Module manager: Chris Norton
Email: c.norton@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2025/26
Pre-requisite modules: One of the following (or equivalent) · MODL1060 Language: Structure and Sound · ENGL1016 English Structure, Style, Genre · PSYC1601 Introduction to Psychology · PSYC1607 Cognitive Psychology Students who have not completed MODL1060 Language: Structure and Sound should be prepared to do some additional reading to familiarise themselves with linguistic concepts built on in this module. Chapters 1 to 6 of Genetti’s How languages work: An introduction to language and linguistics (Cambridge University Pre
This module is approved as a discovery module
Psycholinguistics connects the study of language to the study of the mind. This module aims to bring students into some of the biggest debates in this interdisciplinary field: Can we differentiate the communication systems of animals from our own ‘language’? Are we biologically endowed with a language capacity? How do we acquire language? How do our minds process language? What can we learn from developmental and acquired disorders? In covering these, the module provides a foundation for further specialised study in the field. This module also aims to develop students’ interdisciplinary skills. It explores how researchers have approached language from different disciplines, and then moves towards students developing their own ability to interconnect differing skillsets, knowledge bases and experiences. Please note this is an optional module and runs subject to enrolments. If a low number of students choose this module, then the module may not run and you may be asked to choose another module.
This module aims to:
1. Introduce core psycholinguistic concepts and debates;
2. Develop students' analytical skills through practical analyses of experimental data and source readings;
3. Build students’ confidence in working across different fields of knowledge, including (but not limited to) the central fields of linguistics and psychology
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:
LO1. Discuss and interpret a range of theories and debates from psycholinguistics
LO2. Evaluate primary psycholinguistic research in scientific journals
LO3. Apply psycholinguistic terms and concepts using a formal written style
LO4. Connect knowledge from other fields of study to psycholinguistic concepts
LO5. Advance a reasoned, critical argument for a particular theoretical position from the literature
LO6. Communicate scientific concepts to a non-specialist audience.
In lectures and seminars, psycholinguistic theory and data are explored through questions and topics such as the following:
(1) What are the design features of language vs. other communication systems?
(2) To what extent is the capacity for language a uniquely human trait?
(3) Are humans biologically endowed with the capacity for language?
(4) How do children acquire language?
(5) Are first and subsequent languages learned via the same or by different processes?
(6) How do the mind and brain store and process language?
(7) What can we learn about language processing by looking at language disorders?
(8) What is the relationship between language and other cognitive abilities, e.g. Theory of Mind?
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 10 | 1.5 | 15 |
| Seminar | 5 | 1 | 5 |
| Independent online learning hours | 5 | ||
| Private study hours | 175 | ||
| Total Contact hours | 20 | ||
| Total hours (100hr per 10 credits) | 200 | ||
Student progress is monitored through seminar contributions, whole class teaching, and two formative tasks, one each for the assessments. All classes are interactive, as a large amount of lecture content is ‘flipped’ into pre-recorded videos. This affords plenty of opportunities for student questions and discussion of the material. In support of the essay, a formative essay draft task provides feedback on argumentation, use of sources, structure and style. In support of the presentation, a presentation plan task provides feedback on structure and choice of content.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Coursework | Essay | 60 |
| Coursework | Group recorded presentation | 40 |
| Total percentage (Assessment Coursework) | 100 | |
For resits, individual recorded presentations would be used, with reductions in length/scope commensurate with the reduction in presenter numbers.
Check the module area in Minerva for your reading list
Last updated: 02/05/2025
Errors, omissions, failed links etc should be notified to the Catalogue Team