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LINGUIST 3PS3 PSYCHOLIGUISTICS LAB

Academic Year: Fall/Winter 2013/2014

Term: 2

Day/Evening: D

Instructor: Dr. Catherine Anderson

Email: canders@mcmaster.ca

Office: Togo Salmon Hall 503

Phone: 905-525-9140 x 26241

Website

Office Hours: Monday 2:30-4:00; Friday 9:30-11:00



Course Objectives:

Throughout the course, students will develop skills in:

  • reading and understanding scientific literature concerning speech perception
  • evaluation empirical evidence for theoretical proposals
  • designing and conducting experimental research in psycholinguistics
  • honouring principles of research ethics with human participants
  • recording and editing auditory stimuli
  • presenting and writing about scientific findings

 


Textbooks, Materials & Fees:

A list of readings from the primary literature is provided on Avenue.  

Students should bring a set of audio headphones to every class.  


Method of Assessment:

Seminar presentation of an assigned research paper 20% seminar dates determined during first class
written summary of seminar presentation 10% one week after seminar presentation
stimulus preparation 10% 4 Feb 2014
data collection 10% 11 March 2014
data analysis 10% 18 March 2014
conference-style abstract of study results 10% 1 April 2014
journal-style paper reporting the study 30% 14 April 2014

 

 

 

 


Policy on Missed Work, Extensions, and Late Penalties:



Because the entire course depends on each team member completing their share of the collaborative work, it is crucial to honour scheduled due dates.  If a student's portion of a collaborative task is late, the student receives 0 for that portion of the collaborative task.  Individual assignments submitted within two working days of the due date are penalized 25% of the value of the assignment.  Assignments submitted within five working days of the due date are penalized 50%.  Assignments are not accepted more than one week after the due date.

McMaster Student Absence Form (MSAF)

This is a self-reporting tool for undergraduate students to report absences DUE TO MINOR MEDICAL SITUATIONS that last up to 5 days and provides the ability to request accommodation for any missed academic work. Please note, this tool cannot be used during any final examination period. You may submit a maximum of 1 Academic Work Missed request per term. It is YOUR responsibility to follow up with your Instructor immediately (NORMALLY WITHIN TWO WORKING DAYS) regarding the nature of the accommodation. If you are absent for reasons other than medical reasons, for more than 5 days, or exceed 1 request per term, you MUST visit your Associate Dean's Office/Faculty Office). You may be required to provide supporting documentation. This form should be filled out immediately when you are about to return to class after your absence.


Please Note the Following Policies and Statements:

Academic Integrity

You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process. Academic credentials you earn are rooted in principles of honesty and academic integrity. It is your responsibility to understand what constitutes academic dishonesty.

Academic dishonesty is to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. This behaviour can result in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: "Grade of F assigned for academic dishonesty"), and/or suspension or expulsion from the university. For information on the various types of academic dishonesty please refer to the Academic Integrity Policy, located at https://secretariat.mcmaster.ca/university-policies-procedures-guidelines/

The following illustrates only three forms of academic dishonesty:

  • plagiarism, e.g. the submission of work that is not one’s own or for which other credit has been obtained.
  • improper collaboration in group work.
  • copying or using unauthorized aids in tests and examinations.

Authenticity / Plagiarism Detection

Some courses may use a web-based service (Turnitin.com) to reveal authenticity and ownership of student submitted work. For courses using such software, students will be expected to submit their work electronically either directly to Turnitin.com or via Avenue to Learn (A2L) plagiarism detection (a service supported by Turnitin.com) so it can be checked for academic dishonesty.

Students who do not wish to submit their work through A2L and/or Turnitin.com must still submit an electronic and/or hardcopy to the instructor. No penalty will be assigned to a student who does not submit work to Turnitin.com or A2L. All submitted work is subject to normal verification that standards of academic integrity have been upheld (e.g., on-line search, other software, etc.). To see the Turnitin.com Policy, please go to www.mcmaster.ca/academicintegrity.

