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Module code: PALSG101 (Add to my personalised list)
Title: Introduction to the Brain and Imaging the Brain
Credit value: 15
Division: Division of Psychology and Language Sciences
Module
organiser Tae Twomey
(provisional):
Organiser's
Institute of Cognitive Neuroscience
location:
Organiser's
t.twomey@ucl.ac.uk
email:
Available for
students in
Year(s):
Module
None
prerequisites:
The module will introduce students to the central nervous system with particular emphasis being placed on brain
structures known to be involved in language processing. Following that, focus will be given to different brain
Module imaging technologies currently in use (MRI and fMRI; fNIRS, TMS, EEG and MEG) as well as the classic Lesion
outline: Method. Research designs applied to all these methods will be discussed. Discussion of each method will include
their relative strengths and weaknesses; underlying principles; and interpretation of any brain images derived from
their use. The module will be taught by researchers who are experts in their field.
Preliminary outline of lectures 1. Introduction to the central nervous system: neuron anatomy & physiology 2.
Introduction to the central nervous system: neuroanatomy of language 3. Magnetic Resonance Imaging (MRI) and
functional MRI (fMRI) 4. Research Design applied to fMRI 5. Extensions to the (f)MRI method and analysis
Module aims:
terminology 6. Introduction to functional near infrared spectroscopy (fNIRS) 7. Lesion/Patient Investigations in
Cognitive Neuroscience 8. Investigating language with transcranial magnetic stimulation (TMS) 9. Introduction to
electroencephologram (EEG) 10. Introduction to magnetoencephalography (MEG)
The objective of the module is to enable students to read, understand and evaluate journal articles that report
Module
studies based on lesion analysis and imaging technologies and provide the base for carrying out similar work for
objectives:
their project and/or in their future career.
Key skills
provided by
module:
Module
https://timetable.ucl.ac.uk/tt/moduleTimet.do?firstReq=Y&moduleId=PALSG101
timetable:
Module
Unseen two hour written examination 100.00%
assessment:
This module is mandatory for students on several degree programmes and is not normally available as an optional
Notes:
module.
Taking this
module as an No
option?:
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2017-07-10 11:32:07 by ucjtttw
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Title: Research Methods: Principles, Skills and Applications
Credit value: 30
Module
organiser Term 1: Jyrki Tuomainen, Term 2: TBC
(provisional):
Organiser's
Chandler House (JT)
location:
Organiser's
j.tuomainen@ucl.ac.uk
email:
Available for
students in
Year(s):
Module
prerequisites:
_Autumn Term_ Introduction to research design Describing groups of data Variability and distributions Tests,
standardisation and z-scores Independence and dependence of data, correlation Estimation and confidence
intervals Inferential statistics: Two-sample tests Analysis of Variance Two-way ANOVA for independent groups
Module ANOVAs with within-subject factors Simple linear regression Chi-squared Revision followed by practice exam
outline: Revision and Mock Exam Feedback Exam _Spring term_ Introduction to multiple regression Using multiple
regression to evaluate processing models Introduction to ANCOVA Using ANCOVA to track developmental
trajectories Introduction to single case analysis Comparison of single case analysis from different theoretical
approaches
The course will introduce students to basic principles of research design and statistical analysis, give training in
use of statistical software and examine the applications of these methods in the research literature on typical and
atypical language and communication. Consideration will be given to experimental design, exploratory and
Module aims: inferential data analysis, and use of statistical software for data management and analysis. Critical analysis skills
will be developed by group reading and evaluation of papers relevant to the research interests of course
participants, with guided examination of the ways in which design principles and analytic procedures have been
exploited in the study of typical and atypical language and communication.
Module
objectives:
Key skills
provided by
module:
Module
timetable:
Module Unseen two hour written examination 50.00%

