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MA Psycholinguistics and Neurolinguistics

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  • Objectives
    This graduate programme provides students with the opportunity to: Become familiar with approaches to the study of language adopted in contemporary work in linguistics Become familiar with linguistic approaches to the study of psycholinguistics and neurolinguistics Acquire training in methods used to formulate, test and critically evaluate research hypotheses about language Production, language comprehension and language disorders, as well as in data collection, data analysis and presentation techniques used in relevant empirical research Become familiar with styles of argumentation and evaluation criteria used in linguistically informed research into psycholinguistics and neurolinguistics Develop a critical appreciation of a selection of recent linguistically informed research in psycholinguistics and neurolinguistics Undertake a small-scale piece of original research Acquire a wide range of transferable cognitive skills, practical skills and key skills Acquire a foundation for further study, employment and lifelong learning
  • Entry requirements
    Entry Qualifications A good BA hgonours (or equivalent) degree (2:1 or above). For non-native speakers of English, an IELTS score of 6.5, or a TEOFL score of 580 (computer based 230). Some prior knowledge of Psycholinguistics is useful but not essential.
  • Academic Title
    MA Psycholinguistics and Neurolinguistics
  • Course description

    Course Description
    The MA in Psycho- and Neurolinguistics provides a thorough grounding in research on human language processing, the representation of language in the brain and language disorders. It investigates similarities and differences in the processing of sounds, words and sentences, looks at different kinds of language impairment and investigates the relevance of data from human language processing and language disorders to our understanding of the nature of language.

    Modules and Options

    The lists of modules below represent the range of options available for each year of study. This may not be a complete list of the options you will study, and may be subject to change, so please contact the department for further details.

    Stage 1

        CHILDREN'S ENGLISH
        Compulsory: COGNITIVE NEUROPSYCHOLOGY
        Compulsory: EXPERIMENTAL DESIGN AND ANALYSIS
        Compulsory: FOUNDATIONS OF LINGUISTICS
        Compulsory: LANGUAGE DISORDERS IN ADULTS
        Compulsory: SENTENCE PROCESSING
        Compulsory: THE MENTAL LEXICON
        Core: DISSERTATION: MA
        DEVELOPMENT OF LANGUAGE PROCESSING
        DEVELOPMENTAL LANGUAGE DISORDERS
        GRADUATE RESEARCH ASSIGNMENT
        MORPHOLOGY
        PHONOLOGICAL DEVELOPMENT AND PHONOLOGICAL DISORDERS
        VERB MEANING AND SENTENCE STRUCTURE

    Teaching and Assessment Methods

    A: Knowledge and Understanding
        Learning Outcomes
        A1 : familiarity with approaches to the study of language adopted in contemporary work in linguistics
        A2 : knowledge of key concepts, issues, ideas, theories, styles of argumentation and evaluation criteria used in contemporary linguistically informed research in psycholinguistics and neurolinguistics
        A3 : knowledge of methods and tools employed in contemporary linguistically informed research in psycholinguistics and neurolinguistics to collect, analyse and present data with the goal of formulating and testing research hypotheses

        Teaching Methods
        A1-3 are addressed in lectures, as well as seminar, class and tutorial discussion. Web and instructional course materials, including library and internet materials are used to achieve A1 and 2. There is also office and email consultation with staff as well as written and oral feedback on work.

        Assessment Methods
        A1-3 are assessed by written coursework in the form of essays (usually a 3000 word essay per course) and exercises. The dissertation is instrumental in the achievement of A3, being the most significant form of assessment with respect to knowledge and understanding acquired in the taught part of the course.

    B: Intellectual/Cognitive Skills
        Learning Outcomes
        B1 : Critically evaluate theories, accounts, explanations, approaches, demonstrating a comprehensive understanding of the relationship between theory and data
        B2 : Abstract and synthesise information from a range of sources (lectures/seminars/classes, journals, books, internet etc.) identifying those ideas or findings which are most significant
        B3 : Make observations and generalisations about behaviour (or data, or other materials), and analyse relevant types of behaviour, data, or materials using specialised techniques

        Teaching Methods
        B1 and B3 are developed in seminars, classes and tutorials. B2 is developed in directed reading of library and internet materials, as well as printed instructional course materials. There is also office and email consultation with staff, as well as written and oral feedback on work.

        Assessment Methods
        B1-3 are assessed by written coursework in the form of essays (usually a 3000 word essay per course) and exercises. In its development of advanced intellectual and cognititve skills, the dissertation is central in assessing B2 and B3.

    C: Practical Skills
        Learning Outcomes
        C1 : retrieve information from a variety of sources (e.g. Library, WWW, CD-Rom)
        C2 : utilise techniques and tools relevant to the collection, analysis and presentation of materials or data, with a minimum of guidance
        C3 : propose, plan, undertake, write up and present an independent survey or report (e.g. on research undertaken individually or in collaboration with others, or on a case study), with a minimum of guidance

        Teaching Methods
        Throughout the scheme practical skills C1-3 are developed through independent learning in preparation for classes, seminars, essays and presentations. In particular, these skills are mobilised in preparation for tutorials for the dissertation. Office and email consultation with staff, as well as written/oral feedback on work is provided through both the coursework and dissertation phases of the degree.

        Assessment Methods
        Coursework and essays play an important part in the assessment of all skills C1-3. It is in marking of the dissertation, however, that these skills - particular C2 and C3 - become particularly salient.

    D: Key Skills
        Learning Outcomes
        D1 : Communicating complex ideas effectively in writing, writing essays, reports and reviews using the appropriate register and style.
        D2 : Using advanced computational tools and software packages to obtain, store and process information stored in electronic form (e.g. from the Library, WWW or CD-rom), and (where appropriate) to analyse data and results
        D3 : Under guidance, interpreting complex statistical information presented in the form of diagrams, tables and graphs
        D4 : Analysing data-sets or behaviour, abstracting generalisations and testing hypotheses
        D6 : Under guidance, working independently, demonstrating initiative, self-organisation and time-management, and undertaking a self-critical programme of self-directed study

        Teaching Methods
        The key skills, D1, D2, D4 and D6 are taught throughout the scheme in preparation for lectures, seminars, tutorials and coursework assignments. Oral presentations in class may be used to develop skills of oral communication in parallel with D1; students are also encouraged to collaborate with others to achieve common goals e.g. in project planning, management and presentation. Seminars and tutorials are used to develop D3 and D4. There is also office and email consultation with staff, as well as written/oral feedback on work.

        Assessment Methods
        Coursework essays are used in the development of all key skills D1 to D4 and D6. Coursework exercises specifically develop D3 and D4. The dissertation constitutes an overall assessment of these skills in judging communication, problem solving and independent learning.

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