Courses with an On-Line Element

Some courses use on-line elements (e.g. e-mail, Avenue to Learn (A2L), LearnLink, web pages, capa, Moodle, ThinkingCap, etc.). Students should be aware that, when they access the electronic components of a course using these elements, private information such as first and last names, user names for the McMaster e-mail accounts, and program affiliation may become apparent to all other students in the same course. The available information is dependent on the technology used. Continuation in a course that uses on-line elements will be deemed consent to this disclosure. If you have any questions or concerns about such disclosure please discuss this with the course instructor.

Online Proctoring

Some courses may use online proctoring software for tests and exams. This software may require students to turn on their video camera, present identification, monitor and record their computer activities, and/or lockdown their browser during tests or exams. This software may be required to be installed before the exam begins.

Conduct Expectations

As a McMaster student, you have the right to experience, and the responsibility to demonstrate, respectful and dignified interactions within all of our living, learning and working communities. These expectations are described in the Code of Student Rights & Responsibilities (the "Code"). All students share the responsibility of maintaining a positive environment for the academic and personal growth of all McMaster community members, whether in person or online.

It is essential that students be mindful of their interactions online, as the Code remains in effect in virtual learning environments. The Code applies to any interactions that adversely affect, disrupt, or interfere with reasonable participation in University activities. Student disruptions or behaviours that interfere with university functions on online platforms (e.g. use of Avenue 2 Learn, WebEx or Zoom for delivery), will be taken very seriously and will be investigated. Outcomes may include restriction or removal of the involved students' access to these platforms.

Academic Accommodation of Students with Disabilities

Students with disabilities who require academic accommodation must contact Student Accessibility Services (SAS) at 905-525-9140 ext. 28652 or sas@mcmaster.ca e-mail to make arrangements with a Program Coordinator. For further information, consult McMaster University’s Academic Accommodation of Students with Disabilities policy.

Email correspondence policy

It is the policy of the Faculty of Humanities that all email communication sent from students to instructors (including TAs), and from students to staff, must originate from each student’s own McMaster University email account. This policy protects confidentiality and confirms the identity of the student.  Instructors will delete emails that do not originate from a McMaster email account.

Modification of course outlines

The University reserves the right to change dates and/or deadlines etc. for any or all courses in the case of an emergency situation or labour disruption or civil unrest/disobedience, etc. If a modification becomes necessary, reasonable notice and communication with the students will be given with an explanation and the opportunity to comment on changes. Any significant changes should be made in consultation with the Department Chair.

Request for Relief for Missed Academic Term Work
McMaster Student Absence Form (MSAF)

In the event of an absence for medical or other reasons, students should review and follow the Academic Regulation in the Undergraduate Calendar "Requests for Relief for Missed Academic Term Work".

Academic Accommodation for Religious, Indigenous and Spiritual Observances (RISO)

Students requiring academic accommodation based on religious, indigenous or spiritual observances should follow the procedures set out in the RISO policy. Students should submit their request to their Faculty Office normally within 10 working days of the beginning of term in which they anticipate a need for accommodation or to the Registrar's Office prior to their examinations. Students should also contact their instructors as soon as possible to make alternative arrangements for classes, assignments, and tests.

Copyright and Recording

Students are advised that lectures, demonstrations, performances, and any other course material provided by an instructor include copyright protected works. The Copyright Act and copyright law protect every original literary, dramatic, musical and artistic work, including lectures by University instructors.

The recording of lectures, tutorials, or other methods of instruction may occur during a course. Recording may be done by either the instructor for the purpose of authorized distribution, or by a student for the purpose of personal study. Students should be aware that their voice and/or image may be recorded by others during the class. Please speak with the instructor if this is a concern for you.

Extreme Circumstances

The University reserves the right to change the dates and deadlines for any or all courses in extreme circumstances (e.g., severe weather, labour disruptions, etc.). Changes will be communicated through regular McMaster communication channels, such as McMaster Daily News, A2L and/or McMaster email.


Topics and Readings:

Week 2 (14.Jan)

Background reading for everyone

Samuel, A. G., & Kraljic, T. (2009). Perceptual learning for speech. Attention, perception & psychophysics, 71(6), 1207–1218.

