THOUGHT AND LANGUAGE - 2024/5

Module Overview

This module gives an advanced overview of topics connected with language, thinking and learning. The module will draw on a diverse range of relevant experimental studies that contribute to wider debates and perspectives and will familiarise students with different research approaches using global populations. The module also encourages an awareness of issues of sustainability relating to the preservation of endangered languages. The module is largely cognitive and developmental in focus and so builds on prior learning of Cognitive and Developmental Psychology at Levels 4 and 5. However, students will be encouraged to use their resourcefulness to make wider connections and consider the significance of other aspects of psychology to these topics and the wider theoretical and philosophical implications of relevant theories and debates.

Module provider

Psychology

Module Leader

GRANDISON Alexandra (Psychology)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 6

Module cap (Maximum number of students): 40

Module Availability

Semester 2

Prerequisites / Co-requisites

None.

Module content

The course will cover theories and findings related to the following general topic areas:

• Human language vs. animal communication


• The relationship between language and thought


• Concepts and categories


• Thought before language


• Language acquisition


• Speech perception


• Reading


• Written language


• Language comprehension

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate their ability to describe a diverse range of global research on key topics in language and thought, apply their digital literacy skills to critically evaluate and test different theoretical perspectives, draw on their resourcefulness to critically discuss the implications of key findings relating to language and thought; synthesise different perspectives and demonstrate and apply real world research skills.

Thus, the summative assessment for this module consists of:

· One 4 page critical essay to be submitted after delivery of content in weeks 1-5 (50%)

· One ten-minute individual recorded presentation of a research proposal submitted in week 11 (50%)

The critical essay will require students to draw on key digital literacy skills, including: their ability to critically engage with academic literature and their ability to critically review the literature and to assess the quality and quantity of evidence available. This will include multiple opportunities to develop digital literacy, including the informed development of definitions to structure an individual approach to the question and evaluation of previous theory to construct a logical and coherent argument. The individual recorded presentation of a research proposal will enable students to demonstrate their understanding of real-world research methods and the design, execution and analysis of a study. The delivery of the presentation will allow students to demonstrate key employability skills, specifically their ability to present clear, coherent and concise arguments to an audience drawing on their understanding of written and spoken language. The delivery of this presentation requires professionalism, interpersonal skills and the expression of confidence within an applied setting. Recording and uploading the presentation requires digital literacy.

 

Formative assessment and feedback

Students will participate in regular interactive discussions within lecture sessions that involve group-level or individual formative feedback (e.g., on their understanding of a topic or their ability to critically evaluate a theory). Individual essay surgery sessions will be held in weeks 3, 4 and 5, prior to the essay deadline. This will allow students to receive personalised, individual feedback on their chosen definition of language and their essay plan.

Feedback on presentation topics will be available via class activities in weeks 9 and 10 and in one to one discussion during dedicated office hours

Module aims

• This module aims to: provide students with an advanced understanding of topics connected with language, thinking and learning. A key objective of this module is to develop students’ ability to evaluate psychological research within this context. Students will be encouraged to think about the interplay between theoretical and philosophical standpoints and interpret and evaluate empirical evidence.

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

• Provide students with the foundational knowledge to enable them to systematically describe a diverse range of global research investigating human vs. animal language, the relationship between thought and language, categorisation as a testing ground for this relationship, thought before language, language acquisition and specific language faculties.

• Give students the digital literacy skills to critically evaluate these theoretical perspectives and the empirical evidence that tests them.


• Provide students with the resourcefulness to critically discuss the implications of key findings relating to language and thought.


• Create links between different theories and topics that enable students to synthesise different perspectives. 


• Enable students to develop, demonstrate and apply real world research skills by engaging with key aspects of the research process such as designing research questions, formulating hypotheses, describing appropriate methodologies and using relevant research to provide a rationale for such designs.


• Facilitate the identification of transferrable skills so that students see the value of their subject specific and general knowledge and skill development for employability.

The learning and teaching methods include:

• Lectures (2 hour lecture per week x 11 weeks).


• Lectures will include class discussion, debate, demonstrations, videos and group work.


• Students will be encouraged to contribute to discussions by drawing on their own experiences and individual backgrounds and are encouraged to be actively involved in problem solving, thus developing their own judgement and opinions. Students are further encouraged to engage with this process through group work during class tasks.


• A dedicated SurreyLearn site, where the reading list, materials from the lectures, relevant links and workshop materials will be available.

Readings will be set each week, focusing on journals articles with minimal reference to text books for supporting background information. The essential readings will ensure a thorough understanding of the topic, and the recommended readings will provide further detail using specific examples.

 

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: PSY3081

Other information

Independent Learning:

Reading and relevant tasks will be set each week. The following sources are examples of essential and recommended reading / viewing:

Required purchase

N/A

Essential reading

Boroditsky, L. (2003). Linguistic Relativity. In Nadel, L. (Ed.) Encyclopedia of Cognitive Science. MacMillan Press, London, UK, pages 917-921.