assessment: One essay (2,000 words) 50.00%
This module takes place over two terms. Due to limited spaces this module is not available to students who are not
Notes:
following one of the MSc Language Sciences/MRes Speech, Language Cognition degree programmes.
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2017-08-21 08:42:49 by sslyjjt
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Title: Developmental Disorders of Language Learning and Cognition
Credit value: 15
Module
organiser Courtenay Norbury
(provisional):
Organiser's
Chandler House
location:
Organiser's
c.norbury@ucl.ac.uk
email:
Available for
students in 3
Year(s):
Students who are not following one of the MSc Language Sciences programmes who wish to select this module as
Module
an option should be aware that places may be limited and should contact Pete Buchanan (p.buchanan@ucl.ac.uk)
prerequisites:
before selecting the module.
This module will explore current research and theory in the area of developmental disorders of language, learning,
and cognition. The following topics will be included: Theoretical and methodological issues in the study of
developmental disorders. Hearing Disorders. Cognitive Disorders. Developmental Language Disorder.
Mathematics Disorder. Attention Deficit Hyperactivity Disorder. Dyslexia. Reading Comprehension Impairment.
Module
Autism. Interventions for developmental disorders. Lectures: 1. Introduction and methodological issues in the study
outline:
of developmental disorders of language, learning, and cognition 2. Hearing Disorders 3. Cognitive Disorders
(Down Syndrome and Williams Syndrome) 4. Developmental Language Disorder 5. Dyscalculia 6. Attention Deficit
Hyperactivity Disorder 7. Dyslexia and Reading Comprehension Impairment 8. Autism Spectrum Disorder 9.
Interventions for Developmental Disorders 10. Revision session
Module aims: To examine current understanding of the nature of developmental disorders of language, learning, and cognition.
Students will understand the methods used to investigate developmental disorders of language, learning and
Module
cognition. Students will evaluate current research findings concerning developmental disorders of language and
objectives:
cognition. Students will gain insight into general theories of atypical development.
Key skills
provided by
module:
Module
timetable:
Module
One essay (3,000 words) 100.00%
assessment:
Course text: Hulme, C. & Snowling, M. (2009) Developmental Disorders of Language, Learning and Cognition.
Wiley-Blackwell. Other material to be provided through Moodle. Students who are not following one of the MSc
Notes:
Language Sciences programmes who wish to select this module as an option should be aware that places may be
limited and should contact Pete Buchanan (p.buchanan@ucl.ac.uk) before selecting the module.
Taking this
module as an
option?:
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2017-09-26 15:06:17 by ucjtpbu
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Title: Development of Speech Perception and Production
Credit value: 15
Module
organiser Valerie Hazan
(provisional):
Organiser's
Chandler House
location:
Organiser's
v.hazan@ucl.ac.uk
email:
Available for
students in
Year(s):
Module
None, although some knowledge of basic concepts in phonetics and speech/hearing sciences is very desirable.
prerequisites:
This module will examine the development of speech perception and speech production during first language
acquisition. It focuses on SPEECH and therefore complements modules on language acquisition focusing more on
syntax or phonology. In speech perception, it will review: - experimental methods used for testing speech
perception in infants and older children - theoretical models of speech perception development - experimental
findings regarding speech perception development in the first year of life - experimental findings regarding later
Module
development - speech development in children with hearing loss and bilingual children In speech production, it will
outline:
review: - techniques for eliciting speech data in children - models of speech production development - experimental
findings of speech production studies in children - issues of individual variability in speech production in children.
The module will be delivered by a combination of lectures, seminars and practical sessions. The course is
supported by a Moodle site which gives access to lecture handouts, further supporting materials and a discussion
forum.
• To review the current state of knowledge on processes involved in the development of speech perception and
Module aims:
production during language acquisition.
Through this module, students are expected to develop knowledge and understanding of: • The experimental
Module
paradigms that are suitable for studying speech perception and production in infants and young children • The
objectives:
theoretical models that are prevalent in this field • The most significant recent experimental studies in this field
Key skills
- Intellectual (thinking) skills: Logical and theoretical thinking, critical evaluation of scientific papers, reading and
provided by
writing skills
module:
Module
timetable:
Module
Essay (3,500 words) 100.00%
assessment:
If you would like to receive the lecture/seminar list prior to registering for the module, please contact:
Notes:
v.hazan@ucl.ac.uk.
Taking this
module as an
option?:
Link to virtual
learning
environment
https://moodle.ucl.ac.uk/course/view.php?id=10963
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2017-07-24 11:35:28 by uclyevh
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Edit PLING156 course informationInformation for module PLING156
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Module code: PLING156 (Add to my personalised list)
Title: Language Acquisition
Credit value: 15
Module organiser
(provisional):
Organiser's location: Chandler House
Organiser's email: enquiries-linguistics@pals.ucl.ac.uk
Available for
students in Year(s):
Module
PLING159 or equivalent Introduction to language development course
prerequisites:
This course introduces students to the scientific study of how language is acquired by typically developing
Module outline:
children, with special reference to the period after the onset of syntax, at around 2 years.
Module aims: The aim of the module is to develop understanding of the processes of language acquisition.
- to become familiar with the normal stages of language acquisition - to become familiar with different
Module objectives: frameworks and approaches to language acquisition, in particular with the generative approach - to
develop an ability to understand and evaluate research findings in language acquisition
Key skills provided

