Affourtit, J., & Fedorenko, E. (2020). The domain-general multiple demand (MD) network does not support core aspects of language comprehension: a large-scale fMRI investigation. Journal of Neuroscience, 40(23), 4536-4550.
    • Fedorenko, E., & Blank, I. A. (2020). Broca’s area is not a natural kind. Trends in cognitive sciences, 24(4), 270-284.Landau, B., & Hoffman, J. E. (2005). Parallels between spatial cognition and spatial language: Evidence from Williams syndrome. Journal of Memory and language, 53(2), 163-185.
    • Friederici, A.D. (2002). Towards a neural basis of auditory sentence processing. Trends in Cognitive Sciences, 6, 78-84.
    • Friederici, A. D. (2011). The brain basis of language processing: from structure to function. Physiological reviews, 91(4), 1357-1392.
    • Graessner, A., Zaccarella, E., & Hartwigsen, G. (2021). Differential contributions of left-hemispheric language regions to basic semantic composition. Brain Structure and Function, 226(2), 501-518.
    • Graves, W. W., Levinson, H., Coulanges, L., Cahalan, S., Cruz, D., Sancimino, C., ... & Rosenberg-Lee, M. (2022). Neural differences in social and figurative language processing on the autism spectrum. Neuropsychologia, 171, 108240.
    • Hagoort, P. (2019). The neurobiology of language beyond single-word processing. Science, 366(6461), 55-58.
    • Hickok, G., & Poeppel, D. (2007). The cortical organization of speech processing. Nature reviews neuroscience, 8(5), 393-402.
    • Jeong, H., Li, P., Suzuki, W., Sugiura, M., & Kawashima, R. (2021). Neural mechanisms of language learning from social contexts. Brain and Language, 212, 104874.
    • Lai, Y. Y., Lacadie, C., Constable, T., Deo, A., & Piñango, M. M. (2017). Complement coercion as the processing of aspectual verbs: evidence from self-paced reading and fMRI. In Compositionality and concepts in linguistics and psychology (pp. 191-222). Springer, Cham.
    • Lai, Y.-Y., Sakai, H., and Makuuchi, M. (2023c). Neural underpinnings of processing combinatorial unstated meaning and the influence of individual cognitive style. Cerebral Cortex, 33(18), 10013-10027.
    • Leminen, A., Smolka, E., Dunabeitia, J. A., & Pliatsikas, C. (2019). Morphological processing in the brain: The good (inflection), the bad (derivation) and the ugly (compounding). Cortex, 116, 4-44.Matchin, W., & Hickok, G. (2020). The cortical organization of syntax. Cerebral Cortex, 30(3), 1481-1498.
    • Matchin, W., & Hickok, G. (2020). The cortical organization of syntax. Cerebral Cortex, 30(3), 1481-1498.
    • Mason, R. A., & Just, M. A. (2007). Lexical ambiguity in sentence comprehension. Brain research, 1146, 115-127.
    • Nieuwland, M. S., Ditman, T., & Kuperberg, G. R. (2010). On the incrementality of pragmatic processing: An ERP investigation of informativeness and pragmatic abilities. Journal of memory and language, 63(3), 324-346.
    • Patterson, K., Nestor, P. J., & Rogers, T. T. (2007). Where do you know what you know? The representation of semantic knowledge in the human brain. Nature Reviews Neuroscience, 8(12), 976.
    • Piñango, M. M., & Zurif, E. B. (2001). Semantic operations in aphasic comprehension: Implications for the cortical organization of language. Brain and Language, 79(2), 297-308.
    • Poeppel, D., & Embick, D. (2017). Defining the relation between linguistics and neuroscience. In Twenty-first century psycholinguistics: Four cornerstones (pp. 103-118). Routledge.
    • Poeppel, D., Emmorey, K., Hickok, G., & Pylkkänen, L. (2012). Towards a new neurobiology of language. Journal of Neuroscience, 32(41), 14125-14131.
    • Pylkkänen, L. (2019). The neural basis of combinatory syntax and semantics. Science, 366(6461), 62-66.
    • Schell, M., Zaccarella, E., & Friederici, A. D. (2017). Differential cortical contribution of syntax and semantics: An fMRI study on two-word phrasal processing. Cortex, 96, 105-120.
    • Van Berkum, J. J., & Nieuwland, M. S. (2019). A cognitive neuroscience perspective on language comprehension in context. Human language: From genes and brain to behavior, 429-442.
    • Wang, R., Ke, S., Zhang, Q., Zhou, K., Li, P., & Yang, J. (2020). Functional and structural neuroplasticity associated with second language proficiency: An MRI study of Chinese-English bilinguals. Journal of Neurolinguistics, 56, 100940.
    • Yang, J. (2014). The role of the right hemisphere in metaphor comprehension: A meta‐analysis of functional magnetic resonance imaging studies. Human Brain Mapping, 35(1), 107-122.
    • Zaccarella, E., & Friederici, A. D. (2017). The neurobiological nature of syntactic hierarchies. Neuroscience & Biobehavioral Reviews, 81, 205-212.

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