Chapman, R.S. (2000). Children's Language Learning: An Interactionist Perspective. Journal of Psychology and Psychiatry, 41, 33-54.

Christiansen, M.H., & Kirby, S. (2003). Language evolution: consensus and controversies. Trends in Cognitive Sciences 7 (7), 300-307.

Cleary, M., & Pisoni, D.B. (2001). Speech perception and spoken word recognition: Research and theory. In E.B. Goldstein (Ed.), Blackwell handbook of perception. pp. 499-534. Malden, MA: Blackwell.

Davies, I.R.L. (1998). A study of colour grouping in three languages: A test of the linguistic relativity hypothesis. British Journal of Psychology, 89, 433-452.

Franklin, A. & Davies, I.R.L. (2004). New evidence for infant colour categories. British Journal of Developmental Psychology, 22, 349-377.

Horizon: Why do we talk? (2009). Broadcast on 10/11/2009 Retrievable from http://bob.surrey.ac.uk  This is a 1 hour television programme that can be accessed online.

Mandler, J.M. (2004). Thought before language. Trends in Cognitive Sciences, 8, 508-513.

Pickering, M.J., & Garrod, S. (2007). Do people use language production to make predictions during comprehension? Trends in Cognitive Sciences, 11 (3), 105-110.

Regier, T., & Kay, P. (2009). Language, thought and color: Whorf was half right. Trends in Cognitive Sciences, 13 (10), 439-446.

Recommended reading

Clifford, A., Franklin, A., Davies, I. R. L., & Holmes, A. (2009). Electrophysiological markers of categorical perception of color in 7-month old infants. Brain and Cognition, 71, 165-172.

Davies, I.R.L. (1998). A study of colour grouping in three languages: A test of the linguistic relativity hypothesis. British Journal of Psychology, 89, 433-452.

Dehaene-Lambertz, G., Hertz-Pannier, L., & Dubois, J. (2006). Nature and nurture in language acquisition: Anatomical and functional brain-imaging studies in infants. Trends in Neurosciences, 29 (7), 367-373.

Franklin, A. & Davies, I.R.L. (2004). New evidence for infant colour categories. British Journal of Developmental Psychology, 22, 349-377.

Gilbert, A. L., Regier, T., Kay, P., & Ivry, R. B. (2006). Whorf hypothesis is supported in the right visual field but not the left. Proceedings of the National Academy of Sciences, 103(2), 489-494.

Roberson, D., Davies, I.R.L, & Davidoff, J. (2000). Color Categories Are Not Universal: Replications and New Evidence From a Stone-Age Culture. Journal of Experimental Psychology: General, 129, 369-398.

Rose, S.A., Feldman, J.F., & Jankowski, J.J. (2009). A cognitive approach to the development of early language. Child Development, 80 (1), 134-150.

Winawer, J., Witthoft, N., Frank, M., Wu, L., Wade, A., & Boroditsky, L. (2007). Russian blues reveal effects of language on color discrimination. Proceedings of the National Academy of Sciences, 104, 7780-7785.

Background reading

Quinlan, P., & Dyson, B. (2008). Cognitive Psychology. Harlow: Pearson Education Ltd. pp 544-556.

Other Information

Surrey's Curriculum Framework is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills and capabilities in the following areas: 

Resourcefulness and resilience:  

Students will be encouraged to prepare professionally for each class and manage their time, developing their resourcefulness. They actively engage with in-class discussions and are encouraged to ask questions and think critically. This gives an opportunity to develop their confidence discussing issues in small groups and sharing with the class. The research proposal presentation gives an opportunity to develop confidence in delivering an oral presentation and this is done in a scaffolded way by being recorded rather than presented face to face.  

Global and cultural capabilities: 

The module will include discussion of theory and research concerning cultural influences on key topics, as well as diverse populations and languages. Students are encouraged to share experiences and knowledge from their own cultures and backgrounds, and to respect and value differences in experience. 

Digital Capabilities: 

Students will use PowerPoint to prepare their research proposal presentation and will be encouraged to use visual tools within the software to make the presentation look professional and aesthetically pleasing. They will also be required to record video and audio for their presentation.  

Employability: 

Students will develop key communication skills that are important in graduate employment or postgraduate study: writing academic research proposals, discussing scientific issues with peers, constructing clear and logical written and verbal arguments, and delivering an effective presentation. Students will also increase their familiarity with more advanced research methods, which will be useful for those entering research-related jobs. 

Sustainability:

The module also encourages students to have an awareness of issues of sustainability relating to the preservation of endangered languages, which are discussed within relevant research examples.

 

 

Programmes this module appears in

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2024/5 academic year.