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Academic Year 2002/2003
Research Seminar: Infant Language Development
PSYC 393 FA
For students who already have background in developmental psychology and psycholinguistics with in-depth experience in conducting scientific studies on the beginnings of language development in infancy. Students will
participate
in research team(s). The work of the course will rely strongly on laboratory research on related discussions of primary source readings on research and methodology.
MAJOR READINGS
Primary source readings (journal articles, book chapters) e.g. WERKER ET AL (1981), Developmental Aspects of Cross-language Speech Perception. CHILD DEVELOPMENT, 52, 349-355 Best et al. (1988) Examination of
perceptual reorganization for nonnative
speech contrasts: Zulu click discrimination by English speaking adults and infants. JOURNAL OF EXPERIMENTAL PSYCHOLOGY: HPP, 14 345-360
EXAMINATIONS AND ASSIGNMENTS
Research reports, research proposals, laboratory work.
ADDITIONAL REQUIREMENTS and/or COMMENTS
The course is intended for students who have an interest in conducting research studies on cognitive development and/or developmental psycholonguistics during the infancy period. Prior coursework in either the
Developmental area or the Cognitive area:
PSYC230 or PSYC231 or PSYC222 or PSYC220, or comparable courses inside or outside of Psychology. Prior or concurrent coursework in statistics (PSYC201-214 or comparable) is recommended but not required. This is a
specialized course in Developmental
Psychology. Unless preregistered students attend the first class meeting or communicate directly with the instructor prior to the first class, they will be dropped from the class list. NOTE: Students must still submit
a completed Drop/Add form to the
Registrar's Office.
COURSE FORMAT:
Laboratory
REGISTRATION INFORMATION
Level:
UGRD
Credit:
1
Gen Ed Area Dept:
NSM PSYC
Grading Mode:
Graded
Prerequisites:
PSYC101 OR PSYC105 OR PSYC230 OR PSYC231
Links to Web Resources For This Course.
Last Updated on MAR-18-2003
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