by module:
Module timetable: https://timetable.ucl.ac.uk/tt/moduleTimet.do?firstReq=Y&moduleId=PLING156
Module assessment: One essay (3,000 words) 100.00%
available as an option module (numbers permitting); UCL students can register on Portico, intercollegiate
Notes:
students should contact s.anyadi@ucl.ac.uk
Taking this module

Available as an option course
as an option?:
Link to virtual
learning environment
http://moodle.ucl.ac.uk/course/view.php?id=5031
(registered students
only)
Last updated: 2017-03-03 06:39:40 by uclysda

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Title: Introduction to Children's Language Development
Credit value: 15
Module organiser
(provisional):
Organiser's
Chandler House
location:
Organiser's email: enquiries-linguistics@pals.ucl.ac.uk
Available for
students in Year(s):
Module
none
prerequisites:
After introducing language acquisition as a theoretical issue, the course will concentrate on empirical
Module outline: evidence of the nature and effects of input to children, and the nature of children's language production and
comprehension at different stages, including discussion of the processes by which language is acquired.
Module aims:
Module objectives:
Key skills provided

by module:
Module timetable: https://timetable.ucl.ac.uk/tt/moduleTimet.do?firstReq=Y&moduleId=PLING159
Module Unseen two-hour written examination 60.00%

assessment: Coursework (1,500 words) 40.00%
Notes:
Taking this module

as an option?:
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Title: Semantic-Pragmatic Development
Credit value: 15
Module
organiser
(provisional):
Organiser's
Chandler House
location:
Organiser's
enquiries-linguistics@pals.ucl.ac.uk
email:
Available for
students in
Year(s):
Module
prerequisites:
The module focuses on children's developing pragmatic competence and, within this domain, a selection from the
following topics will be covered: - The acquisition of various cognitive abilities necessary for full-fledged linguistic
communication (e.g., grasp of understanding of common ground). - The development and understanding of
Module
pointing and ostensive gestures. - The role of pragmatics in language acquisition, and in particular, word learning. -
outline:
The early production and understanding of pronouns. - The early production and understanding of quantifiers. -
The early production and understanding of scalar inferences (and other types of implicatures). - The early
production and understanding of non-literal language (metaphor and irony).
- To delineate the theoretical issues raised by children's early acquisition of communicative skills and language. -
To explain the uses (and misuses) of developmental experimental data for theoretical accounts of pragmatic skills.
Module aims:
- To achieve an appreciation of the development through childhood of a wide range of pre-linguistic and linguistic
pragmatic processes (including pointing, non-literal interpretation, metaphor, irony, implicatures).
Intended learning outcomes: - Understanding of the concepts and issues outlined in the aims of the module given
Module above. - Understanding of the importance of the interaction and interdependence of pragmatic theorizing and
objectives: experimental research on early communication skills. - An ability to provide a pragmatic analysis of some of the
experimental results on children's communicative competence.
Key skills
provided by
module:
Module
https://timetable.ucl.ac.uk/tt/moduleTimet.do?firstReq=Y&moduleId=PLING210
timetable:
Module Coursework (2,000 words) 50.00%

