 | |  |  | Course module |  | SOW-DGCN16 | Category |  | MA (Master) | Language of instruction |  | English | Offered by |  | Radboud University; Faculty of Social Sciences; Cognitive Neuroscience; | Lecturer(s) |  | | | Academic year | | 2022 | | Period | | SEM1 | (05/09/2022 to 27/01/2023) |
| Starting block | | SEM1 |  |
| Course mode | | full-time |  |
| Remark | | Please note: if you do not yet have a master's registration, you are not yet registered for the tests for this course. |
| Remarks | | - | Registration using OSIRIS | | Yes | Course open to students from other faculties | | No | Pre-registration | | No | Waiting list | | No | Placement procedure | | - |
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Words are the building blocks that make it possible for us to produce and comprehend language. Students will receive an introduction to the main issues in auditory word recognition and on word processing in speech production. At the end of the course the student will be able to (1) describe key findings in the cognitive neuroscience of lexical processing, (2) evaluate the strengths and weaknesses of these data, (3) evaluate current theories of lexical processing, and (4) generate ideas for new experiments to address what is not yet known about these issues.
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Auditory word recognition. The mental processes which operate during the recognition of spoken words will be examined. Topics will include: the multiple activation of lexical hypotheses and the competition between them; modulation of lexical activation by phonetic information; and segmentation of continuous speech into words. We will also ask questions about the mapping of the speech signal onto the lexicon. Do prelexical representations mediate between the signal and the lexicon? How do listeners deal with the variability in speech? What is the nature of the information flow in the recognition system (e.g., is there feedback and/or cascade)? What is the role of context in word recognition? These topics will be discussed in the context of empirical evidence (behavioural, neuroimaging and neuropsychological data), lexical statistics and computational models of spoken-word recognition.
Spoken word production. Spoken word production involves the cognitive processes underlying the generation of spoken words, ranging from intention to articulation. Models of spoken word production often divide the word generation process into conceptualizing, lemma retrieval, word-form encoding, and articulation, with word-form encoding further divided into morphological encoding, phonological encoding, and phonetic encoding. Moreover, models assume a process of self-monitoring, which serves to ensure that word planning and articulation are consistent with intent. In the production lectures we will discuss evidence on these processes from response time, error, eyetracking, electrophysiological, neuropsychological, functional neuroimaging, tractography, and computational modeling studies.
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| Assumed previous knowledgeThis course is for CNS students only. Non-CNS students can contact Ellen Janssen (e.janssen@donders.ru.nl) or Arno Koning ( a.koning@donders.ru.nl) |
|  |  | Required materialsArticlesKemmerer, D. (2015). Speech perception. In D. Kemmerer, Cognitive Neuroscience of Language (pp. 109-144). New York: Psychology Press. |
 | ArticlesKemmerer, D. (2015). Speech production. In D. Kemmerer, Cognitive Neuroscience of Language (pp. 145-188). New York: Psychology Press. |
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Recommended materialsArticlesHickok, G. (2012). Computational neuroanatomy of speech production. Nature Reviews Neuroscience, 13, 135-145. |
 | ArticlesHickok, G. & Poeppel, D. (2007). The cortical organization of speech processing. Nature Reviews Neuroscience, 8, 393-402. |
 | ArticlesRoelofs, A., & Ferreira, V. S. (2019). The architecture of speaking. In P. Hagoort (Ed.). Human language: From genes and brains to behavior (pp. 35-50). MIT Press. |
 | ArticlesEisner, F., & McQueen, J.M. (2018). Speech perception. In S. Thompson-Schill (Ed.), Stevens’ handbook of experimental psychology and cognitive neuroscience, fourth edition, volume three: Language & thought. New Jersey: John Wiley. |
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Instructional modes Lecture Attendance Mandatory |  | Yes |
 GeneralTeacher-led lectures, including discussion of lecture materials and of set texts.
 | Seminar Attendance Mandatory |  | Yes |
 GeneralStudent-led seminars on key research articles.
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| Tests Take-home exam 1Test weight |  | 1 |
Test type |  | Exam |
Opportunities |  | Block SEM1, Block SEM2 |
RemarkNOTE: enrollment for a course automatically registers you for its exam. For participating in the retake, register again.
 | Take-home exam 2Test weight |  | 1 |
Test type |  | Exam |
Opportunities |  | Block SEM1, Block SEM2 |
RemarkNOTE: enrollment for a course automatically registers you for its exam. For participating in the retake, register again.
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