Overview “Language Speech Brain” 2005 6 – period 3 (13 feb – 13

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Overview “Language Speech Brain” 2005 6 – period 3 (13 feb – 13 Powered By Docstoc
					Language, Speech, Brain 2006-7 – period 3 (5 feb – 13 apr 2007) Topic: Neurocognition of Dyslexia Instructor: Frank Wijnen. Office: Trans 10, 0.09. Tel.: (030) 253 6436. Office hours: Tuesdays, 12-13h. Class hours: Wed 16-18: KNG 80, room 2.31 Fri 15-17: KNG29, room 0.24 Note: unless otherwise indicated, reading materials are available through the Utrecht University Library Omega system.) Week 1 Wed 07/02/07   Logistics o students’ backgrounds & interests o formation of work groups (start assignment) Reading materials o Gazzaniga, Ivry & Mangun, Chapter 9 “Language and the brain”, in Cognitive Neuroscience: The biology of the mind. (xerox copy available) o Chierchia: “Linguistics and language”, in The MIT Encyclopedia of Cognitive Sciences. (via http://cognet.mit.edu/library/erefs/mitecs/, accessible only through UU.nl, or MyUU.nl) Homework: question set – to be worked on in pairs / triplets

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Fri 09/02/07  Class meeting o prepare answers to homework questions (typed!) o prepare your own questions

Week 2 Wed 14/02/07  Overview lecture: dyslexia and early language acquisition o A.A. Beaton “What is Dyslexia?” in Beaton, Dyslexia, reading and the brain. Hove, East Sussex: Psychology Press, 2004. (xerox copy available) o Vellutino, F.R., Fletcher, J.M., Snowling, M.J., & Scanlon, D. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of child Psychology and Psychiatry, 45, 2-40. o Alphen, P. van, et al. (2004). Early language development in children with a genetic risk of dyslexia”. Dyslexia 10(4), 265-288. (via http://www.let.uu.nl/~Frank.Wijnen/personal/publ.html)

Fri 16/02/07  NO CLASS MEETING! You are strongly urged to attend Prof. René Kager’s inaugural lecture “Zoeken naar woorden”, about phonology and second language acquisition. (in Dutch!)

Location: Academiegebouw, Aula, Domplein 29 Time: 4-5 pm.

Week 3 Wed 21/02/07  Lecture: early phonological category formation o Kuhl, P.K. (2004). Early language acquisition: Cracking the speech code. Nature Reviews Neuroscience, 5, 831-843. o L.A. Gerken (2002). “Early sensitivity to linguistic form” Annual Review of Language Acquisition 2, 1-36. (xerox copy available) o Maye, J. et al. “Infant sensitivity to distributional information can affect phonetic discrimination” Cognition, 82, B101-B111. o Maye, J., Weiss, D.J. & Aslin, R.N. (in press). Statistical Phonetic Learning in Infants: Facilitation and Feature Generalization. (pdf available)

Fri 23/02/07 o Week 4 Tue 28/02/07  Lecture: speech perception difficulties in dyslexia o Maassen, B. et al. (2001). “Identification and discrimination of voicing and place-of-articulation in developmental dyslexia” Clinical Linguistics and Phonetics, 15(4), 319-339. o Joanisse, M. et al. (2000). “Language deficits in dyslexic children: Speech perception, phonology and morphology”. Journal of Experimental Child Psychology, 77, 30-60. o Serniclaes et al. (2004). “Allophonic mode of speech perception in dyslexia”. Journal of Experimental Child Psychology, 87, 336-361. o Desrochers, A.S., Joanisse, M.F., & Robertson, E.K. (2006). Specific phonological impairments in dyslexia revealed by eyetracking. Cognition, 100 (3), B32-B42. Guest Lecture: Elise de Bree

Fri 02/03/07  Lecture: category formation & statistical-sequential learning o Gómez, R.K. & Gerken, L.A. (2000). Infant artificial language learning and language acquisition. Trends in Cognitive Sciences, 4(5), 178-186 o Marcus, G. et al. (1999). Rule-learning by seven-month-old infancts. Science 283, 77-80 o Mintz, T. (2002). Category induction from distributional cues in an artificial language. Memory and Cognition 30(5), 678-686. o Saffran, J.R. (2001). The use of predictive dependencies in language learning. Journal of Memory and Language 44, 493-515.

Week 5 Wed 07/03/07 o NO CLASS MEETING!

Fri 09/03/07  Lecture: sequential learning/processing deficits in dyslexia (and SLI) o Ullman, M.T., & Pierpont, E.I. (2005). Specific language impairment is not specific to language: The procedural deficit hypothesis. Cortex 41(3), 277-446. o Howard, J.H., Howard, D.V., Japikse, K.C. & Eden, G.F. (2006). Dyslexics are impaired on implicit higher-order sequence learning, but not on implicit spatial context learning. Neuropsychologia, 44, 1131-1144. o Vicari, S., Marotta, Neghini, D., Molinari, M., Petrosini, L. (2003). Implicit learning deficit in children with developmental dyslexia. Neuropsychologia, 41, 108-114.

Week 6 Wed 14/03/07  Lecture: Brain mechanisms of dyslexia o Gazzaniga, Ivry & Mangun, Cognitive Neuroscience, chapter on development (background) (xerox copy available) o Ramus, F. et al. (2003). “Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults.” Brain, 126, 841-865. o Ramus, F. (2004). “Neurobiology of dyslexia: A reinterpretation of the data” Trends in Neurosciences, 27(12), 720-726.

Fri 16/03/07  paper presentations

Week 7 Wed 21/03/07  paper presentations

Fri 23/03/07  NO CLASS MEETING Helmholtz lecture by D. Margoliash.

Week 8 Wed 28/03/07  paper presentations

Fri 30/03/07  paper presentations

Week 9 Wed 04/04/07

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paper presentations

Fri 06/04/07  paper presentations


				
Jun Wang Jun Wang Dr
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