assessment: One hour departmental test 50.00%
available as an option module (numbers permitting); UCL students can register on Portico, intercollegiate students
Notes:
should contact s.anyadi@ucl.ac.uk
Taking this
module as an available as an option
option?:
Link to virtual
learning
environment
(registered
students
only)
Last
2017-03-03 06:42:40 by uclysda
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Title: Neuroscience of Language
Credit value: 15
Module
organiser Andrea Santi
(provisional):
Organiser's
Chandler House
location:
Organiser's
a.santi@ucl.ac.uk
email:
Available for
students in
Year(s):
Module
PALSG101: Introduction to the Brain and Imaging the Brain
prerequisites:
Module overview: The objective of the module is to familiarize students with the work of neuroscientists whose
research focuses on speech and language; familiarize them with these state of the art research methods and their
applications; and help them to critically read the relevant literature. It is expected that by the end of the module
Module students will know the possibilities and limitations of using imaging technology in studying language processing
outline: both in normal and patient populations; will know the questions contemporary neuroscientists are interested in; will
be confident readers of research papers. The module will be taught by UCL lecturers who are active researchers in
the area of neuroscience of language. Each week a different lecturer will present his/her own research. Students
will be asked to read an original paper for each session and be able to discuss it in class.
Outline of sessions in 2017 (subject to change in 2018; invited lecturers are confirmed late in Term I) 1.
Introduction to Neuroscience of Language 2. Andrea Santi: fMRI adaptation dissociated syntactic complexity
dimensions 3. Jane Warren: Anterior lobe connectivity correlates with functional outcome after aphasic stroke 4.
Module aims: Vitor Zimmerer: Artificial grammar learning in individuals with severe aphasia 5. Alex Leff: The left superior
temporal gyrus is a shared substrate for auditory short-term memory and speech comprehension: evidence from
210 patients with stroke 6. Gabriella Vigliocco: The neural representation of abstract words: The role of emotion 7.
Jeremy Skipper: Echoes of the Spoken Past: how auditory cortex hears context during speech perception
1. Awareness of current research in Neuroscience of Language at UCL 2. Understand theoretical debates in the
Module field of Neuroscience of Language 3. Understand the anatomical regions and pathways engaged in language
objectives: functions and their potential functional roles 4. Understand how neuroscientific methods can be applied to address
research questions
Key skills
provided by 1. Critical reading of research articles 2. Critical writing skills 3. Oral presentation skills
module:
Module
timetable:
Module
One essay 100.00%
assessment:
This module is mandatory on several degree programmes and is not normally offered as an option to students on
Notes:
other degree programmes.
Taking this
module as an No
option?:
Link to virtual
learning
environment
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students
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Last
2017-06-22 11:14:21 by ucjta24
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Title: Deafness: Cognition and Language
Credit value: 15
Module
organiser Joanna Atkinson
(provisional):
Organiser's
Deafness, Cognition and Language Research Centre,
location:
Organiser's
joanna.atkinson@ucl.ac.uk
email:
Available for
students in 4
Year(s):
Module
prerequisites:
1. Nature and types of prelingual deafness: genetic and physiological factors; epidemiology of non-syndromic
deafness; social and educational conditions; and pathways for intervention and acculturation 2. Introduction to Sign
Linguistics 3. Sign language development: the first years, school years 4. Sign language developmental
Module
impairments 5. Sign language as a second language 6. Psycholinguistics: cross-linguistic studies of signed and
outline:
spoken language processing 7. Speech reading: the relationship between hearing and vision in language
processing 8. Gesture in human communication 9. The deaf brain - The speaking/hearing/signing brain 10.
Acquired impairments in sign language
The module will introduce students to research at DCAL and elsewhere relating to the acquisition and processing
of 'visual language'. The starting point is in the multi-modality of human communication, with emphasis on visual
elements of spoken language communication (including gesture) and on sign language, in terms of the
Module aims:
psychological and neuroscientific processes that are involved. Throughout there will be special emphasis on
modality issues: the extent to which spoken and signed language are shaped by the modalities in which they
occur; and similarities and differences between them.
The objective of the module is to familiarise students with research in the following areas: early signed and spoken
language development, sign linguistics with an emphasis on British Sign Language research, the deaf brain -
including processing of audiovisual and silent speech as well as sign language, and developmental and acquired
Module
sign language impairments. It is expected that by the end of the module students will have an understanding of the
objectives:
social and theoretical issues which impact on research in this area, understand issues involved in designing and
undertaking research with these populations, and be able to critically read the relevant literature. The module will
be taught by UCL staff who are active researchers in the area of language, cognition and deafness.
Key skills Recommended reading Emmorey, K. (2002). Language, cognition, and the brain: Insights from sign language
provided by research. Lawrence Erlbaum and Associates: Mahwah, NJ Sutton-Spence RL & Woll B (1999) The Linguistics of
module: British Sign Language: an introduction. Cambridge: CUP.
Module
timetable:
Module
One essay (3000 words) 100.00%
assessment:
Students who are not following one of the MSc Language Sciences programmes who wish to select this module as
Notes: an option should be aware that places may be limited and should contact Pete Buchanan (p.buchanan@ucl.ac.uk)
before selecting the module.
Taking this
module as an
option?:
Link to virtual
learning
environment
(registered
students
only)
Last
2017-08-03 15:39:45 by sslyjra
updated:

