Identifying Data 2020/21
Subject (*) Cognition and Cognitive Processes in English Code 613505110
Study programme
Mestrado Universitario en Estudos Ingleses Avanzados e as súas Aplicacións (2019)
Descriptors Cycle Period Year Type Credits
Official Master's Degree 2nd four-month period
 First Optional 3
Language
English
Teaching method Face-to-face
Prerequisites
Department Letras
Coordinador
Alonso Giraldez, Jose Miguel
 E-mail
miguel.giraldez@udc.es
Lecturers
Alonso Giraldez, Jose Miguel
 E-mail
miguel.giraldez@udc.es
Web http://www.imaes.eu/?page_id=31
General description Este curso constitúe unha introdución aos fenómenos da cognición e o procesamiento da linguaxe. O principal obxectivo é investigar como a mente humana (e, en última instancia, o cerebro humano) almacena e usa a linguaxe en liña. O curso busca proporcionar aos estudantes coñecementos básicos sobre a realidade psicolóxica da linguaxe e da forma en que a mente utiliza (ou non) o coñecemento gramatical no uso da linguaxe ordinaria.
Contingency plan 1.Modificacións nos contidos Non se modifican.
2.Metodoloxías *Metodoloxías docentes que se manteñen: Ningunha.
*Metodoloxías docentes que se modifican Sesións presenciais ou 'seminarios' que pasan a ser telemáticas no mesmo horario, excepto cambios de última hora, vía Moodle e Teams. Non haberá exame final, pero si un exercicio de feedback en forma de chat ou conversación cos estudantes.
3.Mecanismos de atención personalizada ao alumnado Moodle, Teams e Correo Electrónico. 4.Modificacións na avaliación Avaliación Continua 100%. Podería incluír un breve traballo escrito, dependendo das circunstancias, Tarefas de lectura. Exercicios e Actividades propostas.
Observacións de avaliación: terase en conta a participación vía Teams ou Moodle a través de contribucións escritas e discusións sobre os contidos.
5.Modificacións da bibliografía ou webgrafía Non se modifica. Facilitaranse textos e recursos de aprendizaxe en formato electrónico.

Study programme competencies
Code Study programme competences
A1 E01 – Familiarity with the main research models in linguistic research.
A2 E02 – Familiarity with the main resources, tools and methodologies in linguistic research.
A3 E03 – Capacity to reflect on the factors which influence the learning and acquisition of English as a foreign language.
A4 E04 – Familiarity with cognition and processing studies within the scope of research into English linguistics.
B7 G02 – Students must be capable of applying the knowledge acquired in the multidisciplinary and multifaceted area of English Studies
B8 G03 – An efficient use of new information technology and communication in English Studies is a necessary skill.
B10 G05 – Skills related to research and the handling of new knowledge and information in the context of English Studies are to be acquired by students

Learning aims
Learning outcomes Study programme competences
This course constitutes an introduction to psycholinguistics and language processing. Psycholiguistics is the discipline that studies how the human mind (and, ultimately, the human brain) stores and uses language on-line. The course seeks to provide students with basic knowledge about the psychological reality of language and of the way in which the mind makes use (or not) of grammatical knowledge in ordinary language use. AR1
AR2
AR3
AR4
 BR7
BR8
BR10

Contents
Topic Sub-topic
1. Introduction to psycholinguistics: aims, scope and methods.
2. Experience or genes. Innateness.
3. The biology of language. Acquisition.
4. Words in the mind.
5. Syntactic comprehension.
6. Language production
7.-Semantic production: the importance of meaning. 		Chomsky's cognitive theory.
Functionalism and experientialism.
The symbolic function of language.
Language experience and lexical foundations.
Cognitive semantics
Categorization, prototypes, schema.
Metaphor and metonymy.
The construction of the spaces of the mind.
Cognitive aspects of grammar
Cognition and literature.

Planning
Methodologies / tests Competencies Ordinary class hours Student’s personal work hours Total hours
Seminar A1 A2 A3 A4 B7 B8 B10 14 30 44
Objective test A1 A2 A3 A4 0 30 30
 
Personalized attention 1 0 1
 
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies Description
Seminar Individual and Group work technique that aims to intensively study a topic. It is characterized by discussion, participation, the elaboration of documents and the conclusions to which all the components of the seminar must reach.

