Modules Taught 2005/2006

PL3281 Cognitive Lab: Word Recognition and Reading

This module extends students experience of laboratory work to the fields of cognitive psychology and psycholinguistics. In the weekly seminars and workshops, students will be guided through the research process towards designing and writing up a laboratory report in the standard format. In the first half of the module, students will work in small groups with opportunities for hands-on training in the principles of experimental design, ethics appraisal, data collection, and statistical analysis. In the second part of the module, students will identify a research question, conduct their own experiment, and write up a laboratory report.

Rosnow, R.L. & Rosenthal (2002). Beginning Behavioral Research: A Conceptual Primer. (4th Ed). NJ: Prentice Hall. (Appendix A especially useful).

PL3237 Language and Cognitive Processes

This module is designed to be representative of current research in the fields of psycholinguistics, cognitive psychology and cognitive neuropsychology. It begins with a review of the main approaches to the study of language, with particular reference to common methodological problems. Lectures, seminars and workshops will include the following topics: brain-language relationships and levels of explanation; emergence of literacy skills; acquired and developmental disorders of spoken language; cognitive analyses of normal and abnormal reading; bilingualism; writing systems and biscriptal reading. Where possible the implications of current theory for local language applications will be highlighted. No single textbook covers this entire module but chapters in Harley are useful for background.

Harley, T. (2001). The Psychology of Language: From Data to Theory. (2nd Ed) Hove: Psychology Press. [CLRBR P37 Har 2001]

PL4213 Cognitive Neuropsychology

Cognitive neuropsychologists analyze case-study data from brain-damaged individuals in order to develop and evaluate models of normal cognitive processes. In this elective module we will discuss methodological issues, and consider how patterns of impaired performance can inform cognitive models of bilingualism, speaking, listening, reading, writing, object recognition, memory and attention. The seminars will sometimes provide an introduction to methods of rehabilitation but emphasis is placed on assessment and theoretical issues. Films and video clips of patients will be used to supplement the textbook and journal articles. The 3-hour seminar style sessions will be based on chapters from this text:

Rapp, B. (Ed.) (2001). The Handbook of Cognitive Neuropsychology: What Deficits Reveal about the Human Mind. Philadelphia, US: Psychology Press. CLRBR: QP360.5 Han.

PL4401 Honours Thesis Supervision

See Research Interests for list of possible topics .