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Title: Current Issues in Production, Perception and Neural Processing of Speech
Credit value: 15
Module
organiser Yi Xu & Tim Schoof
(provisional):
Organiser's
Chandler House
location:
Organiser's
yi.xu@ucl.ac.uk; t.schoof@ucl.ac.uk
email:
Available for
students in
Year(s):
Module
prerequisites:
1. Introduction – Basic phonetic and phonological concepts 2. Introduction – Acoustic phonetics and speech
prosody 3. Hemispheric lateralisation of speech using the dichotic listening method 4. What does the study of
Module disordered speech tell us about typical speech production? 5. Aspects of perception and processing of speech in
outline: noise 6. Speech perception with hearing loss and hearing aids 7. Speech processing schemes for cochlear
implants 8. Speech production and perception in the brain 9. Speech processing at the level of the brainstem 10.
The somatotopy and functional organisation of speech
The course aims to familiarize students with the main concepts in the production, perception and neural processing
of speech, and to introduce them to a wide range of advanced topics in current research in all three areas. The
topics will range from basic articulatory-acoustic mechanisms and low-level auditory processing to high-level
Module aims: speech processing and neural correlates of speech production and perception in the brain. The issues will be
discussed with respect to current research, including differences in research methodologies and their relationship
to models of speech processing. The course is taught by a number of lecturers - all experts in the topics they
teach.
Module
objectives:
Key skills
provided by
module:
Module
timetable:
Module
Essay (3000 words) 100.00%
assessment:
Notes:
Taking this
module as an
option?:
Link to virtual
learning
environment
(registered
students
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Last
2017-07-27 12:48:17 by ucjttsc
updated:

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Title: Conversation Analysis
Credit value: 15
Module
organiser Suzanne Beeke
(provisional):
Organiser's
209 Chandler House
location:
Organiser's
s.beeke@ucl.ac.uk
email:
Available for
students in
Year(s):
An interest in analysing naturally occurring everyday conversations. A background in linguistics, psychology,