Classes and seminars, including debates, and written work, etc.
Moodle UDC
Objective test Written test used to evaluate learning, whose distinctive feature is the possibility of determining whether the answers given are correct or not. It is a measurement instrument, rigorously developed, that allows to evaluate knowledge, abilities, skills, performance, aptitudes, attitudes, intelligence, etc. It is applicable for both diagnostic, formative and summative evaluation.

The objective test can combine different types of questions: multiple choice questions, ordering, short answer, discrimination, completion and / or association questions. You can also build it with just one type of one of these questions.

Personalized attention
Methodologies
Seminar
Description
Class attendance is complusory.
The teacher is available in office hours, and also via e-mail.


Assessment
Methodologies Competencies Description Qualification
Seminar A1 A2 A3 A4 B7 B8 B10 Assistance is mandatory.
Active participation in classes which are considered as interactive: up to 20% of the final grade.
Course work (s) done in class: 60% (exceptionally an out-of-class essay and an oral presentation could be added to the final assessment)
Skills in the expression in English, both oral and written English, and correct structuring and presentation of activities, participation in debates and seminars: up to 20% 		50
Objective test A1 A2 A3 A4 Written test in which the theoretical and practical contents of the course are included, with the presence of theoretical questions and exercises. 50
 
Assessment comments

Given that this degree programme is
part distance learning, part actual attendance, students are required to attend
the compulsory sessions, unless they have applied for exemption within the time
period specified by the Academic Commission of the degree, and this exemption
has been granted. This exemption will be valid provided students comply with
the rules on attendance in force in the three universities participating in the
programme, and provided they comply with the assessment systems which are
specified in the teaching guides for each module. Students should be aware,
however, that not attending certain classroom sessions may affect their final
grades.

Students
who have been granted exemption, as specified in the university regulations,
will be assessed according to the criteria applied to the July opportunity.

Any student who does not carry out the supervised work, if any, or the class work, or has not performed work equal to or greater than 50% of the rest of the evaluation categories, will obtain the rating of NO PRESENTADO. Anyone who does not show up for the written test can only achieve the grade of No presentado.

Students
who do not pass in the first opportunity will be able
to re-sit in July, when they will be required to demonstrate that they have
acquired the skills for each module via two types of assessment: a supervised
project with the same percentage value and characteristics as in the first
opportunity, plus the exercises agreed upon with the lecturer(s) as a
substitute for the other activities of the module.

Plagiarism

In this subject, the Turnitin tool could be used in the evaluation of essays and activities. Based on the recommendations of the Xunta de Facultade, the following text is added for the students' consideration: Turnitin is an application for teachers to review parts of a text from other texts and indicate their origin. This tool can identify papers presented previously in this or other universities, including those written by the same student. If this circumstance occurs, it will be understood that it is contrary to academic honesty and will be applied to the academic regulations for evaluations, grades, etc.

Sources of information
Basic Ungerer & Schmid (1996). An Introduction to Cognitive Linguistics. Harlow: Pearson Education

Aitchison, J. 2008. The Articulate Mammal. London: Unwin Hyman.
Aitchison, J. 2001. Language Change: Progress or Decay? Cambridge: C.U.P.
Aitchison, J. 2003. Words in the Mind. Oxford: Blackwell.
Aitchison, J. 1996. The Seeds of Speech. Cambridge: C.U.P .
Altman, G. 1997. The Ascent of Babel. Oxford: O.U.P.
Carroll, D.W. 2008. Psychology of Language. Pacific Grove, California: Brooks/Cole.
Field, John. 2004. Psycholinguistics: a resource book for students. London: Routledge.
Field, John. 2005. Language and the mind. London: Routledge.
Garman, M. 1990. Psycholinguistics. Cambridge: C.U.P .
Jackendoff, R. 1993. Patterns in the Mind. New York: Harvester Wheatsheaf.
Jackendoff, R. 2002. Foundations of language. Oxford: O.U.P.
Pinker, S. 1994. The Language Instinct. London: Penguin.
Steinberg, D. 1993. An Introduction to Psycholinguistics. Harlow, Essex: Longman.

Complementary
Chomsky, N. (1957). Syntactic structures. The Hague: Mouton.
Chomsky, N. (1959). A Review of B. F. Skinner’s Verbal Behavior. Language, 35, 26–58.
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.

Recommendations
Subjects that it is recommended to have taken before

Subjects that are recommended to be taken simultaneously

Subjects that continue the syllabus

Other comments


(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.