Mattys, S. L., Davis, M. H., Bradlow, A. R., & Scott, S. K. (2012). Speech recognition in adverse conditions: A review. Language and Cognitive Processes, 27(7-8), 953–978. 

Goldinger, S. D. (1998). Echoes of Echoes? An episodic theory of lexical access. Psychological Review, 105(2), 251–279.  

Week 3 (21.Jan)

Talker variability as a source of difficulty

Creelman, C. D. (1957). Case of the unknown talker. Journal of the Acoustical Society of America, 29, 655.

Mullennix, J. W., Pisoni, D. B., & Martin, C. S. (1989). Some effects of talker variability on spoken word recognition. The Journal of the Acoustical Society of America, 85(1), 365–78.

 

Week 4 (28.Jan)

Adapting to Talker Variability in Speech

Norris, D., McQueen, J. M., & Cutler, A. (2003). Perceptual learning in speech. Cognitive Psychology, 47(2), 204–238.

 

Week 5 (4.Feb)

Adapting to Talker Variability in Speech

Magnuson, J. S., & Nusbaum, H. C. (2007). Acoustic differences, listener expectations, and the perceptual accommodation of talker variability. Journal of experimental psychology. Human perception and performance, 33(2), 391–409.

Kraljic, T., Brennan, S. E., & Samuel, A. G. (2008). Accommodating variation: dialects, idiolects, and speech processing. Cognition, 107(1), 54–81.

Maye, J., Aslin, R. N., & Tanenhaus, M. K. (2008). The weckud wetch of the wast: lexical adaptation to a novel accent. Cognitive science, 32(3), 543–62.


Week 6 (11.Feb)

Adapting to Non-Standard Speech

McGarr, N. S. (1983). The intelligibility of deaf speech to experienced and inexperienced listeners. Journal of speech and hearing research, 26, 451–458.

Bent, T., Buchwald, A., & Pisoni, D. B. (2009). Perceptual adaptation and intelligibility of multiple talkers for two types of degraded speech. The Journal of the Acoustical Society of America, 126(5), 2660–9.

Week 7 (25.Feb)

Adapting to Non-Native Accents

Munro, M. J., & Derwing, T. M. (1995). Processing time, accent, and comprehensibility in the perception of native and foreign-accented speech. Language and Speech, 38(3), 289–306.

Clarke, C. M., & Garrett, M. F. (2004). Rapid adaptation to foreign-accented English. The Journal of the Acoustical Society of America, 116(6), 3647.


Week 8 (4.March)

Adapting to Non-Native Accents

Adank, P., Evans, B. G., Stuart-Smith, J., & Scott, S. K. (2009). Comprehension of familiar and unfamiliar native accents under adverse listening conditions. Journal of experimental psychology. Human perception and performance, 35(2), 520–9.

Bradlow, A. R., & Bent, T. (2008). Perceptual adaptation to non-native speech. Cognition, 106(2), 707–29.

Baese-Berk, M. M., Bradlow, A. R., & Wright, B.A. (2013). Accent-independent adaptation to foreign accented speech. The Journal of the Acoustical Society of America, 133(3), EL174–80.


Week 9 (11.March)

How long does perceptual adaptation last?

Lively, S. E., Pisoni, D. B., Yamada, R. a, Tohkura, Y., & Yamada, T. (1994). Training Japanese listeners to identify English /r/ and /l/. III. Long-term retention of new phonetic categories. The Journal of the Acoustical Society of America, 96(4), 2076–87.

Eisner, F., & McQueen, J. M. (2005). The specificity of perceptual learning in speech processing. Perception & psychophysics, 67(2), 224–38.

Fenn, K. M., Nusbaum, H. C., & Margoliash, D. (2003). Consolidation during sleep of perceptual learning of spoken language. Nature, 425(October), 614–616.


Other Course Information:

In this course we will be using Avenue. Students should be aware that, when they access the electronic components of this course, private information such as first and last names, user names for the McMaster e-mail accounts, and program affiliation may become apparent to all other students in the same course. The available information is dependent on the technology used. Continuation in this course will be deemed consent to this disclosure. If you have any questions or concerns about such disclosure please discuss this with the course instructor.