Module
sociology or similar would be highly beneficial. You need to have the English language skills to understand
prerequisites:
colloquial English conversations on video.
Have you ever: • Wondered how a politician replies without answering the question? • Noticed how often football
pundits say ‘at the end of the day’? • Marvelled at how children learn the rules of conversation? • Felt
uncomfortable when talking to someone and later wondered why? Humans are social animals; on a daily basis we
use language as a tool for interacting, and conversation is the result. This module will help you to understand the
mechanics of conversation from a scientific viewpoint. It will teach you how to analyse the verbal and non-verbal
aspects of everyday conversation, using the method and findings of Conversation Analysis (CA). CA is not a
method for understanding WHY people speak the way they do - it does not consider underlying psychological
Module processes. Instead it allows researchers to explore HOW people speak in their everyday lives. How they take turns
outline: in a conversation, how they fix problems of speaking and understanding (called repair), in sum how they interact
with each other to achieve mutual understanding. A key part of the learning experience of this module involves
watching and analysing audiovisual recordings of interactions (in English). CA not only provides a method for
understanding ‘typical’ interaction, such as peer conversation, child-parent interactions, and interviews, it also
extends our knowledge of communication disorders and professional interactions in healthcare and educational
settings (e.g. doctor-patient, and teacher-pupil talk). Sessions will cover key findings in these areas, and discuss
current CA research at UCL into child language development and acquired communication disorders such as
aphasia and dysarthria.
The module aims to: • explain key conversation analysis (CA) concepts such as turns, sequences, repair; • make
students aware of the body of CA literature and how to access it; • support students to apply CA to audiovisual data
Module aims:
of both typical and disordered communication; • give students the knowledge and skills to transcribe audiovisual
conversation data.
By the end of the module you will be able to: • explain key CA concepts such as turns, sequences, repair; • apply
Module these concepts to the analysis of audiovisual data; • identify and access key CA literature on typical and atypical
objectives: talk; • collect, transcribe and analyse your own audiovisual data according to CA conventions; • use your CA
knowledge and analysis skills to inform your research and/or your clinical practice.
Specify and illustrate the core analytical concepts relevant to an area of analysis; Apply, under guidance,
techniques, such as the analysis of spoken interaction; Demonstrate an understanding of the issues involved in the
basic techniques of data analysis such as the use of video and audio material in the analysis of spoken interaction;
Key skills
Search out and synthesise information stored on paper, electronically (computerised databases or recordings) or
provided by
visually (videos); Present a discussion based on information collected from various sources and synthesised into a
module:
coherent and cohesive whole, with appropriate acknowledgments and lists of sources; Under guidance undertake
self-directed study and learning, with appropriate time management; Specify, illustrate and apply appropriately to
new data the core analytical concepts relevant to an area of analysis.
Module
timetable:
Module
Essay (3,000 words) 100.00%
assessment:
Notes:
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option?:
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2017-07-21 16:03:26 by sslysub
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Title: Second-Language Speech Learning
Credit value: 15
Module
organiser Paul Iverson
(provisional):
Organiser's
Chandler House
location:
Organiser's
p.iverson@ucl.ac.uk
email:
Available for
students in
Year(s):
Module
prerequisites:
This module will examine the development of speech perception and speech production during second language
acquisition. It will review: experimental methods used for testing speech perception and production, interference
between first- and second-language phonetics and phonology, changes in first-language processing resulting from
Module second-language learning, explanations for the decline in plasticity with age, comparisons with early bilingualism,
outline: comparisons with first-language acquisition, comparisons with other examples of adult plasticity (e.g., stroke
recovery, acclimatization to a cochlear implant), effects of learning more than two languages, links between
perception and production, effects of auditory processing vs. linguistic categorization, effects of noise and hearing
impairment on second-language speech perception, and training methods for second-language speech learning.
To review the current state of knowledge on processes involved in the development of speech perception and
Module aims:
production during second language acquisition.
Through this module, students are expected to develop knowledge and understanding of: the experimental
paradigms that are suitable for studying speech perception and production in second language learners, the
Module
theoretical models that are prevalent in this field, the most significant recent experimental studies in this field,
objectives:
current issues and controversies in speech perception/production learning, and 'hot topics' in this field in the next
decade. It will also give students experience in analyzing speech and conducting perceptual experiments.
Key skills
provided by
module:
Module
timetable:
Module Laboratory report (1,500 words) 30.00%

assessment: Essay (2,000 words) 70.00%
Notes:
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module as an Yes
option?:
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Last
2014-07-29 10:23:05 by ucjtpbu
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Title: Phonetic Theory
Credit value: 15
Module
organiser
(provisional):
Organiser's
Chandler House
location:
Organiser's
email:
Available for
students in
Year(s):
Module
Basic knowledge of phonetics
prerequisites:
This course will present a critical examination of how phonetics relates to other disciplines in linguistics by
exploring a number of theoretical issues in phonetic science, with focus on how human speech can effectively
transmit multiple layers of communicative meanings through an articulation process. It will cover issues relating to
Module
coarticulation, distinctive features, timing and coordination, speech acquisition and vocal expression of emotions,
outline:
and demonstrate how they are mechanistically interrelated based on an articulatory-functional view of speech. Also
will be discussed is research methodology in terms of its importance for the theoretical development in phonetic
science.
- To help students develop a critical view of the relation between phonetics and other disciplines of linguistic
science - To demonstrate the relationship between sound and message in speech in terms of the underlying
Module aims:
mechanisms of production, perception, acquisition and social interactions - To introduce various models and
theories of tone, intonation, coarticulation, and timing and coordination
At the end of this course, students will be able to: - explain the theoretical importance of phonetic science - form a
Module critical view of the relation between phonetics and other disciplines of linguistic science - demonstrate an
objectives: understanding of a number of critical issues in phonetic science - describe and apply the articulatory-functional
view of speech - achieve a basic understanding of research methodology in phonetic science
* To help students develop a critical view of the relation between phonetics and other disciplines of linguistic
Key skills
science * To demonstrate the relationship between sound and message in speech in terms of the underlying
provided by
mechanisms of production, perception, acquisition and social interactions * To introduce various models and
module:
theories of tone, intonation, coarticulation, and timing and coordination
Module
timetable:
Module Essay (2,000 words) 50.00%

assessment: Coursework (2,000 words) 50.00%
Notes:
Taking this
module as an Available as an option module
option?:
Link to virtual
learning
environment
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students
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Last
2017-03-03 06:39:01 by uclysda
updated:

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Title: Foundations of Linguistics
Credit value: 15
Module
organiser Wing Yee Chow
(provisional):
Organiser's
Chandler House
location:
Organiser's
tbc
email:
Available for
students in
Year(s):
Module
none
prerequisites:
A selection from the following topics will be covered: Linguistics as a branch of the cognitive sciences The
history of modern linguistics Key concepts in theoretical linguistics Different approaches to language acquisition
Module outline:
Biological and ethological approaches to language Language vs. communication Mental modularity Natural
language and the language of thought
- To introduce Linguistics as part of cognitive science. - To provide background on the philosophical and
Module aims: theoretical foundations of linguistics. - To make links between the different sub-disciplines of linguistics. - That
students are able to both write about and make presentations about issues in theoretical linguistics.
- That students appreciate the scientific methodology of theoretical linguistics. - That students are aware of
Module different philosophical and theoretical positions regarding the nature of human language. - That students have
objectives: some sense of the overall architecture of the human faculty of language and its place in the mind. - That
students learn about the history of theoretical linguistics.
Key skills
provided by
module:
Module
timetable:
Module
Portfolio of coursework 100.00%
assessment:
available as subsidiary course(numbers permitting); UCL students can register on Portico, intercollegiate
Notes:
students should contact s.anyadi@ucl.ac.uk
Taking this
option?:
Link to virtual
learning
environment
(registered
students only)

© UCL 1999–2009
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Title: Issues in Pragmatics
Credit value: 15
Module
organiser
(provisional):
Organiser's
Chandler House
location:
Organiser's
email:
Available for
students in
Year(s):
Module
PLING103 Pragmatic Theory (completed or concurrent) or equivalent
prerequisites:
The course addresses current debates within the field of pragmatics from the interdisciplinary perspective of
cognitive science, linguistics and the philosophy of language. The specific topics may vary from year to year, but
will fall within the following areas: the linguistic underdeterminacy of speaker meaning, the semantics/ pragmatics
Module
interface, pragmatic processes contributing to truth-conditional content, minimalist versus contextualist semantics,
outline:
the role of context and the role of speaker intentions, similarities and differences in the aims of semantic theories
and communication theories, relevance theory, lexical pragmatics and the nature of word meaning, the role of
pragmatics in the interpretation of specific kinds of texts (e.g. legal texts, literary texts).
- To expose students to key current debates in pragmatics - To ensure awareness of the distinction between kinds
of utterance comprehension processes (semantic versus pragmatic, and various kinds of pragmatic processes) -
Module aims:
To establish understanding of some of the key theoretical positions in semantics/pragmatics (literalism,
minimalism, textualism, contextualism, pragmaticism, relativism).
Intended learning outcomes: - Understanding of key current debates in pragmatics - Appreciation of the
Module
interdisciplinary nature of the field - Grasp of the kinds of cognitive processes involved in utterance comprehension
objectives:
- Ability to apply different theoretical positions to utterance data.
Key skills
provided by
module:
Module
timetable:
Module
assessment:
Notes:
Taking this
option?:
Link to virtual
learning
environment http://moodle.ucl.ac.uk/course/view.php?id=1978
(registered
students
only)
Last
2017-08-01 04:54:34 by ucjutpr
updated:

© UCL 1999–2009
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Title: Current Issues in Syntax
Credit value: 15
Module
organiser
(provisional):
Organiser's
Chandler House
location:
Organiser's
s.steddy@ucl.ac.uk
email:
Available for
students in
Year(s):
Module
Intermediate-level syntax
prerequisites:
This course deals with one specific topic in current syntactic research, or with a few closely related topics. Since
the material covered is closely associated with the lecturer's own research, the content of the course may change
Module
from year to year. However, the course will always involve the reading of recent research papers, class
outline:
presentations by students, the writing of an individual research project, and of an essay that reports on the
outcomes of that project.
The aims of the course are: - To familiarize students with one or more problems at the forefront of current syntactic
theorizing. - To train students in reading and evaluation primary literature. - To train students in presenting material
Module aims:
before a group of their peers. - To train students in designing research projects. - To train students in carrying out
syntactic research.
Intended learning outcomes: - Knowledge of (some) current linguistic theories. - Ability to read, understand and
Module
evaluate primary literature in the relevant area. - Ability to present material before a group. - Ability to design
objectives:
research projects. - Ability to carry out and write up syntactic research.
Key skills
provided by
module:
Module
timetable:
Module
Essay (3,000 words) 100.00%
assessment:
Notes:
Taking this
option?:
Link to virtual
learning
environment http://moodle.ucl.ac.uk/course/view.php?id=1968
(registered
students
only)
Last
2017-03-03 06:44:45 by uclysda
updated:

© UCL 1999–2009
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Title: Stuttering
Credit value: 15
Module
organiser Peter Howell
(provisional):
Organiser's
room 441 26 Bedford Way
location:
Organiser's
p.howell@ucl.ac.uk
email:
Available for
students in
Year(s):
This course can be taken by final year speech science students and psychologists. This module can be chosen as
one of the mandatory modules for the MSc in Language Sciences (with specialization in language development). It
Module could also be credited for all masters programmes in the Psychology and Language Sciences division that allow
prerequisites: optional modules, particularly MRes Speech, Language and Cognition; MSc Neuroscience Language and
Communication; MSc Language Sciences (other specializations); MA Phonetics; MA Linguistics and MA Linguistics
and Neuroscience.
The recently-released film The King's Speech has raised public awareness of stuttering. Stuttering is a disorder
that usually starts in childhood and most cases recover by teenage. One in twenty children start to stutter, but this
drops by teenage to one in 100. Few teenagers who stutter recover in later life (it appears that George VI was the
one in 100). Considerable effort has been directed at identifying which children who stutter will recover and which
will not, a matter of importance for the individual and society alike. Comparison of groups of people who persist or
recover suggests several factors may be significant. Biological (genetics and brain differences), linguistic and
motor factors, and type of stuttering symptom are reliably reported to differ between such groups. This course
Module gives the student the skills to evaluate the evidence, theories and practical issues associated with stuttering in
outline: early childhood (close to onset) and into teenage and beyond. Factors that affect the onset and course of stuttering
are examined from various perspectives. After preliminary description of the patterns of stuttering, how it is
measured, who it affects and what its symptoms are, lectures examine evidence that stuttering is associated with a
range of biological and psychological factors. Particular emphasis is given to how language and motor demands
affect stuttering. Theoretical accounts that attempt to integrate these findings are critically assessed. The final part
of the course applies the knowledge to practical issues (treatment, diagnosis and prognosis). As well as giving a
comprehensive coverage about stuttering, this course also has relevance to other speech-language disorders. The
course has been developed so that no background in related disciplines is assumed.
This course aims to give a comprehensive overview of the evidence, theories, and practical issues associated with
recovery from stuttering in early childhood and into adolescence. It examines evidence that stuttering is associated
with a range of biological factors such as genetics and psychological factors such as anxiety, and it critically
assesses theoretical accounts that attempt to integrate these findings. The course is intended to familiarize
Module aims:
students with the main concepts in stuttering research and to introduce them to specific topics in current research
in the area. The topics will be discussed with respect to current research, including differences in research
methodologies and their relationship to models about speech and language processing by people who stutter. The
course is all taught by Peter Howell.
This module will examine all aspects of developmental stuttering. It will focus on stuttering in childhood but will also
cover research and clinical methods used with adults. A feature of the course is that it considere the major theories
Module
of stuttering. Also, many of the topic are taught so that they draw on work on other language disorders and
objectives:
substantial methodological background detail is provided. Students should be able to appraise research and
findings, not only about stuttering, but also to apply this information to other language disorders.
Students should be: Able to evaluate research findings Know how assessment instrunents are designed and
Key skills assessed. Be able to take a systematic approach to definition, epidemiology and symptomatology of language
provided by disorder. Know about all major research areas in stuttering. Have learned about language, motor and interactional
module: theories of stuttering and be able to appraise them. Understand practical issues and the statistical and
methodological approaches involved (diagnosis, prognosis and treatment)
Module
timetable:
Module
assessment:
Notes:
should contact alexa.richardson.ac.uk
Taking this
option?:
Link to virtual
learning
environment
(registered
students
only)
Last
2017-08-01 10:47:07 by ucjuar1
updated:

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UCL - Language Sciences

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